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The Relationship Between ICC Levels of Language Learners, Their Proficiency Levels and Achievement Scores

Year 2025, Volume: 15 Issue: 1, 66 - 81

Sibel Özdemir Çağatay

https://doi.org/10.19126/suje.1541587

Abstract

Intercultural Communicative Competence (ICC) has gained importance in language classes to assist EFL learners who lack exposure to the target language. To address potential communication difficulties, this study investigates EFL students' ICC levels and its components (knowledge, skill, attitude) as well as the relationship between their achievement—measured by midterm exam scores—language proficiency, and ICC. A quantitative study was conducted with 172 EFL learners at a Turkish university's preparatory program. Participants completed an ICC questionnaire, and their midterm exam scores were collected. Data were analyzed using descriptive statistics and MANOVA in SPSS. The findings reveal that proficiency level (A2 to C1) has a significant effect on overall ICC scores. When examining ICC components, proficiency level and learners’ achievement scores significantly impacts attitude and skill, but not knowledge. However, the interaction between proficiency and achievement does not significantly affect ICC. The significant influence of proficiency level on overall ICC scores, particularly in attitude and skill, highlights the close relationship between linguistic competence and learners’ ability to adapt to intercultural contexts. However, the lack of effect on the knowledge component suggests a need for explicit cultural instruction to complement linguistic development. These findings highlight the need for language curricula that combine intercultural education with linguistic development to foster both communication skills and cultural knowledge.

Keywords

Intercultural Communicative Competence Proficiency Level Achievement Skill Attitude

Ethical Statement

It is declared that during the preparation process of this study, scientific and ethical principles were followed and all the studies benefited from are stated in the bibliography. The study was approved by the Middle East Technical University Ethics Committee (0210-ODTUİAEK-2023).

Thanks

The author(s) would like to express their sincere thanks to the editor and the anonymous reviewers for their helpful comments and suggestions.

References

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  • Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-70.
  • Berg, V., Michael, J. C.-L., & Paige, R. M. (2009). The Georgetown consortium project: Interventions for student learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18(1), 1-75. https://doi.org/10.36366/frontiers.v18i1.251
  • Byram, M. (2002). Routledge encyclopedia of language teaching and learning. Routledge.
  • Byram, M. (2006, July). Language teaching for intercultural citizenship: The European situation [Paper presentation]. NZALT Conference, University of Auckland.
  • Byram, M. (2020). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters.
  • Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Language Policy Division, Directorate of School, Out-of-School and Higher Education, Council of Europe.
  • Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
  • Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internalization. Journal of Studies in International Education, 10(3), 241-266. https://doi.org/10.1177/1028315306287002
  • Fantini, A. (2012). Language: An essential component of intercultural communicative competence. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (pp. 263–278). Routledge.
  • Geisinger, K. F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6(4), 304-312. https://doi.org/10.1037//1040-3590.6.4.304
  • Guo, L. H. (2015). Intercultural communicative competence, language proficiency, and study abroad. International Journal of Research Studies in Education, 4(2), 57-67. https://doi.org/10.5861/ijrse.2015.971
  • Haregu, Z. S., Filatie, A. Y., & Chanie, B. S. (2024). Intercultural competence as a perceived predictor of cooperative EFL learning and classroom life among Ethiopian university students. Cogent Education, 11(1), 1-15. https://doi.org/10.1080/2331186x.2024.2310440
  • Hismanoglu, M. (2011). An investigation of ELT students' intercultural communicative competence in relation to linguistic proficiency, overseas experience and formal instruction. International Journal of Intercultural Relations, 35(6), 805-817. https://doi.org/10.1016/j.ijintrel.2011.09.001
  • Mirzaei, A., & Forouzandeh, F. (2013). Relationship between intercultural communicative competence and L2-learning motivation of Iranian EFL learners. Journal of Intercultural Communication Research, 42(3), 300-318. https://doi.org/10.1080/17475759.2013.816867
  • Öz, H. (2015). Ideal L2 self as a predictor of intercultural communicative competence. The Anthropologist, 19(1), 41-53. https://doi.org/10.1080/09720073.2015.11891637
  • Özüorcun, F. (2014). Teaching culture as a fifth skill. The Journal of International Social Research, 7(29), 680–685.
  • Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
  • Rezaei, M., & Salehi, H. (2022). Relationship between intercultural communicative competence and L2 learning: Iranian EFL learners' motivation and achievement. Journal of Practical Studies in Education, 3(5), 8-16. https://doi.org/10.46809/jpse.v3i5.54
  • Sevimel-Şahin, A. (2020). A survey on the intercultural communicative competence of ELT undergraduate students. Eurasian Journal of Applied Linguistics, 6(1), 141-153. https://doi.org/10.32601/ejal.775793
  • Trosborg, A. (2011). Interlanguage pragmatics: Requests, complaints, and apologies. Walter de Gruyter.
  • Vu, N. T., & Dinh, H. (2022). College-level students' development of intercultural communicative competence: A quantitative study in Vietnam. Journal of Intercultural Communication Research, 51(2), 208-227. https://doi.org/10.1080/17475759.2021.1893207
  • Watson, J. R. (2007). The role of language proficiency in cross-cultural competence (3C): A fundamental key to intercultural effectiveness in military personnel. Center for Languages, Cultures, and Regional Studies, United States Military Academy.
  • Zhang, X., & Zhou, M. (2019). Interventions to promote learners' intercultural competence: A meta-analysis. International Journal of Intercultural Relations, 71, 31–47. https://doi.org/10.1016/j.ijintrel.2019.04.006
  • Zheng, J. (2014). Assessing intercultural communicative competence in college English teaching. International Journal of English Language Teaching, 1(2), 73-77. https://doi.org/10.5430/ijelt.v1n2p73

Year 2025, Volume: 15 Issue: 1, 66 - 81

Sibel Özdemir Çağatay

https://doi.org/10.19126/suje.1541587

Abstract

References

  • Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64. Atay, D., Kurt, G., Çamlibel, Z., Ersin, P., & Kaslioğlu, O. (2009). The role of intercultural competence in foreign language teaching. Inonu University Journal of the Faculty of Education, 10(3), 123–135.
  • Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-70.
  • Berg, V., Michael, J. C.-L., & Paige, R. M. (2009). The Georgetown consortium project: Interventions for student learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18(1), 1-75. https://doi.org/10.36366/frontiers.v18i1.251
  • Byram, M. (2002). Routledge encyclopedia of language teaching and learning. Routledge.
  • Byram, M. (2006, July). Language teaching for intercultural citizenship: The European situation [Paper presentation]. NZALT Conference, University of Auckland.
  • Byram, M. (2020). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters.
  • Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Language Policy Division, Directorate of School, Out-of-School and Higher Education, Council of Europe.
  • Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
  • Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internalization. Journal of Studies in International Education, 10(3), 241-266. https://doi.org/10.1177/1028315306287002
  • Fantini, A. (2012). Language: An essential component of intercultural communicative competence. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (pp. 263–278). Routledge.
  • Geisinger, K. F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6(4), 304-312. https://doi.org/10.1037//1040-3590.6.4.304
  • Guo, L. H. (2015). Intercultural communicative competence, language proficiency, and study abroad. International Journal of Research Studies in Education, 4(2), 57-67. https://doi.org/10.5861/ijrse.2015.971
  • Haregu, Z. S., Filatie, A. Y., & Chanie, B. S. (2024). Intercultural competence as a perceived predictor of cooperative EFL learning and classroom life among Ethiopian university students. Cogent Education, 11(1), 1-15. https://doi.org/10.1080/2331186x.2024.2310440
  • Hismanoglu, M. (2011). An investigation of ELT students' intercultural communicative competence in relation to linguistic proficiency, overseas experience and formal instruction. International Journal of Intercultural Relations, 35(6), 805-817. https://doi.org/10.1016/j.ijintrel.2011.09.001
  • Mirzaei, A., & Forouzandeh, F. (2013). Relationship between intercultural communicative competence and L2-learning motivation of Iranian EFL learners. Journal of Intercultural Communication Research, 42(3), 300-318. https://doi.org/10.1080/17475759.2013.816867
  • Öz, H. (2015). Ideal L2 self as a predictor of intercultural communicative competence. The Anthropologist, 19(1), 41-53. https://doi.org/10.1080/09720073.2015.11891637
  • Özüorcun, F. (2014). Teaching culture as a fifth skill. The Journal of International Social Research, 7(29), 680–685.
  • Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
  • Rezaei, M., & Salehi, H. (2022). Relationship between intercultural communicative competence and L2 learning: Iranian EFL learners' motivation and achievement. Journal of Practical Studies in Education, 3(5), 8-16. https://doi.org/10.46809/jpse.v3i5.54
  • Sevimel-Şahin, A. (2020). A survey on the intercultural communicative competence of ELT undergraduate students. Eurasian Journal of Applied Linguistics, 6(1), 141-153. https://doi.org/10.32601/ejal.775793
  • Trosborg, A. (2011). Interlanguage pragmatics: Requests, complaints, and apologies. Walter de Gruyter.
  • Vu, N. T., & Dinh, H. (2022). College-level students' development of intercultural communicative competence: A quantitative study in Vietnam. Journal of Intercultural Communication Research, 51(2), 208-227. https://doi.org/10.1080/17475759.2021.1893207
  • Watson, J. R. (2007). The role of language proficiency in cross-cultural competence (3C): A fundamental key to intercultural effectiveness in military personnel. Center for Languages, Cultures, and Regional Studies, United States Military Academy.
  • Zhang, X., & Zhou, M. (2019). Interventions to promote learners' intercultural competence: A meta-analysis. International Journal of Intercultural Relations, 71, 31–47. https://doi.org/10.1016/j.ijintrel.2019.04.006
  • Zheng, J. (2014). Assessing intercultural communicative competence in college English teaching. International Journal of English Language Teaching, 1(2), 73-77. https://doi.org/10.5430/ijelt.v1n2p73
There are 25 citations in total.

Details

Primary Language English
Subjects Other Fields of Education (Other)
Journal Section Articles
Authors

Sibel Özdemir Çağatay 0000-0002-0202-2081

Early Pub Date April 17, 2025
Publication Date
Submission Date September 1, 2024
Acceptance Date January 15, 2025
Published in Issue Year 2025 Volume: 15 Issue: 1

Cite

APA Özdemir Çağatay, S. (2025). The Relationship Between ICC Levels of Language Learners, Their Proficiency Levels and Achievement Scores. Sakarya University Journal of Education, 15(1), 66-81. https://doi.org/10.19126/suje.1541587
AMA Özdemir Çağatay S. The Relationship Between ICC Levels of Language Learners, Their Proficiency Levels and Achievement Scores. SUJE. April 2025;15(1):66-81. doi:10.19126/suje.1541587
Chicago Özdemir Çağatay, Sibel. “The Relationship Between ICC Levels of Language Learners, Their Proficiency Levels and Achievement Scores”. Sakarya University Journal of Education 15, no. 1 (April 2025): 66-81. https://doi.org/10.19126/suje.1541587.
EndNote Özdemir Çağatay S (April 1, 2025) The Relationship Between ICC Levels of Language Learners, Their Proficiency Levels and Achievement Scores. Sakarya University Journal of Education 15 1 66–81.
IEEE S. Özdemir Çağatay, “The Relationship Between ICC Levels of Language Learners, Their Proficiency Levels and Achievement Scores”, SUJE, vol. 15, no. 1, pp. 66–81, 2025, doi: 10.19126/suje.1541587.
ISNAD Özdemir Çağatay, Sibel. “The Relationship Between ICC Levels of Language Learners, Their Proficiency Levels and Achievement Scores”. Sakarya University Journal of Education 15/1 (April 2025), 66-81. https://doi.org/10.19126/suje.1541587.
JAMA Özdemir Çağatay S. The Relationship Between ICC Levels of Language Learners, Their Proficiency Levels and Achievement Scores. SUJE. 2025;15:66–81.
MLA Özdemir Çağatay, Sibel. “The Relationship Between ICC Levels of Language Learners, Their Proficiency Levels and Achievement Scores”. Sakarya University Journal of Education, vol. 15, no. 1, 2025, pp. 66-81, doi:10.19126/suje.1541587.
Vancouver Özdemir Çağatay S. The Relationship Between ICC Levels of Language Learners, Their Proficiency Levels and Achievement Scores. SUJE. 2025;15(1):66-81.
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