Akademik Veri Yönetim Sistemi
SAKARYA UNIVERSITY JOURNAL OF EDUCATION, cilt.15, sa.1, ss.66-81, 2025 (TRDizin)
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.