Evaluating The Effectiveness of The Intercultural Communication Needs (ICN) Model on Developing Intercultural Competence Among Iranian EFL University Students
Article Sidebar
Emotional Need,
ICN Model,
Intercultural Competence ,
Linguistic Need
Main Article Content
Vahid Ghorbani
Abstract
Background: Intercultural communicative competence (ICC) has become a central objective in English as a Foreign Language (EFL) education due to increasing global interaction. However, EFL instruction in Iran has traditionally prioritized grammatical and lexical accuracy, offering limited opportunities for intercultural development. To address this gap, the Intercultural Communication Needs (ICN) model integrates three core macro-needs, language, emotion, and culture, into instructional practice
Aims: This study examined the effectiveness of the ICN model in enhancing ICC among Iranian university EFL learners.
Methods: A quasi-experimental pretest–posttest design was employed with 100 undergraduate students divided into experimental and control groups. Over a six-week period, the experimental group received ICN-based instruction, while the control group followed conventional EFL instruction. Data were collected using a researcher-developed 15-item ICC questionnaire measuring linguistic, emotional, and cultural needs. Paired-samples and independent-samples t-tests were conducted, and effect sizes were calculated
Results: The results indicated a significant improvement in the experimental group’s overall ICC, with a large effect size (Cohen’s d = 1.735). Among the ICN components, language showed the greatest gains, followed by emotion and culture. In addition, students reported increased confidence, empathy, and curiosity toward intercultural interaction
Conclusion: The findings provide empirical support for the ICN model as an effective pedagogical framework for fostering holistic intercultural competence in EFL contexts and highlight the importance of integrating linguistic, emotional, and cultural dimensions in language instruction.
Article Details
Copyright (c) 2025 Vahid Ghorbani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Alaei, M. M., & Nosrati, F. (2018). Research into EFL teachers’ intercultural communicative competence and intercultural sensitivity. Journal of Intercultural Communication Research, 47(2), 73–86. https://doi.org/10.1080/17475759.2018.1424020
Aliakbari, M., Yasini, A., & Sadeghi, S. (2023). Iranian EFL Teachers' Classroom Assessment Practices: Discrepancy between Theory and Practice. International Journal of Language Testing, 13(2), 149-169. Google Scholar
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. A. (2019). Introduction to research in education (10th ed.). Cengage Learning. Google Scholar
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters. Google Scholar
Chen, G. M., & Starosta, W. J. (2000). The development and validation of the Intercultural Sensitivity Scale. Human Communication, 3(1), 1–15. Google Scholar
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002
Dimitrov, N & Haque, A. (2016). Intercultural teaching competence: a multi-disciplinary model for instructor reflection, Intercultural Education. https://doi.org/10.1080/14675986.2016.124050
Fantini, A. E. (2006). Exploring and assessing intercultural competence. Federation of the Experiment in International Living. Google Scholar
Field, A.P. (2018). Discovering Statistics Using IBM SPSS Statistics. 5th Edition, Sage, Newbury Park.
Ghorbani, V., & Dowlatabadi, H. (2023a). The Role of “Instruction” in the Development of Intercultural Communication among Iranian Language Teachers. Research in English Language Pedagogy, 11(2), 192-220. https://doi.org/10.30486/relp.2023.1979330.1437
Ghorbani, V., & Dowlatabadi, H. (2023b). Examining the role of language, emotion, and culture as three basic needs in intercultural communication. Journal of English Language Teaching and Learning, 15(32), 104–125. https://doi.org/10.22034/elt.2023.57251.2549
Ghorbani V, Dowlatabadi H. (2024a). Investigating The Role and Position of Linguistic Needs, Affective Needs, And Cultural Needs in Intercultural Communication: A Mixed Methods Study [In English]. JSAL. 7(2), Pp. 139-161. Http://Jsal.Ierf.Ir/Article-1-128- En. Html
Ghorbani, V., Kiani Fard, S. (2024b). Investigating The Effect of Linguistic Knowledge Versus Cultural Knowledge in The Formation of Intercultural Competence Among Iranian EFL Learners. Journal of English Language Pedagogy and Practice,34 (17),225-252. https://doi.org/10.71586/jal.2024.09241185008
Ghorbani, V., & Dowlatabadi, H. (2025). An evolution in intercultural studies: Introducing the intercultural communication needs model and triple needs theory in English language teaching. Journal of Studies in Applied Language, 8(1), 1–27. http://jsal.ierf.ir/article-1-164-en.html
Gudykunst, W. B. (2004). Bridging differences: Effective intergroup communication (4th edition). Sage Publications. Google Scholar
Jackson, J. (2014). Introducing language and intercultural communication. Routledge.
Jie, F. (2010). A study on pragmatic failure in cross-cultural communication. Sino-US English Teaching, 7(12), 33–39. Google Scholar
Lyu, J. (2024). Cultivating cross-cultural competence in students. In SHS Web of Conferences (Vol. 187, p. 04006). EDP Sciences. Google Scholar
Matsumoto, D. (2009). Cultural adaptation and emotion. In Proceedings from the DEOMI Symposium. Patrick Air Force Base. Google ScholarNakayama, T. K., & Nakayama, T. K., & Martin, J. N. (2007). Intercultural communication in context (4th ed.). McGraw-Hill. Google Scholar
Norouzi, N., Amirian, Z., & Amiryousefi, M. (2022). Intercultural communicative competence of Iranian university students studying abroad: Exploring key components. Journal of English Language Teaching and Learning, 14(30), 209–229. https://doi.org/10.22034/elt.2022.52030.2495
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
Samovar, L. A., Porter, R. E., & McDaniel, E. R. (2007). Communication between cultures (6th ed.). Cengage Learning. Google Scholar
Tenzer, H., & Pudelko, M. (2015). Leading across language barriers: Managing language-induced emotions in multinational teams. The Leadership Quarterly, 26(4), 606–625. https://psycnet.apa.org/doi/10.1016/j.leaqua.2015.05.006
Young, T. J., & Sachdev, I. (2011). Intercultural communicative competence: Exploring English language teachers’ beliefs and practices. Language awareness, 20(2), 81-98. https://doi.org/10.1080/09658416.2010.540328
Zhang, X., & Zhang, J. (2015). English language teaching and intercultural communication competence. International Journal for Innovation Education and Research, 3(1), 55–59. https://doi.org/10.31686/ijier.vol3.iss7.394