Students’ Perspectives on Teaching Intercultural Communicative Competence: Evaluation in Philippine Senior High Schools

Apple Mae Guintodan 1 Philippines
1 Saint Louis University-School of Advanced Studies, Baguio City, Philippines
Link Copied!
Published 2026-10-02
Vol. 6 No. 1 (2026) PAGES 395-409
DOI 10.51574/ijrer.v6i1.5429
Views / Downloads 0 0

Intercultural Communicative Competence (ICC)—the capacity to comprehend one's own culture, acquire knowledge regarding foreign cultures, and utilize this understanding to establish meaningful cross-cultural connections—remains under-researched regarding instructional frequency across its sub-components (Knowledge, Skills, and Attitudes) and student-preferred learning strategies in Southeast Asian secondary education. Employing a sequential explanatory mixed-methods design, this study empirically evaluated these dimensions among 62 Grade 12 Senior High School students in Benguet, Philippines, utilizing a validated questionnaire (Aiken’s V = 0.97, Cronbach’s α = 0.915) followed by Focus Group Discussions (FGD, n = 8). Quantitative results revealed that ICC instruction is overall "Seldom Discussed" across language classrooms (Overall M = 3.31, SD = 0.42), with ICC-Skills recording the highest mean (M = 3.38, SD = 0.45), followed by ICC-Attitudes (M = 3.29, SD = 0.48) and ICC-Knowledge (M = 3.26, SD = 0.41). Strategy preference analysis indicated that students most favored first-hand accounts challenging cultural norms for ICC-Knowledge (Mode = 5), interactive group activities and role-playing for ICC-Skills (Mode = 5), and deep structured discussions on taboo or controversial issues for ICC-Attitudes (Mode = 5). Qualitative thematic analysis illuminated that low reading comprehension and standardized curricular time constraints severely hinder deep cultural engagement. The study underscores the necessity of integrating contextualized, student-centered pedagogies to operationalize Byram's ICC framework in language curricula.

Guintodan, A. M. (2026). Students’ Perspectives on Teaching Intercultural Communicative Competence: Evaluation in Philippine Senior High Schools . ETDC: Indonesian Journal of Research and Educational Review , 6(1), 395–409. https://doi.org/10.51574/ijrer.v6i1.5429
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Akkilinc, F. (2018). The importance of navigating cultural differences and comprehending cross-cultural communication. The Journal of International Social Research, 11(59), 607–613. https://doi.org/10.17719/jisr.2018.2666
  2. Aufa, F. (2017). Stereotyping in the classroom: Promoting intercultural communicative competence in English language teaching. Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa, 7(1), 9–16. https://doi.org/10.24036/ld.v7i1.7414
  3. Bal, N. G., & Savas, P. (2022). Intercultural language teaching and learning: Teachers’ perspectives and practices. Participatory Educational Research, 9(6), 268–285. https://doi.org/10.17275/per.22.139.9.6
  4. Baldwin, J. (2017). Culture, prejudice, racism and discrimination. In Oxford Research Encyclopedia of Communication. Oxford University Press. https://doi.org/10.1093/acrefore/9780190228613.013.164
  5. Benito, B., Guillamón, M. D., Ríos, A. M., & Cifuentes‐Faura, J. (2025). The relationship between culture and sustainable development goal compliance at the municipal level. Sustainable Development, 33(1), 333-348. https://doi.org/10.1002/sd.3128
  6. Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
  7. Cansever, Z., & Mede, E. (2016). Perceptions of native and non-native EFL instructors in relation to intercultural foreign language teaching. Journal of Abant Izzet Baysal University Faculty of Education, 16(1), 75–94. https://doi.org/10.17240/aibuefd.2016.16.1-5000182912
  8. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
  9. Dela Cruz, J., Paican, J., Rajahmuda, N., & Caballo, J. H. (2024). Intercultural communicative competence in teaching of English as a foreign language: Perspectives of Filipino teachers. American Journal of Society and Law, 3(2), 8–15. https://doi.org/10.54536/ajsl.v3i2.3352
  10. Department of Education. (2016). Senior High School manual of operations. DepEd Complex. https://www.deped.gov.ph/wp-content/uploads/2018/10/DM_s2016_076.pdf
  11. Fernandez-Aguero, M., & Chancay-Cedeno, C. (2019). Interculturality in the language class: Teachers’ intercultural practices in Ecuador. RELC Journal, 50(1), 165–178. https://doi.org/10.1177/0033688218755847
  12. Güneş, F., & Söylemez, Y. (2018). The skill approach in education: From theory to practice. Cambridge Scholars Publishing.
  13. Hariri, K. A. (2022). Incorporating culture in teaching English as a lingua franca between intercultural awareness and cultura franca: A reading in the literature. MEXTESOL Journal, 46(2), 1–12. https://eric.ed.gov/?id=EJ1357788
  14. Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3rd ed.). McGraw-Hill.
  15. Hinner, M. (2017). Intercultural misunderstandings: Causes and solutions. Russian Journal of Linguistics, 21(4), 885–909. https://doi.org/10.22363/2312-9182-2017-21-4-885-909
  16. Huang, L. J. D. (2021). Developing intercultural communicative competence in foreign language classrooms–A study of EFL learners in Taiwan. International Journal of Intercultural Relations, 83, 55-66. https://doi.org/10.1016/j.ijintrel.2021.04.015
  17. Ishak, S., & Aziz, A. (2022). Role play to improve ESL learners’ communication skills: A systematic review. International Journal of Academic Research in Business and Social Sciences, 12(10), 826–845. https://doi.org/10.6007/IJARBSS/v12-i10/14851
  18. Leon-Henri, D., & Jain, B. (2017). Role play: A practical way to teach intercultural communication. Les Cahiers de l’APLIUT, 36(2), 9–34. https://doi.org/10.4000/apliut.5746
  19. Lin, F. (2020). Intercultural language teaching practice in EFL classroom China: College English instruction based on film The Proposal. English Language Teaching, 13(12), 83–90. https://doi.org/10.5539/elt.v13n12p83
  20. Liu, Y., Liu, J., & King, B. (2022). Intercultural communicative competence: Hospitality industry and education perspectives. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, 100371. https://doi.org/10.1016/j.jhlste.2022.100371
  21. Ludwig, C., & Summer, T. (2023). Taboos and controversial issues in foreign language education. In C. Ludwig & T. Summer (Eds.), Critical language pedagogy in theory, research and practice (pp. 1–20). Routledge. https://doi.org/10.4324/9781003220701-2
  22. Madhu, S., & Bhattachryya, D. (2023). Learning styles preferences among students. International Journal for Multidisciplinary Research, 5(1), 1–12.
  23. Munezane, Y. (2021). A new model of intercultural communicative competence: Bridging language classrooms and intercultural communicative contexts. Studies in Higher Education, 46(8), 1664-1681. https://doi.org/10.1080/03075079.2019.1698537
  24. Munezane, Y. (2024). Intercultural communicative competence. Encyclopedia of diversity (pp. 1-8). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-95454-3_593-1
  25. Nabung, A. (2024). Challenges and strategies in addressing cultural stereotypes and bias in Indonesian tertiary ELT/EFL classrooms. Journal of Natural Language and Linguistics, 2(1), 18–29. https://doi.org/10.54536/jnll.v2i1.2775
  26. Nawi, N., & Nor, N. (2023). The challenges in the teaching of English literature: A systematic review. Journey: Journal of English Language and Pedagogy, 6(1), 130–147. https://doi.org/10.33508/journey.v6i1.4650
  27. Novita, D., Yamin, M., Taufiq, W., & Dilna, S. (2024). Teacher’s practices toward cultural representations in an EFL textbook: Preparing students for a global experience. Journal of Languages and Language Teaching, 12(1), 254–267. https://doi.org/10.33394/jollt.v12i1.9548
  28. Ogharanduku, V., & Tinuoye, A. (2020). Impacts of culture and cultural differences on conflict prevention and peacebuilding in multicultural societies. In Handbook of research on the impact of culture in conflict prevention and peacebuilding (pp. 177–198). IGI Global. https://doi.org/10.4018/978-1-7998-2574-6.ch011
  29. Özışık, B. Z., Yeşilyurt, S., & Demiröz, H. (2019). Developing intercultural awareness in language teaching: Insights from EFL lecturers in Turkey. Journal of Language and Linguistic Studies, 15(4), 1436–1458. https://doi.org/10.17263/jlls.668546
  30. Pham, V. T. T., & Pham, A. T. (2022). An assessment of students' intercultural competence in public and private universities in Vietnam. Journal of Language and Linguistic Studies, 18, 34-44. https://eric.ed.gov/?id=EJ1328377
  31. Ramirez-Espinosa, A. (2023). Culture-related issues in teacher education programs: The last decade in Colombia. HOW Journal, 30(1), 144–163. https://doi.org/10.19183/how.30.1.730
  32. Rangsarittikun, R. (2024). Steering towards the Savvy: Students' Interpretations of Intercultural Competence and Their Intercultural Learning in EFL Classrooms. Mextesol Journal, 48(2), n2. https://eric.ed.gov/?id=EJ1435152
  33. Reid, E. (2015). Techniques developing intercultural communicative competencies in English learning lessons. Procedia - Social and Behavioral Sciences, 186, 939–943. https://doi.org/10.1016/j.sbspro.2015.04.011
  34. Ria, A., & Jamaludin, U. (2020). The application of role-playing learning to improve the attitude of national culture diversity of elementary school students. Jurnal Pendidikan Sekolah Dasar (JPSD), 6(2), 124–133. https://doi.org/10.30870/jpsd.v6i2.7331
  35. Sarwari, A. Q., Adnan, H. M., Rahamad, M. S., & Abdul Wahab, M. N. (2024). The requirements and importance of intercultural communication competence in the 21st century. Sage Open, 14(2), 21582440241243119. https://doi.org/10.1177/21582440241243119
  36. Sidgi, L. (2022). The benefits of using collaborative learning strategy in higher education. International Journal of English Literature and Social Sciences, 7(6), 217–224. https://doi.org/10.22161/ijels.76.31
  37. Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
  38. Taptiani, N., Mahadi, A., Romadhon, I., Pratama, A. M., Muhammad, R., Purwanto, E., Sari, D. N., & Isbandi, F. S. (2024). The impact of globalization on local culture. International Journal of Progressive Sciences and Technologies, 45(1), 92–102.
  39. Villa, M. J. (2023). Students’ awareness of Filipino culture: basis for designing a contextualized module in teaching understanding culture among SHS students. International Journal of Humanities and Social Sciences, 15(1), 77-90.
  40. Wansink, B., Mol, H., Kortekaas, J., & Mainhard, T. (2023). Exploring students’ safety perceptions and their willingness to participate in sensitive history discussions. Teaching and Teacher Education, 125, Article 104044. https://doi.org/10.1016/j.tate.2023.104044
  41. Xing, F. (2022). Chinese English teachers’ attitudes towards a multicultural approach to English language teaching in China’s college classrooms. Taiwan Journal of TESOL, 19(2), 145–174. https://doi.org/10.30397/TJTESOL.202210_19(2).0005
  42. Zhou, Y. (2011). A study of Chinese university EFL teachers and their intercultural competence teaching [Doctoral dissertation, University of Windsor]. Electronic Theses and Dissertations.

Copyright (c) 2026 Apple Mae Guintodan

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 4 5 6 7 8 9 10 11 12 13 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Byram's ICC Model Instructional Frequency Intercultural Communicative Language Education Senior High School