Exploring EFL Teachers’ Beliefs, Attitudes, and Classroom Practices in the Integration of Intercultural Communicative Competence

Abstract

Intercultural Communicative Competence (ICC) has been widely acknowledged as an essential component of English language teaching; however, limited studies have examined how EFL teachers’ beliefs and attitudes shape its practical integration in Indonesian senior high school classrooms. This study addresses this gap by exploring teachers’ beliefs, attitudes, and classroom practices in fostering ICC. A qualitative case study was conducted in a senior high school in Lima Puluh Kota Regency involving three English teachers selected through purposive sampling. Data were collected through semi-structured interviews, non-participant classroom observations, and syllabus document analysis, and analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed three major themes: (1) teachers’ strong belief in the inseparable relationship between language and culture, (2) the use of a comparative cultural approach emphasizing everyday cultural practices, and (3) the implicit rather than systematic integration of ICC in teaching practices and syllabi. While teachers demonstrated positive attitudes and incorporated cultural elements through authentic materials and contextualized expressions, implementation relied largely on individual initiative rather than explicit curricular guidance. These findings underscore the need for structured ICC-focused teacher training and clearer curriculum frameworks. However, the study is limited to a small sample in one school context. Future research involving broader contexts is recommended.