Intercultural Communicative Competence and Its Relationship to Writing Fluency among EFL Students in Private Universities
DOI:
https://doi.org/10.31185/bsj.Vol23.Iss48.1833Keywords:
Intercultural Communicative Competence (ICC), Writing Fluency, EFL Students, English as a Foreign Language (EFL), Private UniversitiesAbstract
The objective of this research is to investigate whether intercultural communicative competence (ICC) is a predictor of writing fluency and also to explore the connection between ICC and writing fluency amongst Iraqi English as a foreign language (EFL) students in private universities. The methodology applied in this study was correlational. The main sample consisted of 76 participants, whereas there were 22 participants in the pilot study. An Intercultural Communicative Competence Scale and a Writing Fluency Test were the instruments utilised in order to collect the data. Correlation analysis and simple linear regression were employed to investigate the link between the two variables. The findings revealed a positive and significant relationship between the two variables (r = .601, p < .05). These findings suggest that students with higher levels of intercultural communicative competence typically exhibit higher levels of writing fluency. Additionally, the regression analysis revealed that writing fluency is strongly predicted by intercultural communicative competence (F = 41.948, p < .05). The results emphasise the significance of intercultural communicative competence in EFL instruction and suggest that enhancing students' intercultural awareness, attitudes, and communicative abilities may help them write better. To improve students' language learning outcomes, the study suggests including intercultural elements in EFL curricula and teaching strategies.
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