Fostering Intercultural Communication Skills in University-Level English Classrooms

This article investigates frameworks for building intercultural communicative competence (ICC) in university-level EFL classrooms. Traditional approaches overemphasize grammar memorization, leaving students underprepared for real-world global communication. By integrating authentic media texts and analyzing systematic temporal shifts, the study shows statistically significant gains in pragmatic competence and communicative adaptability, with evidence-based suggestions for updating higher education language curricula.

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