Volume 5, Issue 2 (June 2026)
IJER 2026, 5(2): 0-0 |
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Shirinzarei M, Bahojb Ghahvechipour N, Abasi S. (2026). The Role of Literary Texts in Enhancing Intercultural Communicative Competence and Cultural Awareness in EFL Learning. IJER. 5(2),
URL: http://ijer.hormozgan.ac.ir/article-1-563-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-563-en.html
1- Department of English Language and Literature, Payame Noor University, Tehran, Iran , mshirinzarei@pnu.ac.ir
2- Department of English Language, Mam.C., Islamic Azad University, Mamaghan, Iran
3- Department of English Language, Ar.C., Islamic Azad University, Arak, Iran
2- Department of English Language, Mam.C., Islamic Azad University, Mamaghan, Iran
3- Department of English Language, Ar.C., Islamic Azad University, Arak, Iran
Abstract: (83 Views)
Objective: This study aimed to investigate the role of literary texts in fostering intercultural communicative competence (ICC) and cultural awareness among undergraduate students of English as a Foreign Language (EFL). It specifically examined learners’ perceptions of literature-based instruction and the relationship between literary engagement and intercultural development.
Methods: A quantitative correlational research design was employed. The participants were 120 undergraduate students majoring in Teaching English as a Foreign Language (TEFL). Data were collected using a 20-item Likert-scale questionnaire measuring four constructs: (a) literature and language learning, (b) cultural awareness, © intercultural communicative competence, and (d) perceptions of literature-based instruction in EFL contexts. Descriptive statistics (means and standard deviations) were used to assess overall attitudes, and Pearson correlation analysis was conducted to examine relationships among the variables.
Results: The findings revealed relatively high mean scores across the measured constructs, indicating positive student attitudes toward the pedagogical value of literary texts in EFL learning. Moreover, Pearson correlation analysis demonstrated significant positive relationships between perceptions of literature-based instruction and both cultural awareness and intercultural communicative competence.
Conclusions: The results suggest that integrating literary texts into EFL instruction effectively supports language development and enhances learners’ intercultural competence. Culturally rich literary materials can therefore serve as valuable tools for promoting intercultural awareness and strengthening ICC in foreign language education contexts.
Methods: A quantitative correlational research design was employed. The participants were 120 undergraduate students majoring in Teaching English as a Foreign Language (TEFL). Data were collected using a 20-item Likert-scale questionnaire measuring four constructs: (a) literature and language learning, (b) cultural awareness, © intercultural communicative competence, and (d) perceptions of literature-based instruction in EFL contexts. Descriptive statistics (means and standard deviations) were used to assess overall attitudes, and Pearson correlation analysis was conducted to examine relationships among the variables.
Results: The findings revealed relatively high mean scores across the measured constructs, indicating positive student attitudes toward the pedagogical value of literary texts in EFL learning. Moreover, Pearson correlation analysis demonstrated significant positive relationships between perceptions of literature-based instruction and both cultural awareness and intercultural communicative competence.
Conclusions: The results suggest that integrating literary texts into EFL instruction effectively supports language development and enhances learners’ intercultural competence. Culturally rich literary materials can therefore serve as valuable tools for promoting intercultural awareness and strengthening ICC in foreign language education contexts.
Keywords: Intercultural Communicative Competence, Cultural Awareness, Literary Texts, EFL Learning, Quantitative Analysis, Linguistic Development
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/09/11 | Accepted: 2026/02/18 | Published: 2026/06/1
Received: 2025/09/11 | Accepted: 2026/02/18 | Published: 2026/06/1
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