YAKOB METBOKI,JOSEPH A. FOLEY,MARILYN F. DEOCAMPO,MAGDALENA NGONGO
DOI: https://doi.org/In an increasingly interconnected global landscape, Intercultural Communicative Competence is a critical skillset for EFL students. Nevertheless, pedagogical frameworks for the cultivation of this competence within diverse EFL settings remain under-investigated. This qualitative case study examined the adaptation and implementation of a Teaching and Learning Cycle model to enhance Intercultural Communicative Competence among EFL students in Timor, eastern Indonesia. This study aimed to identify the specific adaptations necessary to align the TLC model with the cultural and educational context of the Timorese EFL classroom, explore the influence of the adapted TLC model on the development of ICC dimensions, and investigate EFL students’ perceptions of the adapted model’s impact on their cultural awareness. 36 students participated in the study. Series of data set were collected through documentations, classroom observations, teachers’ reflective journals, and semi-structured interviews. Document analysis highlights that the components of the adapted TLC model including the needs analysis, syllabus design, and materials development, illustrate a comprehensive effort to align the framework with Byram’s (1997) ICC model and the Timorese EFL context. Thematic analysis revealed that the adapted TLC model was effective in addressing Timorese EFL students’ linguistic and cultural needs. Students’ perceptions further corroborated the model’s influence, highlighting enhanced cultural pride and deeper appreciation of global cultural diversity. The adapted TLC model can effectively foster ICC in the Timorese EFL context and in other diverse settings. This study adds to the research on ICC development in EFL pedagogies by providing insights for educators and researchers.
