مشخصات پژوهش

In an increasingly globalized world, intercultural communicative competence (ICC) has emerged as a crucial skill foreffective communication, particularly in second language (L2) learning and teaching (Fantini, 2020, 2021). ICC, as defined by Byram (1997), involves the ability to communicate effectively and appropriately with individuals from different cultural backgrounds. It encompasses several key components, including intercultural knowledge, attitudes, skills, and awareness, all of which contribute to successful cross-cultural communication. In the context of English as a Foreign Language (EFL) education, ICC is particularly significant as learners and educators engage with diverse linguistic and cultural perspectives (Byram et al., 2002; Guntersdorfer & Golubeva (2018). EFL teachers, especially pre-service teachers (i.e., those in teacher training programs), play a fundamental role in fostering ICC among their students. Their own L2 proficiency is a critical factor in shaping their ability to communicate interculturally, as linguistic competence is closely tied to intercultural understanding (Deardorff, 2006). However, despite the acknowledged importance of ICC, there is limited research exploring its direct relationship with L2 proficiency among pre-service EFL teachers, particularly in the Iraqi context. The Iraqi EFL context presents a unique intercultural dynamic due to its linguistic and cultural diversity. English is primarily taught as a foreign language in schools and universities, where exposure to different cultures is often limited to textbooks and media rather than direct intercultural interactions (Ghafar, 2023). Nevertheless, with the expansion of digital communication, study abroad programs, and online collaboration, Iraqi EFL learners and teachers are increasingly engaging with English-speaking communities and international cultural contexts (Mahmood, 2024). However, many pre-service teachers in Iraq struggle with integrating ICC in their teachi