Abstract

This study assesses L2 Egyptian Colloquial Arabic (ECA) Learners' Intercultural Communicative Competence (ICC). The study participants were 19 L2 (ECA) learners who completed one semester at least in Egypt. The participants were only from two proficiency levels; the advanced and high-intermediate levels. The current study used a mixed methodological approach for data collection, beginning with an ICC test and concluding with a series of follow-up semi-structured interviews with ten participants. The ICC test employed in the current study was created based on a model that includes ten features of the ICC. The current study's findings revealed that although high-intermediate learners slightly outperformed their peers at the advanced level, there was no significant statistical difference between both levels. Results also detected an incompatibility between the two groups in several ICC features.

This study suggests using the employed model/framework as a starting point for decision-makers in the TAFL field to design curricula that improve learners' ICC. It also signifies that further research is required to include students from additional proficiency levels and heritage learners in addition to the foreign learners. Furthermore, additional research with a broader range regarding learners' nationalities will enrich the field.

School

School of Humanities and Social Sciences

Department

Applied Linguistics Department

Degree Name

MA in Teaching Arabic as a Foreign Language

Graduation Date

Summer 6-15-2022

Submission Date

6-9-2022

First Advisor

Dalal Abo El Seoud

Committee Member 1

Raghda El Essawi

Committee Member 2

Zeinab Taha

Extent

140 leaves

Document Type

Master's Thesis

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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