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 of Humanities and Social Sciences
Applied Linguistics Department
MA in Teaching Arabic as a Foreign Language
Dalal Abo El Seoud
Committee Member 1
Raghda El Essawi
Committee Member 2
Institutional Review Board (IRB) Approval
Approval has been obtained for this item
Elgebaly, A. S.
(2022).Assessing L2 Egyptian Colloquial Arabic (ECA) Learners’ Intercultural Communicative Competence [Master's Thesis, the American University in Cairo]. AUC Knowledge Fountain.
Elgebaly, Ahmed Said Mohammed. Assessing L2 Egyptian Colloquial Arabic (ECA) Learners’ Intercultural Communicative Competence. 2022. American University in Cairo, Master's Thesis. AUC Knowledge Fountain.
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