Multilingual and Multicultural Awareness in English Language Classrooms: Implications for Intercultural Communicative Competence

Abstract

The increasing diversity of English language classrooms requires learners to develop linguistic and cultural awareness alongside conventional language proficiency. This study examined the levels of multilingual awareness, multicultural awareness, and intercultural communicative competence (ICC) among university students and investigated the relationships between these variables. An explanatory sequential mixed-methods design was employed with 120 university students enrolled in English language courses. Quantitative data were collected using multilingual-awareness, multicultural-awareness, and ICC questionnaires, while qualitative evidence was obtained through classroom observations and semi-structured interviews. Descriptive statistics, Pearson correlation, and multiple regression were applied to the quantitative data, while qualitative data were analyzed thematically. The results indicated high levels of multilingual awareness (M = 3.86, SD = 0.47), multicultural awareness (M = 3.91, SD = 0.45), and ICC (M = 3.78, SD = 0.49). Multilingual awareness was positively associated with ICC (r = .64, p < .01), while multicultural awareness demonstrated a stronger positive relationship with ICC (r = .71, p < .01). Regression analysis indicated that both variables significantly predicted ICC and jointly explained 56% of its variance. Classroom observations and interviews revealed linguistic comparison, cultural exchange, meaning negotiation, and openness toward diverse perspectives, while critical reflection on cultural assumptions appeared less frequently. The study highlights the importance of integrating multilingual and multicultural awareness into English language pedagogy to strengthen students’ intercultural communicative competence.