Assessment of the Intercultural Competence (IC) of Saudi English Language Teachers

In the Kingdom of Saudi Arabia, the necessity of equipping teachers with intercultural
competence (IC) for effective engagement in a multicultural context is increasingly
acknowledged. This study seeks to assess the IC levels of Saudi English language teachers,
exploring the hypothesis that exposure to diverse cultural contexts correlates with heightened
cross-cultural communication abilities. Three different sets of participants were selected: one
group with prior exposure to various cultures through an international school immersion
program (Khebrat), another with exposure primarily through travel experiences, and a third
group with no prior intercultural exposure or training. Utilizing a mixed-methods approach
incorporating interviews, observations, and the Intercultural Development Inventory (IDI), the
study evaluated participants' IC. Findings reveal a discernible association between limited
exposure to diverse cultures and intercultural training and lower IC levels, consistent with
existing literature. Moreover, an exploratory study involving 184 male teachers to assess their
IDI levels yielded similar results. These insights bear significance for the advancement of
English language education in Saudi Arabia, offering valuable perspectives on teachers'
competencies and areas necessitating further development.