Teaching abroad entails engaging in a different context, where teachers are expected to interact with various contextual factors that necessitate an understanding of the specific expectations within those cultures. Research in ELT has recognised the significance of context in teaching. However, there is a dearth of studies examining the impact of contextual factors on expatriate EFL teachers in Oman from a critical perspective on intercultural communication (IC). This study involved American and British EFL teachers working in Oman, where the socio-cultural, religious, and political contexts are distinctly different. Employing Critical Intercultural Communication (CIC) as its theoretical framework, this qualitative case study aimed to investigate the perspectives and teaching practices of five expatriate EFL teachers (from the US and the UK) regarding socio-cultural contextual factors at the university level. This study aimed to investigate: 1) how these teachers perceived the contextual factors influencing the institutional culture at Sultan Qaboos University (SQU), encompassing the culture of the Centre of Preparatory Studies (CPS) and the classroom culture and how they interacted with these factors. It also examined: 2) how their prior knowledge and experience in intercultural communication aided them in navigating the socio-cultural contextual factors specific to this institution. Data were gathered via semi-structured interviews, class observations, and stimulated recall discussions. Reflexive thematic analysis, employing both inductive and deductive approaches, was utilised for data analysis. The study findings indicated that the instructional approaches of expatriate educators at the CPS (SQU) were impacted by a range of contextual factors, both on a broader scale (macro) and a more localised level (micro). These influences were evident within the university's cultural milieu, shaped by broader macro forces, including national and international elements, as well as specific micro elements such as religion, politics, classroom dynamics, students' backgrounds, and teachers' backgrounds. Moreover, the results highlighted the substantial impact of socio-cultural, religious, and political factors within Oman on the intercultural interactions of teachers. These influences were observed in various aspects, including adherence to institutional policies, interactions with Omani students, and the selection and adaptation of ELT materials. The study makes significant contributions to the fields of CIC, IC, and within the specific context under investigation. This research presents several recommendations with implications for various stakeholders in ELT, CIC, IC, higher educational institutions including teachers, students, policymakers, and designers and developers of ELT materials.
