"The present investigation attempts to identify how native teachers' intercultural communicative competence influences students' learning process when students learn English as a foreign language. There are two main purposes in this quantitative investigation. The first research purpose is to identify how intercultural communicative competence interferes with students’ learning process. The second is to distinguish the abilities that intercultural communicative competence promotes within this learning process, and how teachers take advantage of those abilities to guide students to become intercultural speakers. The results show that teachers integrate skills and sub-skills that are part of intercultural communicative competence. However, there are only a few skills and sub-skills integrated into their classes. Also, there are not enough follow-up activities to tighten students’ skills up and develop intercultural communicative competence.
In addition, results indicate strategic and pragmatic teachers' competencies do not ensure that students will improve language skills such as reading and listening, but the correct use of authentic material will be beneficial. This investigation concludes by remarking on the importance of integrating intercultural competence in the classroom and the implementation of authentic materials to decipher cultural aspects"
