Investigating the Role of Applying ProjectBased Learning to Enhance Intercultural Communicative Competence: The Case of Third Year EFL Learners at the University Centre of Mila

Abstract

The current study attempts to investigate the role of applying project-based learning to enhance third year EFL students' intercultural communicative competence at Mila University Centre. It aims to determine how project-based learning is perceived by teachers and learners to develop students' intercultural communicative competence in terms of knowledge, skills, and attitudes. Accordingly, two research questions are raised: (1) what are the beliefs of EFL learners regarding the integration of project-based learning to improve their intercultural communicative competence? (2) How do English language teachers perceive the impact of project-based learning on EFL learners' intercultural communicative competence? In response to the questions, a descriptive method is opted for. To obtain the necessary data, a questionnaire is administered to eighty third year EFL students and another questionnaire is administered to ten English language teachers at the Department of Foreign Languages. The main research findings reveal that project-based learning helps promote learners' intercultural communicative competence. Eventually, the research work proffers a variety of recommendations for pedagogy and future research with the purpose of drawing more attention to learners' intercultural communication in the EFL classroom.