فهرست نشریات علمی دسترسی آزاد ایران

Grounded in Byram’s (1997) intercultural theory, this report defends intercultural communicative competence (ICC) and the enactment of project-based learning (PBL). In light of the significance of intercultural communicative competence in English language teaching (ELT), this study records an in-class research probing the enactment of project-based learning to enhance students' intercultural communicative competence in the primary ELT context. Six primary school students were recruited to take part in the investigation. In the present study, datasets were amassed from classroom observations, student interviews, and analysis of student-produced artifacts. Drawing on thematic analysis, findings showcased that project-based learning assists students to simultaneously cultivate their three Byram’s ICC components (cultural knowledge, respect and openness, and skill of interpreting) and stimulates study participants’ motivation and engagement in learning English. The absence of the other two higher-order elements of ICC (skills of discovery and interaction and critical cultural awareness) is likely attributed to young learners’ intellectual readiness, restricted experiential base, and restricted linguistic repertoire. However, the study underscores the potential of project-based learning to cultivate learners’ ICC in EFL classrooms.