No abstract

This study intended to propose a model of intercultural communicative competence integrating international posture, L2 motivational self-system, autonomy, and cognitive learning strategies. To do so, 180 EFL learners in the Iranian EFL context, selected by convenience sampling procedure, participated in the study. The findings, derived from structural equation modeling, showed that the model adequately fits to the data. That was discussed that interest in seeking international affairs and making intercultural friends, desire to bridge the gap between their current and future selves, taking responsibility for learning, and employment of deep/surface learning strategies direct learners to open conversation with the speakers of other ethnicities. Finally, implications for language teachers and policymakers to inspiring learners to be competent in intercultural communication were provided.

No abstract