Abstract
Intercultural communicative competence (ICC) is a paramount issue in EFL teaching and learning. This paper intends to systematically review the existing research on EFL teachers’ and pre-service teachers’ intercultural communicative competence (ICC). The authors reviewed a total of 19 peer-reviewed studies on teachers’ and pre-service teachers’ intercultural communicative competence in EFL settings published in 2011 to 2021. The results revealed five major themes emerging from the studies, namely teachers’ cognition (attitudes/ beliefs/ perceptions/ understanding) of (the implementation of) ICC, ICC assessment, teacher development of ICC, ICC training, and ICC-related factors. Drawing on the findings, the writers discuss topics that need further explorations.
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