Roberts, LeahAlqahtani, Asma2025-01-302023https://hdl.handle.net/20.500.14154/74782Utilizing a mixed-methods approach incorporating interviews, observations, and the Intercultural Development Inventory (IDI), the study evaluated participants' IC.In the Kingdom of Saudi Arabia, the necessity of equipping teachers with intercultural competence (IC) for effective engagement in a multicultural context is increasingly acknowledged. This study seeks to assess the IC levels of Saudi English language teachers, exploring the hypothesis that exposure to diverse cultural contexts correlates with heightened cross-cultural communication abilities. Three different sets of participants were selected: one group with prior exposure to various cultures through an international school immersion program (Khebrat), another with exposure primarily through travel experiences, and a third group with no prior intercultural exposure or training. Utilizing a mixed-methods approach incorporating interviews, observations, and the Intercultural Development Inventory (IDI), the study evaluated participants' IC. Findings reveal a discernible association between limited exposure to diverse cultures and intercultural training and lower IC levels, consistent with existing literature. Moreover, an exploratory study involving 184 male teachers to assess their IDI levels yielded similar results. These insights bear significance for the advancement of English language education in Saudi Arabia, offering valuable perspectives on teachers' competencies and areas necessitating further development.259enThe Assessment of the Intercultural Competence (IC)Mixed Method StudyThesis