Güngör M. N., Müjdeci Ş., Fişne F. N., Öksüz Zerey M., Çelen B., Güngör M. A.
THE JOURNAL OF LANGUAGE TEACHING AND LEARNING, cilt.16, sa.2, ss.136-154, 2026 (ESCI)
Özet
Intercultural communicative competence (ICC) has become central in preservice language
teacher education, as future teachers are expected to work with diverse learners using cultural
sensitivity, critical awareness, and mediating skills. This review draws on a Web of Science
search (2010
–
20
2
4)
using ICC
-
related keywords, which yielded 56 studies; 16 met the inclusion
criteria. Conducted across varied educational contexts and published in mIntercultural communicative competence (ICC) has become central in preservice language
teacher education, as future teachers are expected to work with diverse learners using cultural
sensitivity, critical awareness, and mediating skills. This review draws on a Web of Science
search (2010
–
20
2
4)
using ICC
-
related keywords, which yielded 56 studies; 16 met the inclusion
criteria. Conducted across varied educational contexts and published in multiple journals, these
studies underscore the pivotal role of digital technologies in supporting intercult
ural learning
and communication. Qualitative designs predominate, with online discussion forums, digital
exchange platforms, and reflective documents serving as primary data sources. The studies
mainly aim to introduce new pedagogical tools, support interc
ultural communication, and
foster preservice language teachers’ intercultural competence and awareness. Overall, the
findings indicate that virtual exchange, virtual simulations, telecollaboration, and multimodal
approaches promote ICC. The review also hig
hlights the need for more methodologically
diverse, theoretically precise, and longitudinal research on technology
-
mediated intercultural
learning in preservice teacher education.ultiple journals, these
studies underscore the pivotal role of digital technologies in supporting intercult
ural learning
and communication. Qualitative designs predominate, with online discussion forums, digital
exchange platforms, and reflective documents serving as primary data sources. The studies
mainly aim to introduce new pedagogical tools, support interc
ultural communication, and
foster preservice language teachers’ intercultural competence and awareness. Overall, the
findings indicate that virtual exchange, virtual simulations, telecollaboration, and multimodal
approaches promote ICC. The review also hig
hlights the need for more methodologically
diverse, theoretically precise, and longitudinal research on technology
-
mediated intercultural
learning in preservice teacher education.