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Journals / The Literacy Trek / 2026 / Volume: 11 Issue: 1

Decreasing EFL learners’ intercultural communicative anxiety levels through a blended environment

Emrah Özdemir(Balıkesir Üniversitesi)0000-0002-4187-3866
Dinçay Köksal(CANAKKALE ONSEKIZ MART UNIVERSITY)0000-0002-8681-4093
Pages
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Publication Date
2025-06-30
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings revealed that students in the online discussion group experienced a significantly greater reduction in intercultural communicative anxiety compared to those in the in-class discussion group.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Language classes should focus not only on linguistic skills but also on developing essential cultural and intercultural competencies, as fostering intercultural communicative competence has become a key objective in modern foreign language education.
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Key Findings & Data:Findings revealed that students in the online discussion group experienced a significantly greater reduction in intercultural communicative anxiety compared to those in the in-class discussion group.
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Conclusion & Impact:Implications for language instruction and curriculum design are also discussed.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:English language teaching · intercultural communication · anxiety

Abstract

Language classes should focus not only on linguistic skills but also on developing essential cultural and intercultural competencies, as fostering intercultural communicative competence has become a key objective in modern foreign language education. In this context, blended learning environments that combine face-to-face classroom practices with technology-enhanced activities offer promising opportunities to reduce learners' intercultural communication anxiety. This study aimed to examine the effectiveness of blended intercultural instruction on English as a Foreign Language (EFL) learners’ intercultural communicative anxiety levels. A two-group quasi-experimental research design was employed, involving an in-class discussion group and an online discussion group. Data were gathered through a background questionnaire and the Intercultural Communicative Anxiety Scale (ICAN). Findings revealed that students in the online discussion group experienced a significantly greater reduction in intercultural communicative anxiety compared to those in the in-class discussion group. These results suggest that well-structured blended environments, which provide supportive and low-pressure contexts for interaction, can be effective in lowering anxiety and enhancing intercultural learning. Implications for language instruction and curriculum design are also discussed.

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Cite This Article

Özdemir, E., Köksal, D. (2025). Decreasing EFL learners’ intercultural communicative anxiety levels through a blended environment. The Literacy Trek, Volume: 11 Issue: 1. https://ajindex.com/articles/1552899

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