Artificial Intelligence and Intercultural Communicative Competence in EFL Classrooms: A Case Study from Central Asia

Abstract

Intercultural communicative competence (ICC) the ability to communicate effectively and appropriately across linguistic and cultural backgrounds is a key goal of EFL instruction (Byram, 1997; Deardorff, 2006). This pilot quasi-experimental study examined teacher-mediated, AI-supported roleplay among 30 B1–B2 EFL students in Kazakhstan. Over four weekly sessions, an experimental group (n = 15) used generative AI, while a comparison group (n = 15) completed parallel tasks without AI. Using pre/post questionnaires, roleplay rubrics, and student reflections, the study found greater development in selected ICC dimensions among AI-supported students, particularly adapting language, interpreting cultural differences, managing misunderstandings, and tolerating ambiguity. Findings suggest that teacher-mediated AI can support ICC development by expanding scenarios, linguistic input, and reflection opportunities, although AI content requires critical verification.