EFL teachers' beliefs and perceptions on intercultural communicative competence and their related classroom practices

English as a global language is one of the main mediums of communication today and has spread vastly from being the sole property of speakers from the inner circle such as the UK and the US to being taught and learned by many people. Thus, the role of intercultural communicative competence in promoting understanding in cross-cultural interaction and promoting tolerance among people is invaluable. Hence, this study attempts to explore teachers' knowledge and beliefs about intercultural communicative competence in English language teaching in Turkey and how their beliefs are related to their classroom practices. Data was collected from foreign and Turkish EFL teachers in private schools in Turkey through quantitative (questionnaire) and qualitative (semi-structured interview) methods. The quantitative data were analyzed using the descriptive statistical method while the qualitative data were analyzed using thematic analysis. The findings suggest that both Turkish and foreign EFL teachers in Turkey have positive perceptions and disposition towards intercultural communicative competence and include it in their lessons by incorporating activities that promote empathy, tolerance, openness, and appreciation of other cultures. However, they are constrained by some factors. Findings from this study support previous research and contributes to the research on intercultural communicative competence in foreign language education. Keywords: Intercultural communicative competence, English as a foreign language, teacher beliefs, and perceptions, classroom practices.