The relationship between EFL learners' awareness of idiomatic expressions and their perceptions of intercultural competence

In today's globalized world, foreign language education extends beyond teaching grammar to fostering learners' intercultural communication skills. Idiomatic expressions are essential in this regard, as they reflect cultural values, beliefs, and social norms. However, their figurative meanings and context-bound nature pose comprehension and usage challenges for EFL learners. This study explores Turkish EFL students' perceptions of idiomatic expressions and intercultural competence, as well as the relationship between these two constructs. The study adopted a mixed-methods design. Quantitative data were collected from 200 EFL students studying in English preparatory programs at state and foundation universities in Turkey through two survey instruments assessing perceptions of idioms and intercultural self-efficacy. Qualitative data were gathered via semi-structured interviews with 20 volunteer students. Quantitative analysis involved non-parametric tests such as Mann-Whitney U, Kruskal-Wallis, and t-tests using JASP software. Interview data were analyzed thematically to enrich and interpret the quantitative results. A significant positive correlation was found between students' perceived idiomatic competence and intercultural competence. Students who were more confident in understanding and using idioms also had higher levels of intercultural awareness and competence. The interviewees reinforced the idea that idiomatic fluency contributes to more authentic and culturally appropriate language use. Findings also revealed that students generally hold positive attitudes toward idiomatic expressions, considering them an essential part of authentic language use. However, they reported minimal exposure to idioms in classroom settings or instructional materials. Instead, students encountered idioms primarily through TV shows, films, and social media, often acquiring them subconsciously. This highlights the significance of environmental and contextual exposure in language learning. Students also emphasized the cultural embeddedness of idioms, indicating that understanding the target culture plays a critical role not only in idiomatic acquisition but also in overall language proficiency. Quantitative data showed that there is no statistically significant relationship between students' English proficiency levels and their perceptions of idiomatic competence. However, the number of languages spoken by students correlated positively with both idiomatic and intercultural competence. Although students did not explicitly attribute this to multilingualism, they acknowledged the influence of cultural and linguistic familiarity with the target language. Regarding intercultural competence, students reported generally high self-efficacy in affective and awareness-related dimensions, such as openness to intercultural interaction and cultural sensitivity. However, their self-perceived competence in behavioral performance and intercultural knowledge was relatively lower. This suggests that while students are willing and emotionally prepared for intercultural engagement, they may lack the knowledge and practical skills necessary for effective communication. Interview data supported this, with participants expressing a desire for more cultural instruction and opportunities for experiential learning. Based on these findings, the study recommends a more systematic integration of idioms into the EFL curriculum using contextually rich and interactive methods and providing opportunities for experiential intercultural learning. It also emphasizes the need to enhance teachers' intercultural competencies through professional development. Enhancing the cultural dimension of language education can better equip learners for meaningful communication in various global contexts.