A Study of EFL Instructors’ Multicultural Teaching Competence at Tertiary Level

This study aimed to explore English as a foreign language (EFL) instructors’ perceptions concerning their multicultural teaching competence in terms of four dimensions, namely awareness, knowledge, attitude, and skill. The study employed a convergent mixed-method research design, involving 114 EFL instructors across Turkish universities. Qualitative data collection involved two phases: semi-structured interviews with 20 instructors initially, followed by video-stimulated interviews with four instructors using in-class video recordings. The quantitative findings revealed that EFL instructors perceived themselves as highly competent in attitudes toward diversity, moderately high in awareness, knowledge, and skills dimensions. However, the qualitative data provided a deeper insight into the dimensions of multicultural teaching competence, which indicated relatively high competence. The study highlights the need for in-service training among current teachers and curriculum updates for pre-service teachers to effectively manage diversity in classrooms due to the increasing presence of learners from diverse backgrounds