OICC Press Journal of New Trends in English Language Learning (JNTELL) 2821-2290 2 4 2023 12 01 Exploring EFL Teachers’ InterculturalCompetence and Intercultural SensitivityLevels: The Story of Teachers’ Experience 1 20 10.30495/jntell.2023.1991817.1074 EN Sina Khalili Ph.D., English Language Department, Urmia University, Urmia, Iran Mohammad Mohammadi English Language Department, Faculty of Humanities, Urmia University, Urmia, Iran Journal Article 2023 12 01 Intercultural communicative competence (ICC) and intercultural sensitivity (IS) have attracted the attention of a number ofresearchers in the field of foreign language teaching and learning. Like many other studies carried out by far, the present studytries to explore EFL teachers’ (with short- and long-term teaching experiences) ICC (intercultural communicative competence)and IS (intercultural sensitivity) levels and measure them in practice through administering two questionnaires; it also tries todiscover Iranian EFL teachers’ perceptions or beliefs in understanding ICC and IS. In order to achieve the above-mentionedobjectives, via a quantitative and descriptive design, a sample of 170 EFL teachers with short- (N=82) and long-term teachingexperiences (N=88) from different language institutes and high schools in West Azerbaijan province was selected based on theconvenience sampling method to fill out the two ICC and IS questionnaires. The results of quantitative data analysis through anindependent samples t-test showed that both groups of Iranian EFL teachers paid special attention to ICC and IS. It also turnedout that the two groups of teachers (with short- and long-term teaching experiences) were not significantly different in terms ofICC and IS levels. To put it another way, though all EFL teachers were aware of the concepts of ICC and IS and their importancein their teaching practices, they did not pay attention to the concept of culture in their real classroom practices. The pedagogicalimplications of the study are discussed.