Pakistani ESL Teachers’ Intercultural challenges and Intercultural Competence Experiences: In the Context of Malaysia

Abstract

This study explores the intercultural challenges and experiences of Pakistani ESL (English as a Second Language) teachers working at Universiti Sains Malaysia (USM). The aim was to understand the difficulties they faced in adapting to a new cultural and educational environment and to examine how they developed intercultural communicative competence during their time at the university. Using qualitative content analysis of participant interviews, several key themes emerged: language barriers, incorrect assumptions about cultural similarities, anxiety toward the host culture, and cultural relativism. Teachers reported struggles with local languages and communication, feeling initially isolated due to false assumptions about cultural familiarity, and facing nervousness before adapting to new cultural norms. Over time, they learned to navigate cultural differences and grew more confident and competent in their interactions. The study also revealed institutional differences, such as the need for better pre-arrival preparation and a more supportive academic environment. Overall, while Pakistani ESL teachers experienced notable intercultural and educational challenges, they also showed resilience and adaptability, ultimately gaining valuable intercultural competence through their experiences at USM.