English as a Foreign Language (EFL) teaching has reoriented itself from Communicative Language Teaching to Intercultural Communicative Competence (ICC) development ever since the last decade of twentieth century. This new orientation prioritizes cultural knowledge and intercultural skills over communicative aspects of language learning and demands for alternative practices of the foreign language teachers and the learners. On this basis, the current study set out to find out the kinds and frequency of culture teaching activities Iranian EFL teachers of intermediate, upper intermediate, and advance levels practice in EFL classrooms and the extent to which their teaching practices could be characterized as directed towards the EFL learner's development of ICC. For this purpose, 100 B.A., M.A., and Ph.D. holding EFL teachers were selected through convenience sampling from different private English language institutes of Hamedan, Iran. As for the data collection, a researcher made ICC questionnaire was developed on the basis of Sercu's (2005) ICC scale and validated through expert judgment and factorial analyses. The online administration of the scale to the sample was carried out through email correspondence or mobile applications like Whats App or Telegram. The obtained questionnaire data were fed into statistical analyses the results of which indicated that asking EFL learners about their experiences in the foreign country was the most popular culture teaching activity and describing what EFL teachers heard (or read) about the foreign country or culture and what EFL teachers found something fascinating about the foreign culture(s) were the least popular culture teaching activities and in Iranian EFL classrooms. On the basis of study findings, it was apparent that the cultural teaching practices were not optimally geared towards the EFL learners’ attainment of ICC partly due to the fact the EFL teachers understanding from ICC development was not rich enough.
