The influence of globalization on applied linguistics has recently generated considerable debate. With the advent of intercultural communicative competence (ICC) at the start of the twentyfirst century, many theoreticians and practitioners have accentuated the ICC perspectives and its incorporation into teaching language skills. This mixed methods research study tries to verify whether instruction on ICC encourages Iranian advanced EFL learners to incorporate ICC in their writings, and whether gender plays any role in the tendency to use that competence. To this end, 33 male and female Iranian advanced EFL learners were chosen via an Oxford Placement Test and then placed in two experimental classes. All the participants received a five-week instruction on ICC in a writing class at a private language institute in Rasht, Iran. The data analyzed via T-tests, content analysis technique, and η revealed that instruction on ICC assisted learners in coping with intercultural issues differently in their writing; however, gender did not play any role in using the ICC in writing. This study can shine a light on the writing course and language teaching in general and teaching how to incorporate ICC in writing in particular.
