The present study aimed to compare the effects of watching cultural clips versus reading cultural texts on the development of Intercultural Communicative Competence (ICC) among Iranian EFL learners. A quasi-experimental design was employed, involving two experimental groups and one control group, with 90 undergraduate EFL students from Islamic Azad University, Tehran. The experimental groups were exposed to either cultural clips (audiovisual materials) or cultural texts (written materials), while the control group followed the standard curriculum. Participants’ ICC levels were measured through pre-tests and post-tests using a validated ICC questionnaire that assessed intercultural awareness, attitude, knowledge, and skills. Data were analyzed using SPSS, and paired-sample t-tests were conducted to examine the differences between the pre- and post-test scores. The results showed that both exposure to cultural clips and reading cultural texts significantly improved ICC. Specifically, the experimental group exposed to cultural clips showed a statistically significant improvement in ICC, with a p-value of 0.001. The group exposed to cultural texts also showed considerable improvement, with a p-value of 0.003. In contrast, the control group exhibited minimal change in ICC, with a P-value of 0.05, indicating no significant improvement. These results underscore the importance of integrating cultural materials into EFL curricula to foster a more comprehensive development of ICC. The study suggests that combining cultural clips and texts in teaching practices can effectively support students in improving their intercultural communicative competence.