<![CDATA[Abstract This study explores students’ perceptions of the need for implementing an interculture-based language learning (ILL) model in paragraph writing instruction. Rooted in the growing emphasis on integrating intercultural awareness into EFL pedagogy, this research addresses the limited application of ILL specifically in paragraph-level writing. The study employed a descriptive qualitative method involving 16 second-semester English education students who had prior experience with basic paragraph writing. Data were collected using a 36-item closed-ended questionnaire based on five Likert-scale levels. The findings indicate a strong perceived need for instructional support in both linguistic and cultural components. Students expressed high demand for materials related to paragraph organization, coherence, cohesion, grammar, vocabulary, and logical order. Additionally, they valued content that reflects cultural topics, national identity, and intercultural expression. Results also reveal preferences for varied exercises and assessment formats, including individual and group activities. Overall, the study confirms that students recognize the importance of integrating cultural elements into paragraph writing to enhance communicative competence and critical thinking. The study suggests that intercultural models can offer a pedagogically relevant framework for developing writing skills that are both linguistically sound and culturally rich in EFL contexts.]]>
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