EXPLORING INTERCULTURAL COMMUNICATIVE COMPETENCE OF NON-NATIVE ENGLISH SPEAKING TEACHERS IN THAI VOCATIONAL CONTEXT

Abstract

The objective of this study is to investigate the intercultural communicative competence (ICC) levels among non-native English-speaking teachers (NNESTs) in the Thai vocational context, including Thai English and non-Thai English teachers. The study focused on five components of ICC: knowledge, attitude, the skills of interpreting and relating, the skills of discovery, interaction and critical cultural awareness. It also examined the influence of intercultural backgrounds on ICC. To achieve these goals, a mixed-methods approach was employed, combining quantitative and qualitative methodologies. The research tools consisted of a survey adapted from Byram's ICC model (2021) and semi-structured interviews. A sample of 113 Thai English teachers and 36 non-Thai English teachers was randomly selected using appropriate sampling techniques, then six Thai English teachers and six non-Thai English teachers were chosen for interviews. The data analysis involved descriptive statistics, t-tests, and a two-way ANOVA. The results revealed that non-Thai English teachers exhibited higher levels of ICC compared to their Thai counterparts. Among the five ICC components, attitude was the highest for both groups. However, Thai English teachers displayed lower critical cultural awareness, while non-Thai English teachers faced challenges with interpreting and relating skills. Furthermore, the study found that travel experiences and intercultural contact significantly influenced ICC levels. The insights from the qualitative interviews highlighted the recognition of the vital role of teachers in ICC and understanding cultural differences and intercultural factors. Thai English teachers emphasized the importance of language usage, while non-Thai English teachers acknowledged the difficulty of interpreting socio-cultural content due to their level of engagement with locals. The study concluded by providing recommendations and suggesting pedagogical practices aimed at better support for NNESTs in their intercultural communication endeavors.

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