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Cross–Cultural Communication in Thai EFL University Classrooms: a Case Study Title: Cross–cultural communication in Thai EFL university classrooms: a case study Name: Satip Kuesoongnern This is a digitised version of a dissertation submitted to the University of Bedfordshire. It is available to view only. This item is subject to copyright. Cross–Cultural Communication in Thai EFL University Classrooms: A Case Study Satip Kuesoongnern PhD 2018 UNIVERSITY OF BEDFORDSHIRE Cross–Cultural Communication in Thai EFL University Classrooms: A Case Study by Satip Kuesoongnern A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of Philosophy July 2018 Cross–Cultural Communication in Thai EFL University Classrooms: A Case Study SATIP KUESOONGNERN ABSTRACT In the past few decades there has been increased communication among people of diverse cultural backgrounds. Greater internationalisation of education has contributed to academic interest in cross–cultural communication. Thailand is considered an‟English as a Foreign Language‟ (EFL) country in which English is mandatory curriculum subject at primary, secondary, college and university levels. Thai education policy has aimed at improving Thai students‟ English proficiency by hiring more native English speakers to teach at schools and universities. Moreover, having had native English lecturers teaching in Thai universities provides opportunities for Thai students to communicate across cultures. From a social–cultural perspective, this study investigated how native English lecturers and Thai students apply cross–cultural communication strategies within real interactional contexts in the Thai EFL classroom. This research aims to improve communication between native English lecturers, Thai lecturers and non–native English students or Thai students through the use of effective cross– cultural communication strategies in the Thai EFL (English as a Foreign Language) classroom. This study used a mixed–qualitative–methods design (Mason, 2006) which was composed of interviews, classroom observations and video recordings of classroom teachings. This methodology was chosen in order to allow the researcher an integrated and clearer understanding of what was happening in the Thai EFL classroom. The case study approach was used to investigate one small department within one university (Denscombe, 2010) to allow the researcher to explore in–depth exchanges arising from teacher–student communication phenomena (Yin, 2009). Using socio–cultural theory developed by Engeström and different themes that emerged from various taxononomies as frameworks, the findings from this research revealed that native English lecturers, III Thai lecturers, and Thai students employed various cross–cultural communication strategies including communication strategies derived from Tarone‟s (1977; 1983), Willems‟(1997), and Dӧrnyei and Scott‟s (1995a, 1995b) taxonomy of communication strategies. Additionally, simple pedagogical strategies applied by the lecturers played significant roles in enabling Thai students to maintain the conversations as well as boosting confidence in English speaking while having less fear of interacting with the lecturer in the Thai EFL classroom. Furthermore, the findings suggest that both native English and Thai lecturers have to be aware of and sensitive to Thai students‟ cultural aspects, their nature and behaviours expressed in the Thai EFL classroom in order to encourage these students to respond or speak up. Besides, the application of CCC(s), CS(s) and pedagogical strategies are perceived as necessary tools for the Thai EFL teachers and students. As a result of this research, an original taxonomy of effective communication strategies is proposed to be used by both teachers and students in cross–cultural EFL classroom contexts. IV DECLARATION I declare that this thesis is my own unaided work. It is being submitted for the degree of Doctor of Philosophy of University of Bedfordshire. It has not been submitted before for any degree or examination in any other university. Name of candidate : MS.SATIP KUESOONGNERN Signature: Date: July, 26th 2018 V Acknowledgements First of all, I would like to express my sincere gratitude to my director of studies and my second supervisor, Dr. Andrea Raiker and Prof. Patrick Carmichael for their kind support through out my PhD study, for their understanding, patience, inspiration and profound knowledge. Their immense guidance and advice assisted me in the period of conducting research and writing this thesis. I would not have thought having a better mentor and advisor for my PhD study. Besides my advisors, I would like to thank Naresuan University and the former president, Prof. Dr.Sujin Jinayon, who provided me a chance to pursue this study as well as to provide funds to support my PhD study. Furthermore, I would like to thank my parents, Mr. Uttawit Kuesoongnern and Mrs. Kanyamon Kuesoongnern for their love, understanding, encouragement, and great support. VI Publication to Date Kuesoongnern, S. (2015). A study of Cross–Cultural Communication in the Thai EFL (English as a Foreign Language Classroom: A Case Study at a University, Thailand. In: IACCM 2015 Conference Proceedings [online] Vienna: Sietar, Available at: http://iaccm2015.sietar.at/proceedings/cems_ACADpaper_IACCM2015_Kuesoongn ern.pdf [Accessed 30 Oct. 2015]. VII LIST OF CONTENTS ABSTRACT ...................................................................................... III DECLARATION ................................................................................ V ACKNOWLEDGEMENTS ............................................................. VI PUBLICATION TO DATE ............................................................ VII LIST OF CONTENTS .................................................................. VIII LIST OF TABLES........................................................................ XXII LIST OF FIGURES.................................................................... XXIV LIST OF ABBREVIATIONS .................................................... XXVI CHAPTER 1 INTRODUCTION ...................................................... 1 1.1 Background or rationale for this study ..................................................... 1 1.2 The history of English language in Thailand ............................................ 4 1.3 The history of teaching English as a foreign language in Thailand .................................................................................................... 5 1.4 Higher Education in Thailand ................................................................. 10 1.4.1 Undergraduate education ................................................................ 10 1.4.2 English courses at the tertiary level ................................................ 11 1.5 Research questions.................................................................................. 11 1.6 Significance of the study ........................................................................ 12 1.7 Organisation of this study ....................................................................... 14 VIII CHAPTER 2 LITERATURE REVIEW ........................................ 16 2.1 Establishing definitions and identifying components of culture ..................................................................................................... 16 2.2 Cross–cultural communication ............................................................... 19 2.2.1 Definitions of communication ........................................................ 19 2.2.2 Meanings of cross–cultural communication ................................... 20 2.2.3 The importance of cross–cultural communication ......................... 21 2.2.4 Effects of cross–cultural differences .............................................. 21 2.3 Cultural values ........................................................................................ 22 2.3.1 Hofstede‟s categorisation ............................................................... 22 2.3.1.1 Power distance ...................................................................... 24 2.3.1.2 The distribution of power in classrooms ........................... 25 2.3.1.3 Individualism versus collectivism ........................................ 26 2.3.1.4 The aspect of individualism versus collectivism in classrooms .................................................... 27 2.3.1.5 Masculinity versus femininity .............................................. 29 2.3.1.6 Uncertainty avoidance .......................................................... 30 2.3.1.7 Long term orientation ........................................................... 31 2.3.2 Hall‟s high–and low–context culture ............................................. 33 2.3.3 Kluckhohn and Strodtbeck‟s six dimensions.....................................33 2.3.4 Condon and Yousef‟s six dimensions...............................................34 2.3.5 Fons Trompenaars and Charles Hampden–Turner‟s seven dimensions ............................................................................ 38 2.3.5.1 Universalism versus particularism ........................................ 38 IX 2.3.5.2 Affective versus neutral ........................................................ 38 2.3.5.3 Individualism versus collectivism ........................................ 39 2.3.5.4 Achievement versus ascription ............................................. 39 2.3.5.5 Specific versus diffuse .........................................................
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