Date of Graduation

5-2024

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

College/School

School of Education

Department

Education

Program

International & Multicultural Education EdD

First Advisor

Sedique Popal

Second Advisor

Rosa Jimenez

Third Advisor

Michael Duffy

Abstract

English has become a significant element in Asian countries for many reasons. A few of these reasons derive from colonialism to wanting English for international exchanges. To start understanding the complexity of English and its specific role in Asia, one must analyze English’s functionality and significance. English in Thailand has and continues to play an important role. The acquisition of English has evolved from a way to resist colonialism to now being a mandatory class, starting as early as primary school, in an attempt to keep up the international demand and use of English. This shift has prompted Thailand to invest in English education programs. Even though Thailand has made large investments, challenges continue to ensue. Some of Thailand’s struggles include underqualified teachers, irrelevant curriculum and textbooks, lack of intercultural competency, fear of English hegemony, English accessibility for different social classes, and financial constraints (Azam, 2016; Baker, 2008; Chuo, 2018; Wannachotphawate, 2015). All of the challenges above contribute to Thailand’s low national English proficiency level. To address proficiency, the development and enhancement of intercultural competence could be a solution for English education programs in Thailand. Therefore, this qualitative study with a descriptive statistics component (surveys) aimed to show how Intercultural Workshops that focus on textbook adaptation can influence in-service EFL teachers’ intercultural competence. Eight local EFL professors at a university in Isaan, Thailand participated in a four-week Intercultural Workshop. All showed an increase in one or more components of their intercultural competence. Additionally, the majority of participants expressed having meaningful takeaways that have or will impact their practice. The results show that explicit instruction on intercultural competence with a focus on textbook adaptation can enhance novice and veteran professors’ intercultural competence.

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