Integrating intercultural competency in English for general education in a Thai university: A document analysis of course syllabi

Patchara Boonteerarak; Sorateeda  Khueansri; Zaw Hkawng Hkawng

doi:10.62819/jel.2025.1175

Authors

Patchara Boonteerarak Payap University, Chiang Mai, Thailand
Sorateeda Khueansri Payap University, Chiang Mai, Thailand
Zaw Hkawng Hkawng Payap University, Chiang Mai, Thailand

DOI:

https://doi.org/10.62819/jel.2025.1175

Keywords:

English curriculum development, general English education, intercultural communication, integration of intercultural communication, qualitative research

Abstract

The present study aims to explore the integration of intercultural competence in the general English education curricula of a private university in Northern Thailand. The study employed a qualitative research design, utilizing document analysis to examine 8 course syllabi from the two English for General Education curricula that commenced in the 2024 academic year. Byram’s intercultural model, comprising of 5 intercultural components including cultural knowledge, skills of discovery/interaction, skills of interpreting/relating, attitude, and critical cultural awareness, was employed to guide the design of the study. Findings reported that 4 intercultural components, including cultural knowledge, skills of discovery/interaction, skills of interpreting/relating, and critical cultural awareness, were integrated into the two curricula to varying extents, while attitude was missing from both curricula. The study emphasizes the need for instructors and curriculum developers to incorporate both Thai culture and its global perceptions, as well as real-time interaction practices, into their General English courses. Furthermore, students' intercultural attitudes can be achieved through teaching and learning activities that explore both their own values and cultural practices, as well as those of the interlocutors.

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