Original article | International Journal of Progressive Education 2018, Vol. 14(5) 39-56
Kewalin Jantadej & Sasima Charubusp
pp. 39 - 56 | DOI: https://doi.org/10.29329/ijpe.2018.157.5 | Manu. Number: MANU-1807-23-0004
Published online: October 15, 2018 | Number of Views: 93 | Number of Download: 198
This study investigated the integration of English intercultural teaching of Thai secondary school teachers using questionnaires and classroom observations. The results from the questionnaires revealed that participants perceived that they integrated English intercultural teaching at a low level. In the actual classroom, they placed a paramount focus on teaching English intercultural ‘knowledge’, whereas assessing students’ intercultural ‘attitudes’ and ‘behavior’ gained the least attention. Finally, it should be noted that the aspects of cultural bias during the teaching practice of participants require further attention.
Keywords: English intercultural teaching, intercultural competence, foreign language education
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