An Investigation of Thai Undergraduates' Satisfaction with Intercultural Communicative Language Teaching (ICLT) in the English for the 21st Century Communication Course
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Abstract
This research aimed to: 1) evaluate students' satisfaction levels with the Intercultural Communicative Language Teaching (ICLT) approach, and 2) identify the practical challenges and opportunities encountered by students in culture-integrated language instruction. The research sample consisted of 64 fourth-year undergraduate students enrolled in the English for the 21st Century Communication course at Naresuan University, Thailand. The research instrument was a questionnaire designed to evaluate student satisfaction across five key dimensions: course content, instructor performance, teaching methodology, facilities and resources, and assessment practices. The instrument’s content validity was verified by experts with an Index of Item-Objective Congruence (IOC) of 1.00, and its internal consistency was confirmed with a Cronbach’s alpha coefficient of 0.71. Data were analyzed using descriptive statistics, including frequency, percentage, mean (), and standard deviation (S.D.). The findings revealed that: 1) Students expressed an overall high level of satisfaction with the ICLT approach, particularly in the teaching methodology dimension ( =4.50), followed by instructor performance, facilities, and course content. 2) Regarding challenges and opportunities, assessment practices received a moderate satisfaction level ( =3.41), with qualitative feedback highlighting a critical need for more rapid and individualized feedback to optimize 21st-century communication instruction.
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