Enhancing Intercultural Communicative Competence via Blended Learning: A Korean Listening and Speaking Course for Thai Undergraduate Students
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Abstract
This study examines the enhancement of Intercultural Communicative Competence (ICC) among 187 second year Thai undergraduates at the University of the Thai Chamber of Commerce. The 15week intervention was implemented through a blended learning approach in Korean listening and speaking classes. Nine weekly instructional units were designed based on Byram (1997)’s ICC framework, integrating eight components across linguistic and cultural aspects. Data were collected through expert validation, formative assessments, pre and post tests, and student satisfaction surveys, and analyzed using descriptive statistics and content analysis. Quantitative findings revealed improvement across all language competences, with discourse competence showing the strongest gains, followed by linguistic competence, while sociolinguistic competence progressed more gradually. Qualitative data further indicated that learners demonstrated consistent development in the five cultural aspects: attitudes, knowledge, discovery skills, interpreting/relating skills, and critical cultural awareness. Students reported high satisfaction with the integration of language and culture, recognizing its effectiveness in linking communication practice with intercultural understanding. However, they expressed only moderate satisfaction with the blended learning format, suggesting the need for refinement, particularly in instructional design and technological support.
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