Work-based English Skills and Beliefs about Intercultural Communicative Competence of Thai Non-Academic Staff: A Gap Analysis
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Abstract
Despite the growing internationalization of Thai higher education, little research has explored the gap between the English language skills and intercultural communicative competence (ICC) that non-academic staff perceive as essential and their actual self-assessed abilities, thereby identifying specific areas in need of development. This study employed a mixed-methods approach to investigate the perceived importance and existing proficiency in English skills and ICC among Thai non-academic staff at a public university in Bangkok. Quantitative data from 46 questionnaire responses revealed that all four English skills—listening, speaking, reading, and writing—were considered highly important, yet proficiency levels, especially in writing and speaking, were rated low. Similarly, participants recognized attitudes, knowledge, skills, and awareness as key ICC components, but self-assessed competence was notably lower. Qualitative insights from five interviews further highlighted communication barriers, training needs, and the desire for culturally responsive workplace environments. The findings underscore the need for targeted professional development integrating language training with intercultural awareness to better equip staff for globalized academic settings.
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