Promoting Intercultural Awareness Among Thai EFL Tertiary Students Through Inquiry-Based Learning and Digital Platforms in a Virtual Classroom
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Abstract
This study examines how inquiry-based learning (IBL) combined with digital platforms affects Thai EFL tertiary students' intercultural awareness growth in remote areas. 54 third-year Business English majors participated in a 12-week intercultural course where inquiry-driven activities were shaped by the 5E Instructional Model. Teacher's notes, participant reflections, and a perceived intercultural awareness questionnaire were used to collect data. The findings indicate that improving intercultural awareness can be achieved through the use of both IBL and remote digital learning settings. While qualitative reflections showed a transition from a superficial comprehension of cultural differences to a more comprehensive appreciation of intercultural dynamics, quantitative studies showed a statistically significant improvement in participants' intercultural awareness. By providing insights into pedagogical practices that support intercultural competence within EFL instruction, this study advances the corpus of knowledge. It highlights the potential of digital platforms to foster deeper intercultural connection and underlines the necessity for more study to evaluate the long-term impacts and wider applicability of these approaches, particularly in remote learning contexts.
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