Collaborating the CEFR and project-based activities to promote intercultural competence of Thai University Students

Name: Kanoknate Worawong

LCSH: Kasetsart University -- Dissertations. Ph.D. (English as an International Language) 2019

Classification :.LCCS: PE1128.A2

LCSH: Kasetsart University. -- Department of Liberal Arts -- Dissertations

LCSH: English language -- Study and teaching (Higher) -- Thailand

Abstract: This research study investigates Thai university students’ intercultural competence and English ability using the CEFR-PBA innovative program. In the study, project-based learning was the major teaching approach integrated with the CEFR framework. The CEFR was used as a guideline for teaching and assessment based on the university requirement at level B2. The participants were forty-four 3rd year students in English Education Program purposively selected. Research method applied action research and case study including a mixed-methods approach for data collection. The CEFR-PBA program was implemented for fourteen weeks including data collection. Data sources were from the CEFR pre-posttest, video recordings of students’ performing role-plays, students’ making oral presentation, the interview, the teacher’s journal, and a set of questionnaire. Data analysis employed descriptive statistics for quantitative data and Grounded Theory (Strauss & Corbin, 1999) was used for qualitative data. Findings from the CEFR pre-posttest showed that the students’ English ability improved significantly at the level of 0.05 after the intervention. Next, findings from role-play assessment revealed that the students’ non-verbal communication (NVC) improved as well. Regarding gaining oral language experience, findings from oral presentation demonstrated the students employed five speaking strategies and applied five aspects of NVC. These NVC features helped make their speaking and presenting the information flow smoothly. Moreover, the findings on the teacher’s role revealed that the teacher was the key person in moving the students to their success in conducting their PBA projects. These were the role of the instructor, facilitator, and adviser. Lastly, the results from the questionnaire indicated that the students had good attitude towards the CEFR-PBA innovative program in all aspects (x̄ =4.37). In particular, their attitude towards the teacher was the highest (x̄ =4.33) followed by the learners (x̄ =4.39), and method of group and collaborative learning (x̄ =4.39) respectively. Also, the interview findings revealed the students had good attitude towards learning through this innovative teaching because the teacher was their spiritual supporter, had supportive personality, and prepared her teaching well. However, it was uncovered from the pre-posttest results that not all students improved their English ability. Although this study confirms that the CEFR-PBA could be an appropriate teaching method for Thai university students to enhance their intercultural competence and English ability, further studies are required relating to the program intervention and classroom practice.

Kasetsart University. Office of the University Library

Address: Bangkok

Email: tdckulib@ku.ac.th

Name: Kanjana Charttrakul

Role: Thesis Advisor

Name: Anamai Damnet

Role: Thesis Co-Advisor

Created: 2019

Modified: 2025-06-29

Issued: 2025-06-29

วิทยานิพนธ์/Thesis

application/pdf

URL: https://www.lib.ku.ac.th/KUthesis/2562/kanoknate-wor-all.pdf

CallNumber: PE1128.A2 .K36

eng

Spatial: Thailand

DegreeName: Doctor of Philosophy

Level: Doctoral Degree

Descipline: English as an International Language

Grantor: Kasetsart University

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