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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/2179
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dc.contributor.advisorNoparat Tananuraksakul-
dc.contributor.authorZhaoyu Yan-
dc.date.accessioned2024-01-29T04:18:04Z-
dc.date.available2024-01-29T04:18:04Z-
dc.date.issued2022-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/2179-
dc.descriptionThesis (M.Ed.(Bilingual Education and English Language Teaching)) -- Rangsit University, 2022en_US
dc.language.isoenen_US
dc.publisherRangsit University Libraryen_US
dc.subjectLanguage and culture -- Chinaen_US
dc.subjectIntercultural communication -- Study and teachingen_US
dc.subjectMulticultural education -- Chinaen_US
dc.titleExploring intercultural communication competence perceptions and integration into classroom practices of Chinese English teachers at a Chinese middle school in Shanxien_US
dc.typeThesisen_US
dc.description.other-abstractThe recognition of intercultural communication competence (ICC) has prompted the Chinese government to require teachers of English to acquire it so as to develop their students. This study explored the extent to which Chinese English teachers perceived their ICC and integrated it into classroom practices. Forty-seven teachers purposively recruited from a middle school in Shanxi assessed their ICC through a questionnaire; then five of them voluntarily participated in semi-structured interviews. To a very high extent, they thought they had the ability to understand and respect the excellent cultural traditions of other countries, communicating and interacting with people from different cultural backgrounds, and adapting to the needs of China's social, economic, and technological development and international interactions. They also thought they integrated ICC into classroom teaching to a very high extent, providing cultural activities and timely feedback to their students. These findings fulfilled the Chinese government’s policy and implied that the levels of their ICC perceptions and integration were influenced by their self-improvement activities during leisure time and the advanced teaching facilities provided by the school. The same study can be replicated in other middle schools where they can promote their teachers’ positive attitudes toward developing and teaching ICC.en_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineBilingual Education and English Language Teachingen_US
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