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ENHANCING INTERCULTURAL COMPETENCE
BY USING VIDEO-BASED INSTRUCTION
KANIT SAMPHANTHANAKARN
A THESIS SUBMITTED PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION
IN TEACHING ENGLISH AS A GLOBAL LANGUAGE
DEPARTMENT OF INTERNATIONAL GRADUATE STUDIES
IN HUMAN RESOURCE DEVELOPMENT
FACULTY OF EDUCATION
BURAPHA UNIVERSITY
JULY 2018
COPYRIGHT OF BURAPHA UNIVERSITY
ACKNOWLEDGEMENTS
With my great, deep gratitude, I would like to thank various people for their
kind contribution to my thesis. The most incredible and non-cliché advisor and
co-advisor, Dr. Punwalai Kewara and Dr. Denchai Prabjandee, were always there
sacrificing their happiness for the gradual process of my thesis. They were always
there, but where was I? They have dedicated their time to give advice and assistance
in keeping me on schedule. My sincere and grateful thanks are also extended to
Dr. Pornpimol Sukavatee for giving me generous comments and suggestions. The one
I cannot forget to mention is Dr. Janpanit Surasin. She had to put up with a person
like me in all of her research classes, but she was always supportive and caring.
I would also like to thank the experts who were involved in the validation of the
questionnaire, lesson plans, and interview protocol for this research. Without their
passionate participation and input, the validation could not have been successfully
conducted. I would also like to acknowledge Ms. Rattanasiri Khemraj who always
warned me about my deadline.
Finally, I must say that this is the zenith of my life. Thanks, to my parents,
Phanita, Pornsiri, and colleagues for continuously supporting me. This successful
climax would not have been possible without all of them. Thank you.
Kanit Samphanthanakarn
iv
56920784: MAJOR: TEACHING ENGLISH AS A GLOBAL LANGUAGE
M. Ed. (TEACHING ENGLISH AS A GLOBAL LANGUAGE)
KEYWORDS: INTERCULTURAL COMPETENCE/ INTERCULTURAL
COMPETENCE BY USING VIDEO-BASED INSTRUCTION/
VIDEO-BASED INSTRUCTION/ DEVELOPING
INTERCULTURAL COMPETENCE
KANIT SAMPHANTHANAKARN: ENHANCING INTERCULTURAL
COMPETENCE BY USING VIDEO-BASED INSTRUCTION. ADVISORY
COMMITTEE: PUNWALAI KEWARA, Ph.D., DENCHAI PRABJANDEE, Ed.D.
130 P. 2018.
The purpose of this study was to investigate learner’s intercultural
competence after implementing video-based instruction, and to explore learners’
attitudes towards video-based instruction. The participants were thirty-seven learners
in grade 10 selected by purposive random sampling. This study was a quasi-
experimental research design qualitative study first and, then, a quantitative study.
First, a questionnaire was used to investigate the learners’ intercultural competence
before participating in ten periods of video-based instruction. Then, learners studied
in ten classes with adapted lesson plans, and completed the questionnaire again after
joining the intercultural competence class implemented with video-based instruction.
The questionnaire was compared and analyzed to see whether the learners had
developed or not from the intercultural competence class by implementing video-
based instruction. Then, semi-structure interviews were conducted with three
participants to examine their attitudes toward video-based instruction. The data
revealed that the learners’ intercultural competence has increased because of the
lesson plans. They have learned to develop their intercultural competence from the
lessons. This instruction helped learners to see the real context of westerners. It gave
learners both visual and auditory modalities at the same time. Moreover, the learners’
overall views through the classes were good. It could draw learners’ attention into the
lesson easier than traditional instruction. Besides, these classes significantly opened
the learners’ worldview with interesting and delightful ways.
CONTENTS
Page
ABSTRACT…………………………………………………….………………. iv
CONTENTS…………………………………………………………………… v
LIST OF TABLES……………………………………………………………… vii
LIST OF FIGURES…………………………………………………………… viii
CHAPTER
1 INTRODUCTION………………………………………………….…… 1
Background of the study.......................................……….................
Statement of the problem…..…………………………………..…...
Purposes of the study….…………………………………..……......
Research questions….……………………………………………...
Conceptual framework……..……..……………………....…………
Contribution to knowledge……….....................................................
Scope of the study………………………………..……………...…
Definition of terms……..…………………………….…………….
Chapter summary…….…………………………………………......
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2
4
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2 LITERATURE REVIEW………………...……………….…….……… 10
Language and culture....………..……………………………………
Intercultural understanding………………………...……..…………
Intercultural competence……………….…...….………………......
Measuring intercultural competence.………………………............
Video-based instruction for intercultural competence.……………..
Benefits of video-based instruction……………….…………………
Learning attitude…………………………………………………….
Related research…………..………….……………………………..
Chapter summary……………………………………………………
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3 RESEARCH METHODOLOGY…………………..…………………… 29
Research design……………………………….…..………………...
Population and participants.……………………....…....…...............
Instructional framework……………….…………….………...……
Instructional instrument…………….……………………………….
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CONTENTS (CONTINUED)
CHAPTER Page
Research instruments….……………………………………………
Data collection………………………………………………………
Data analysis..………………………………………………………
Ethical considerations……….………….…………………………..
Chapter summary………….…..…………………...……………….
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4 FINDINGS………………………..………………….…………………. 42
Findings of using video-based instruction..………...……..…….…
Quantitative findings…..…….……..…..…………..….………...…
Qualitative results……………………………………………..….
Overall view .....................................................................................
Chapter summary ..............................................................................
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5 CONCLUSION AND DISCUSSION…………………………….….… 67
Summary of the study.……………………………………….…….
Summary of the findings…………………………….…..…………
Discussion.…………………………………………………….……
Implications…………………………….……………………………
Limitations of the study.....................................................................
Recommendation for future research................................................
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REFERENCES……………………………………………………………...……
APPENDICES……………………………………………………………...…….
APPENDIX A…………..………………………………………..…….…..
APPENDIX B………………..……………………………………..………
APPENDIX C…………………..…………………………………..………
APPENDIX D……………………..…………………………………..……..
APPENDIX E…………………..…………………………………..………
APPENDIX F……………………..…………………………………..……..
BIOGRAPHY…………………………………………………………..….…...
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LIST OF TABLES
Tables Page
1
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3
4
5
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8
9
10
The course syllabus and lesson plans of the study.............................
The contents of each video………….......................................................
Examples of statements for each theme..............................................
The results of the questionnaire used before and after the
intercultural classes.....................................................................................
Intercultural knowledge before and after using video-based
instruction ..........................................................................................
Intercultural attitudes before and after using video-based
instruction ..........................................................................................
Intercultural skills before and after using video-based instruction…
Intercultural awareness before and after using video-based
instruction ..........................................................................................
Questions for semi-structured interview.............................................
Themes of attitudes toward video-based instruction...........................
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LIST OF FIGURES
Figures Page
1
2
3
4
5
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Conceptual framework for this study ..……………...………………
The diagram of the OSEE tool ……………………………………...
The diagram of teaching intercultural competence by using video-
based instruction .…………………………….……..........................
Socioeducational model of SLA ...............................……………….
The diagram of the quantitative part of the research……..……........
The diagram of the qualitative part of the research…..………......…
Themes in a semi-structured interview……………………………..
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CHAPTER 1
INTRODUCTION
In this chapter, there are nine sections as follows: (1) background of the
study, (2) statement of the problem, (3) purposes of the study, (4) research questions,
(5) conceptual framework, (6) contribution to knowledge, (7) scope of the study,
(8) definition of terms, and (9) chapter summary.
Background of the study
Intercultural competence plays an essential role in world education.
Intercultural communication is a type of communication in which a target shares
information and ideas across different cultures and social groups. It plays an
important role in ELT, partly because English is assumed as the international
language, which is used extensively by millions of people outside its original
geographic boundaries to “convey national and international perceptions of reality
which may be quite different from those of English speaking cultures” (Alptekin,
2002, p. 17). As English continues to spread as an international language, the number
of second language users of English continues to grow, far surpassing the number of
native speakers of English. It is important for transcending ethnocentrism and
verifying effective and positive relations across international and domestic
boundaries. It also adds positive feelings among people from different cultures,
enhances positive feelings about our culture, helps complete the responsibilities of
international job, decreases culture-contact stress-related ailments, helps people adjust
to live in different culture, increases interaction internationally, reduces disparities
between dominant and non-dominant cultures, and improves community relations in
multinational environments (Hammer, 1998).
A new and changing period has made intercultural communication
a prerequisite, which has set a new goal for foreign language teaching. To elaborate,
the goal of foreign language teaching is not only to help learners acquire
communicative competence, but it also endorses the intercultural competence of
learners. Native speakers are good models in pronunciation, correct language use, and
2
cultural knowledge because they can understand the in-depth meaning of their
language and truly understand the culture tips (Benke & Medgyes, 2005; Davies,
2004). However, intercultural gaps may not be considered by a native speaker teacher
as much as language learners should apprehend in a second language learning class.
Still, non-native English teachers could be able to potentially share culture points
clearer than the native ones because of the culture differences between learners and
teachers (Walkinshaw & Oanh, 2014).
Nowadays, Thailand has relationships with many countries, so teaching
English to Thai citizens is very significant. The Ministry of Education realizes its
importance and foresees the prominence of teaching English development for
improving listening, speaking, reading and writing skills, communicating worldwide
and evolving English skills (Department of Curriculum and Instruction Development,
1986). Consequently, the Thai education system has to accurately and appropriately
improve Thais’ English.
According to the foreign language core curriculum, there is one major strand
which is related to the intercultural competence. The second strand of the foreign
language core curriculum is called the “Language and Culture” strand. It is all about
the skills that learners can coordinate their own culture with foreign culture. They can
compare and contrast languages and cultures of the target language and their own
cultures. Consequently, learners will have the knowledge and understanding of
language and culture so that learners can use a foreign language coherent with the
culture of a foreigner; relationships, similarities, and differences between foreigners
and Thai languages and cultures; and proper language application (The Ministry of
Education, 2008). Seeing that English has become a worldwide communicative
language, this leads to an augmented awareness of the importance of multicultural
aspects in order to enhance learners’ awareness of cultural diversity in learning
English (Nomnian, 2013).
Statement of the problem
The need to equip learners with intercultural competence should be the front
stage of language instruction given the complexity and dynamics of language use
nowadays. To foster intercultural competence, the traditional teaching method such as
3
using a textbook had been extensively used. Learners learn different cultures through
textbooks only. This method is well-known because it is boring and passive, and it
does not have any interesting use of media to support the learners’ needs. It is
important that teachers should integrate other types of media in order to be effective
and appeal to various learning styles (Baker, 2008; Richardson, 2012).
Prior research has made use of technology that showcases the complexity of
communication between individuals from various cultural backgrounds (Baker, 2008;
Kramsch, 2011; O’Dowd, 2007; van Compernolle & Williams, 2009; Youngs,
Ducate, & Arnold, 2011). There are many technological materials; for instance, the
virtual English classroom (Shih & Yang, 2008), smartphones (Shih & Yang, 2008;
Larsari, 2011), web journals and discussion boards (Uso-Juan & Flor, 2008), and
audio and video communication (Shumin, 1997). While these materials were used to
support learners’ communication skills, they did not explicitly promote intercultural
competence. Thus, in order to foster intercultural competence, there is another
teaching method that has been proposed to improve intercultural competence. It is
video-based instruction. Baker (2008) and Garza (2010) stated that video-based
instruction provides a unique chance to present, teach, and internalize the target
linguistic, cultural, and visual knowledge. The materials are excellent settings for
concentrating learners’ attention on specific details and for creating exercise materials
based on the videos. Videos can give learners opportunities to learn linguistic, spatial,
and rhythmic intelligence. This instruction is used as the stimulus lesson in class with
external exercises.
Additionally, previous studies on using video-based instruction focused on
only graduates and adults in the workplace (Baker, 2011; Bennett, 2001; Blair, Wu,
Lin, & Chiou, 2011; Briam, 2010; Chambers, Gnida, Ilott, Messaros, & Dawson,
2010; Chan & Paranakian, 2006; Zoreda & Vivaldo-Lima, 2008). Unfortunately, there
is a limited number of studies focusing on improving intercultural communication in
high school learners. Based on my teaching experience, as a high school English
teacher, learners do not know how to use English appropriately with people from
various backgrounds. Most of my learners do not understand and recognize how
communication should be affected by cultures of communicators. Moreover, they do
not have good attitudes with foreign languages and cultures, so they do not want to
4
learn anything from the differences which make they laugh. Some of them usually
look down on other differences.
Thais use Thai as the official language. Thais don’t exacly have much about
English language and pronunciation (Baker, 2012; National Identity Board, 2000).
Suwannasom (2015) also emphasized that most Thai high schools and universities did
not teach and foster much about intercultural competence, but only grammar and
vocabulary. In the Thai high school context, English is necessary for some activities
such as the national admission examination; however, it is still a barrier to the
students according to the results of the national exam each year. Because of these
results, teachers have to teach learners to reach the grammar and lexical proficiency to
get a high score for admission.
Based on these situations, this study attempts to use video-based instruction
to improve learner’s intercultural competence at the secondary school level. It is
expected that this research will provide empirical evidence of how such instruction
can improve intercultural competence.
Purposes of the study
1. To investigate learner’s intercultural competence after implementing
video-based instruction.
2. To explore learners’ attitudes towards video-based instruction.
Research questions
1. Does video-based instruction enhance learners’ intercultural competence?
2. What are the learners’ attitudes toward video-based instruction?
5
Conceptual framework
Figure 1 Conceptual framework for this study
In Figure 1, the independent variable is video-based instruction.
Video-based instruction is a teaching method that uses video as part of the instruction
since video provides a rich and powerful medium to showcase complex learning
issues. Video is an auditory and visual learning aid. This type of instruction can
enhance complicated learners’ competence because it can give learners events that
cannot be easily demonstrated and allows learners to view actual objects and
situations. Video-based instruction was used not only to practice English, but also to
facilitate intercultural learning (Briam, 2010; Roell, 2010; Yalcin, 2013). A great
number of video contain excellent examples of intercultural communication and are
highly useful resources for learners to learn about different cultures. In addition, video
can be more effective than using textbooks because it enhances learner satisfaction
and motivation during the learning process (Anderson, Armbruster & Roe, 1989;
Choi, 2006; Kozma, 1991; Overbaugh, 1992; Shyu, 2000). Additional reasons for
teachers to use this instruction and encourage their learners to watch videos in English
are as follows: (1) they combine pleasure and learning by telling a story in a way that
captures and holds the viewer’s interest, and (2) they simultaneously address different
senses and cognitive channels. For example, spoken language is supported by visual
elements that make it easier for learners to understand the dialogues and the plot.
(3) Learners are exposed to the way people actually speak. (4) They involve the
viewers, and appeal to their feelings (Roell, 2010). In this study, video-based
instruction contains seven steps which are: (1) Activating cultural schema, (2) Posing
guided questions, (3) Exposing the target culture, (4) Discussing in small groups,
(5) Replaying the video, (6) Comparing and contrasting cultures, and
Video-based Instruction Intercultural Competence
6
(7) Summarizing the culture. These seven steps were used in designing the lesson
plans as instructional instruments. The detailed descriptions of each step were shown
in Chapter 3.
The dependent variable is the learners’ intercultural competence. According
to Fantini (2000), it is the ability for successful communication with people of other
cultures. It is the ability to understand cultures, including your own, and use this
understanding to successfully communicate with people from other cultures.
To sum up, video-based instruction can convey the target knowledge to the
learners which lead the learners to the lesson objectives. Apart from the knowledge,
the learners are going to understand the context of language uses and culture points.
Contribution to knowledge
The findings of the study provide empirical evidence of how video-based
instruction improves intercultural competence. This study is also beneficial for
learners. Secondary level learners can understand the differences of other citizens’
behavior, beliefs, values and thoughts. They can also compare the similarities and
differences of some cultures. They can assimilate cultural tips from the videos which
are a complementary source of learning that learners can assimilate additionally.
They also improve their communication skills according to the development of cross-
culture and intercultural competence. It is essential to teach learners to compare and
contrast cultural differences to their own which can lead to a better understanding and
recognition of varying cultural values.
Moreover, this study may be the model for some interested Thai educators
who want to promote and improve intercultural competence because Thai culture is
unique and different from western culture which is worth paying attention to when we
learn their language. Thai learners shall acquire a lot of rich-detailed knowledge by
themselves from attending an intercultural class by video-based instruction. Also, the
learners have the communication, critical thinking, discussion, and presentation skills
with intercultural views.
7
Scope of the study
The population is Grade 10 learners at a secondary school in the eastern part
of Thailand. The participants in this study consisted of 37 learners, studying in Grade
10 (Mattayomsuksa 4) in the English-Japanese program. They speak Thai as their first
language and learn English as a foreign language with both Thai and Filipino
teachers. In this research, I focused on the second strand of the foreign language basic
core curriculum which needs learners to have the ability to choose a language, tone of
voice, gestures and manners appropriate to various persons and occasions in
accordance with the social manners and culture of native speakers, describe the
lifestyles, customs and traditions of native speakers, and compare and explain
similarities and differences between the lifestyles and culture of native speakers and
those of Thais, and apply them appropriately.
The subject of the video-based instruction was E31205 English and Western
Culture. I was in charge of teaching this subject myself. The purposes of the subject
were (1) Learners can describe the semantics and syntax of English for daily
communication among diverse culture citizens. (2) Learners can articulate the
importance of western languages and culture. (3) Learners can categorize, criticize
and organize the similarities and differences of their own culture with the others.
(4) Learners will have a thorough knowledge about the important western days, holy
days, and traditions which are presented in the form of class presentations and
discussions. (5) Learners can perform and recognize daily western manners.
Definition of terms
There are several terms in this study and the following definitions are the
meanings.
Video-based instruction is a teaching method that uses online or non-online
video sources to enhance learner’s intercultural competence. The videos are excerpts
from famous films and advertisement clips. Video-based instruction was conducted in
seven steps as follows. First, the teacher warms up the learners by asking some
background knowledge which is related to the lesson. Second, the teacher asks
students some questions before watching the video and briefs them about the video.
8
Third, they watch the video. Fourth, they have a small discussion of what they saw
from the video. Fifth, the teacher replays some important parts related to the lesson,
and learners have to emphasize about the cultural ideas they saw. Sixth, they have to
compare and contrast the similarities and differences about the Thai and western
cultural point of each lesson. Last, everyone in class summarizes the cultural point of
each lesson.
Intercultural competence is the ability for successful communication with
people from other cultures and understanding cultures including your own. It consists
of four aspects, namely, knowledge, attitude, skills, and awareness about how to
behave appropriately across cultures. In this study, intercultural competence is the
skill of coordinating Thai culture with a foreign culture, and comparing and
contrasting between languages and cultures of the target language and Thai culture
according to the foreign language basic core curriculum of The Ministry of Education.
It was assessed by using the adapted questionnaire by Fantini (2006). It was a 6-point
Likert scale questionnaire (0 means strongly disagree; 1 means disagree; 2 means
somewhat disagree; 3 means somewhat agree; 4 means agree; 5 means strongly agree.
This adapted questionnaire was used twice before and after implementing video-based
instruction.
Attitude is the learner’s feeling towards the video-based instruction,
expressed through stories, elicited by using the interview after attending the video-
based instruction. Attitude is a subjective preference, which was explored in terms of
likes or dislikes and reasons for their preferences. In this study, I mentioned the
attitudes about the learning climate and attitudes about the classroom tasks according
to the interviews of some learners (Marzano, 1992).
Learners: are Thai grade 10 learners (Mattayomsuksa 4) in the English-
Japanese program at a secondary school in the eastern part of Thailand.
Western culture is the culture from Western nations. In this study, it is
American culture. Because of the world’s globalization, American culture really
affects Thailand in movies, songs, celebrities, and learning materials. That is the
reason why American culture was used in this study.
9
Chapter summary
Intercultural competence is a crucial skill set in today’s world where people
are more likely to interact with people from different cultures, countries, values,
beliefs and experiences. Most previous research on improving intercultural
competence found that (1) the studies mostly focus on undergraduates, post-graduates,
and adults who have to deal with foreigners. (2) Learning English in a Thai context
usually focuses on syntax, morphology, and lexis. From the above findings, this study
was conducted to solve those error. To reach the goal of communication, learners
should understand not only the language but also the pragmatics. Hence, I did this
research to investigate how video-based instruction improves learners’ intercultural
competence. In the next chapter, there will be some theories and related studies which
I relied on.
CHAPTER 2
LITERATURE REVIEW
In this chapter, I review the theoretical lenses and literature, which are
related to the problems of the study about learners’ intercultural competence in the
following areas: (1) Language and culture, (2) Intercultural understanding,
(3) Intercultural competence, (4) Measuring intercultural competence, (5) Video-
based instruction to enhance intercultural competence, (6) Benefits of video-based
instruction, (7) Learning attitude, and (8) Related research.
Language and culture
The review of literature suggests that many experts have discussed the
relationship between language and culture. They shared the relationship in different
aspects as discussed below.
Krasner (1999) presented an interesting example taken directly from the
book, entitled Language Shock: Understanding the Culture of Conversation, written
by Michael Agar. The example from Agar (1994) illustrated the communication
barriers between Anglos and Athabaskans who had made several misunderstandings.
For example, the pausing time of Athabaskans was longer than Anglos; hence, when
both communicated, Anglos thought that the others had finished the conversation and
had already decided what conversation they would make in the future; on the other
hand, Athabaskans will wait for another conversation patiently, and they do not like to
make predictions about their future. From the example above, it shows that everyone
should be aware of other cultures about making conversation. If we look at the cause
of the miscommunication, we can recognize that it is not from language itself, but
a cultural and the structure of language.
To illustrate the relationship to be more understandable, Brock-Utne and
Hopson (2005) said that language was used for giving individuals and groups their
identity. Language and sociocultural identity have a strong connection tightly.
When toddlers learn language, they learn the paternal and maternal speech language,
the language which is used in their nearest surroundings and the language they use
11
with their family and friends will always be a part of their identity as a person.
When they learn a new language, they also learn about a new culture. That can be an
enhancing experience provided that experience does not teach one to look down on
their own mother tongue and own identity (Brock-Utne, 1994; Gaarder, 1972).
Brock-Utne also mentioned that if language dies, the concept belonging to that culture
dies with it.
All language users must recognize how their language greatly impacts the
direction and motivation for both language study and interpersonal relationships, and
it can also increase great insight and value to language education, program planning,
and curriculum development. Integrated studies of language and culture are required
if language learners are to become competent language users. Elmes (2013) also
suggested that establishing a language policy that mirrored the signification of the
relationships between language and culture would force teachers to educate learners
on the authenticity of language, such as how and why behind some language use in
real life. This mentioned policy would not only teach learners vision into their own
language and cultural competency, but also support them with an educated base for
how to view other languages and cultures.
Kewara (2012) suggested in her doctoral dissertation that to learn a foreign
language fosters learners not only the language but also culture knowledge.
The language also helps learners to access each culture’s realities, culture
sensitivities, and ways of people in each culture live. Language shows the views of
the world. Yuen’s study (2011) also supported Kewara’s study in the view of
expressing culture by using language in a textbook. Yuen pointed out that language is
used to express four cultural aspects including products (TV programs, foods, movies,
etc..), practices (customs, daily life activities and societies), perspectives (inspiration
and viewpoints), and persons (well-known famous people).
From all the above, languages and cultures are connected deeply without
any dissimilarities. Language can be viewed as a verbal expression of culture. It is
used to maintain and convey culture and cultural connection. Language provides us
with many of the categories we use for expression of our thoughts, so it is natural to
assume that our thinking is influenced by the language which we use. The values and
customs in the country we grow up in shape the way in which we think to a certain
12
extent. Language and culture are related in the transmission of knowledge, in the
construction of social life, and beliefs about language use and its relation to human
behavior. When we understand about their relationships, from now on, we should also
know how important intercultural communication is.
Intercultural understanding
To understand what intercultural is, I would like to present the meaning of
culture. Edgar (1992) said that culture is like an iceberg. The tip part of the iceberg
which you can see on the surface of the water can be compared with the behavior.
The part that stayed under the surface can be the beliefs of people. You may see and
know them, but you do not know much of them. The part that was below the water or
middle to bottom part of the iceberg are values and thought patterns. You cannot
exactly know them until you stay with them with a bunch of time. She also mentioned
that the stage of understanding other cultures would happen when the learners knew
the causes and effects of being different.
To make any person in the world understand the idea of intercultural,
Williams (1994) explained that it has to be obtained through training programs,
general reading, talking to people from different cultures, and learning from past
experiences. Important aspects of cultural education are understanding their own
culture and developing cultural awareness by acquiring a broad knowledge of values
and beliefs of other cultures, rather than looking at them through the prism of cultural
stereotypes.
To make people have a better understanding, DuPraw and Axner (1997)
described the advantages of understanding intercultural communication that learning
about people’s different cultures gives us a mirror to reflect our own. People’s
different communication styles reflect deeper philosophies and worldviews which are
the foundation of their culture. Understanding these deeper philosophies gives us
a broader picture of what the world has to offer us. Moreover, if we are open to
learning about people from other cultures, we become less lonely. Prejudice and
stereotypes separate us from whole groups of people who could be friends and
partners in working for change. Many of us long for real contact. Talking with people
13
different from ourselves gives us hope and energizes us to take on the challenge of
improving our communities and worlds.
Martins also supported Dupraw and Axner’s (1997) statement that to
understand and respect other cultural viewpoints and behavior are essential to the
promotion of intercultural understanding. However, before people start to change the
world, we need to understand ‘why I do what I do.’ Whoever you are, wherever you
are, whatever you want to accomplish, it all begins with an understanding of ‘I’:
“The awareness of one’s own assumptions, prejudices and stereotypes is a first step to
be able to positively interact and learn from others. In this process lies the essence of
intercultural learning” (Martins, 2008, p. 203).
Australia—a country where people live in a culturally diverse atmosphere —
has developed an Australian Core Curriculum (Australian Curriculum, Assessment
and Reporting Authority, 2010) which requires the learners to have an intercultural
understanding. Learners develop intercultural understanding as they learn to value
their own cultures, languages and beliefs, and those of others. They come to
understand how personal, group and national identities are shaped, and the variable
and changing nature of culture. The capability involves learners in learning about and
engaging with diverse cultures in ways that recognize commonalities and differences,
create connections with others and cultivate mutual respect. Learners develop
intercultural understanding through the study of the English language and the ways it
has been influenced by different cultural groups, languages, speakers and writers.
They also learn to question stated and unstated cultural beliefs and assumptions, and
issues of intercultural meaning.
In my opinion, intercultural communication is a way of communication that
happens between people with different nationalities, races, societies, ethnicities, and
educational backgrounds. With a lot of differences, they must understand, learn and
adapt themselves to other cultural identities. Thus, having intercultural
communication competence is the best skill nowadays for a globalizing world.
Intercultural understanding is one of the steps for learners who learns foreign
languages and cultures. The learners will understand when they understand other
verbal and nonverbal languages through communication without standing on their
own cultural perspective. In this research, I focus only on intercultural communication
14
between Thai and other cultures. If they can deal with intercultural, it means they
know what the other people from other cultures act, do, speak, and show them
verbally or nonverbally. To reach the goal of intercultural communication, the
learners and instructors should know the intercultural competence of the learners.
Intercultural competence
After being an intercultural understanding learner, people have to be
a competency learner too. Byram (1997) exposed the components of intercultural
communication, composed of knowledge, skills and attitudes. The aims were
extended to specifically include religion and living conditions. The learners who
attend to the intercultural communication course should acquire some culture specific
and culture general knowledge, knowledge of self and others, knowledge of
interaction (individual and societal), awareness of the ways in which culture affects
communication and education, awareness of the ways religion affects values,
knowledge of living conditions in different societies, skills to interpret, relate,
discover and/or interact with other cultures, attitude to relativize self and value others,
positive disposition towards learning intercultural competence, and general
disposition characterized by a critical engagement with the foreign culture under
consideration and one’s own. According to Byram’s course expectations, it is
considered practice oriented, developed and flexible and well matching the purpose of
promoting an intercultural dialogue. He advocates the intercultural speaker as a norm
for intercultural communication. An intercultural speaker ‘has a capacity to discover
and relate to new people from other contexts for which they have not been prepared
directly’ (Byram & Fleming, 1998, p. 9). Thus, Byram supported that learners who
learn other languages for communication should be capable of communication with
awareness of the target culture, too. Learning intercultural communication is also
supported by Fleming (2003). He suggested that intercultural competence is also
understood here as principally and closely linked with a psychological readiness and
preparation to be empathetic and to control one’s emotions, that is, to be patient and
tolerant with the other without, in our understanding, necessarily being prepared to
work in ethnically divergent groups and, therefore, to create a different work dynamic
15
based on a new professional culture negotiated on equal terms within the multicultural
group. Following Fleming’s understanding of Wittgenstein (1953), that ‘we do not
have to look inwards to find appropriate explanations of art, aesthetic experience and
meaning but outwards into the cultural contexts in which we operate’ (Fleming, 2003,
p. 100), we look mainly into group dynamics and, therefore, at individuals in
interaction, for appropriate explanations of the intercultural experience.
Novinger (2001) gave some suggestions to increase intercultural
communication competence by some steps to communicate between any two cultures.
First, to communicate with another culture, start by knowing your own. The learners
should know all about themselves. What cultures and beliefs they follow. Second,
they must have a positive attitude in order to go beyond a simplistic understanding of
communicative meaning, such as attacking with a stick or greeting with flowers.
Goodwill in intercultural communication is essential. Then, learners must be
motivated to communicate—whether for survival, for pleasure, for business purposes,
or to satisfy the curiosity of incurable xenophiles. Next, they must overcome
ethnocentrism by replacing ignorance with knowledge through education. Knowledge
will also help increase the predictability of interacting with an individual from
a foreign culture. When the learners overcome all their prejudices, they have to learn
the target culture’s rules and remain alert for different issues that do not seem to fit
the framework of this table of obstacles so that they can discover any new categories,
because every culture is different, and because cultures are dynamic and change over
time. Seek out the areas of communication difficulty between the two cultures which
members of the respective cultures themselves have already expressed. Then, they
should consider the words as information-specific; what nonverbal behavior they need
to interpret. They need to be mindful of cultural differences in communication styles.
They must be aware of being flexible, adaptability is the Meta competence for
intercultural communication. Learners take responsibility for successful
communication if they want to achieve it. They may have to do most of the work.
The learners must consider the mind-sets that may be the most universal for
successful intercultural communication are a positive attitude, adaptability, effort, and
assuming responsibility.
16
Martin and Nakayama (2010) also presented some components for learners
as followed:
1. Motivation – if we are not motivated to communicate with others, it
probably does not matter what other skills we possess. We cannot assume that people
always want to communicate. This is a difficult idea to wrestle with, especially.
2. Self-knowledge – knowing how you may be perceived as
communicator and what your strengths and weaknesses are.
3. Other-knowledge – knowing how other people think and behave will
also help you be a more effective communicator. However, learning about others in
only abstract terms can lead to stereotyping.
4. Linguistic knowledge – knowledge of other languages besides one’s
native language or of the difficulty of learning a foreign language.
5. Attitudes – an individual’s dispositions or mental sets. As a component
of intercultural communication competence, attitudes include tolerance for ambiguity,
empathy, and non-judgmentalism.
6. Tolerance for ambiguity – the ease with which an individual cope with
situations in which a great deal is unknown.
7. Empathy – the capacity to “walk in another person’s shoes.”
8. D.I.E. exercise (or Description-Interpretation-Evaluation) – a device
that helps us determine if we are communicating at a descriptive, interpretive, or
evaluative level. Only descriptive statements are nonjudgmental (Wendt, 1984).
9. Behaviors and Skills – What are the most competent behaviors?
Are here any universal behaviors that work well in all cultural contexts?
Martin’s and Nakayama’s theory showed that to be an efficient communicator,
he or she has to have not only the language knowledge, but also attitude, empathy, and
other knowledge about other people’s backgrounds. Hence, people with good
intercultural competence have to think of their own culture and others.
To support the above theory, Aguilar (2010) said that intercultural
communication competence is based on skills, abilities, values and attitudes. It takes
place between people from different cultures and countries in a foreign language, the
knowledge of the participants of another culture is linked to their language competence
through their ability to use language appropriately and their awareness of the specific
17
meaning, values and connotations of the language. There are five attitudinal factors
which are integrated with learners’ cultural awareness. The first is attitudes and values
and consists in showing curiosity and openness, readiness to suspend disbelief about
other cultures and one’s own. The second is some knowledge of social groups and their
products and practices in one’s own and one’s interlocutor’s country, and the general
processes of societal and individual interaction. The third is the skills of interpreting
and relating from another culture, to explain and relate to one’s own. The fourth is the
skill of discovery, interaction and operate knowledge and practices of new culture.
The last is to have the ability to evaluate critically and based on explicit criteria
perspectives, practices and products in one’s own and other cultures.
To sum up, intercultural competence is the ability to understand cultures,
including your own, and use this understanding to communicate successfully with
people from other cultures. Learners should have the capacities of motivating one’s
self, knowing their culture, having good attitudes to the new culture, coping with new
cultural situations, thinking of others and evaluating critically on cultural perspective
in their own and other’s culture. To support learners reaching the goal of intercultural
competence, teachers must consider that they play the important role of selecting
material which is comprehensible and suitable with the curriculum. Moreover, the
material should be allowed to formulate the evolution for learners to let learners be
accustomed to the inside and outside of the target language and cultural data (Kewara,
2012).
Measuring intercultural competence
To measure intercultural competence, prior research has developed many
instruments to measure this competence. Lombardi (2010) showed several
instruments designed for assessing intercultural competence which were the
Intercultural Development Inventory (IDI), the Cross-Cultural Adaptability Inventory
(CCAI), Cross-Cultural World Mindedness Scale (CCWMS), and the Assessment of
Intercultural Competence (AIC). Both the IDI and CCAI are available commercially;
however, the CCWMS and AIC are non-commercial tools.
18
The IDI was normally used to measure orientation toward cultural
differences through five dimensions (Hammer, Bennett, & Wiseman, 2003):
denial/defense, reversal, minimization, acceptance/adaptation, and encapsulated
marginality by using the 5-point Likert scale for fifty items. IDI was usually used with
the exchange learners. The IDI is reliable, but the cost of using this survey is the
problem ($10 per person) if we have to use this with a lot of people without the
supporting budget. Moreover, before you can use this instrument, you have to be
trained in qualified seminar with a tuition of $1,300 - $1,500.
Likewise, the CCAI which was developed by Kelley and Meyers (1995) is
used to assess emotional resilience, flexibility/openness, perceptual acuity, and
personal autonomy by using a 50-item survey with a 6-point Likert scale. It also costs
$9 – $10 for each person. Normally, it was used with undergraduate degree learners.
The CCWMS was used to measure world mindedness, (attitudes toward
race, religion, world government, war, patriotism, and global education) or called
positive attitudes toward world issues (Der-Karabetian, 1992). There are 26-items
with a 6-point Likert scale. In addition, the ICSI measured the ability of modifying
their behavior in appropriate ways when being in different cultures (Bhawuk &
Brislin, 1992). Especially, this instrument also measured like the CCAI, but there
were 46 questions with a 7-point Likert scale. This instrument’s questions focused on
working people in Japan and the U.S.
Fantini (2006) developed the AIC for measuring exchanged learners on how
their intercultural competence changed over time. It was identified into dimensions of
intercultural competence (knowledge, attitude, skills, and awareness), characteristics
of intercultural competence, domains of intercultural competence (relationships,
communication, and collaboration), language proficiency, and developmental level
(Lombardi, 2010; Sinicrope, Norris, & Watanabe, 2007). This instrument was
different from others because it can be used before, during, and after intercultural
encounters (Godwin-Jones, 2013).
Of the above, the instrument I would like to use was adapted from the AIC
because this instrument gives many dimensions of intercultural competence, not only
the language knowledge, but also the intercultural knowledge, skills, attitudes, and the
awareness of the learners.
19
Video-based instruction for intercultural competence
The dual-modality and multimodality theories discussed learning through
two or more modes (e.g., visual, auditory, text, acting, etc.). If both visual and
auditory modalities form more complicated memory traces were presented at the same
time, they both facilitated learners’ retrieval information; moreover, memory of
auditory material was extremely enhanced if the learners were engaged in enhancing
a corresponding image in their own thoughts. Hence, using video-based instruction as
dual/multi-modality input would lead to better learning outcomes than single-
modality input (Anderson & Bower, 1974; 2013; Baddeley, 2003; Jackson, 2012;
Kress, 2000; 2010; Lee & Young, 1974; Low & Sweller, 2005; Paivio, 1991; Zacchi,
2012). Video-based instruction in intercultural classes presented learners not only
a target culture example, but also narrative sentences and vocals (as the dual-
modalities). Learners get the intercultural awareness knowledge from the video itself.
To enhance more about intercultural competence, there were so many interesting
styles of video-based instruction supporting the intercultural competence.
O’Mara (1991) suggested that to foster learners’ intercultural
communication, the teacher should follow five steps. Firstly, she asked learners to
examine the expected culture and value. When they finished the task, they were
allowed to watch the film. She had noted the learners that they had to note about their
perceptions of Amish culture, their perceptions of American culture, examples of
cultural differences in communication, their perceptions of the values of cultures
illustrated in the movie, things they learned, and the things characters learned from
another culture. Those questions would help learners to focus on the film.
After watching the film, to make sure that what the learners had seen about the Amish
was accurate, they could look up some resources about Amish culture; for instance,
documentaries and news. After that, the teacher discussed with the learners about
differing cultural values which depended on the papers they had written before. She
also suggested that if the teacher gives an appropriate direction to learners on how to
watch the film and take time adequately, the class provided a worthwhile lesson of
departure to understand important concepts presented in the intercultural
communication course.
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Deardorff and Deardorff (2000) developed the OSEE tool (Observe, State,
Explore, and Evaluate) in order to help learners analyze their attitudes toward others
in the intercultural classroom. Before using the tool, the teacher began the class by
presenting the video with the sound off so that the learners were solely engaged by the
images, actions, and interactions thereby providing an opportunity for them to focus
on what they saw. The process is illustrated in the chart below.
Figure 2 The diagram of the OSEE tool
Source: Summarized from Deardorff and Deardorff (2000)
This chart shows the process and steps of using the OSEE tool. During the
viewing, the teacher asked the learners to Observe the interactions on the screen.
Then, the learners had to State or list the actions without describing the situation as
desirable or undesirable. Next, the learners worked in small groups to Explore the
explanations inlaid in the actions and interactions of the target culture. To explore the
target culture properly, the learners had to have the sufficient background knowledge
of the culture in the questions (Deardorff, 2011). The learners had to Evaluate the
possible explanations in order to choose the most appropriate rationale for the
behavior seen in the clip which as the last step is very difficult. Learners needed to
continue to collect information about the foreign culture in order to complete the
evaluation level. After finishing the OSEE, the teacher may present the clip a second
time with the sound on to allow learners to hear the target language.
Start the class by presenting clips without sound
Observe interactions
State
actions
Explore
the explanations
Evaluatethe most
appropriate explanations
Present the clips again
21
Marchis, Ciascai, and Saial (2008) recommended crucial steps for learners to
gain a lot of intercultural competence from videos. The teacher introduced the lesson
to the learners that they had to watch a short film with an intercultural message.
The learners had to perceive some culture and values from the different characters.
Then, the learners watched the film. The discussion about the intercultural message of
the film was started after the film. After that, the teachers formed groups of two, and
each member of a group chose a character from the film (girl or gnome). Next, each
pair of learners made a conversation via messenger trying to emphasize with the
chosen character. Each group read their dialog in front of the class. Finally, the class
had to discuss about how good each learner managed to highlight the chosen
character, and how good each group managed to discuss intercultural issues and
bridge intercultural differences.
Based on Berk (2009), the teacher picks a clip to provide the content or
illustrate a concept or principle. Then, the teacher prepares some specific guidelines
for learners or discussion questions, so they have directions on what to see, hear, and
look for. This step could help the learners to know what point of the clip they have to
watch, and makes learners clear about the task given to them. In class, the teacher
introduces the video briefly to strengthen the purpose of the clip. Next, the clip is
played. The teacher pauses the clip at any scene to emphasize a point or replay for
a specific in-class exercise. After that, the learners make a reflection of what they
have seen in the selected scene with a set of time. The learners are assigned an
activity to interact on specific questions, issues, or concepts in the clip. Lastly, the
learners make a small group or a large group format for structuring a discussion about
the questions given. He also recommended all teachers use video-based instruction in
class because they could add a dimension to teaching; moreover, learners would
participate more in class.
22
Figure 3 The diagram of teaching intercultural competence by using video-based
instruction
Source: Summarized from Berk (2009)
Benefits of video-based instruction
Morales, Cory, and Bozell (2001) provided an example from Carnegie
Mellon University’s lecture project, which suggested that video-based education and
training systems support the same level of teaching and learning effectiveness as face-
to-face instruction. A study probed learners’ learning effectiveness in an online
environment by comparing learning outcome in traditional instruction versus that in
an e-learning environment featured with an asynchronous live switched video with
a PowerPoint presentation stream.
Organization for Economic Cooperation and Development (OECD, 2005)
reported an in-depth survey of e-learning practices in 19 tertiary education institutions
in 13 countries in the Asia-Pacific region (Australia, Japan, New Zealand, Thailand),
Europe (France, Germany, Spain, Switzerland, the United Kingdom), Latin America
(Mexico, Brazil) and North America (Canada, the Unites States). One of the main
conclusions of the OECD study was that: “Consistent with their current activities,
institutions’ dominant rationales for e-learning strategies at campus-based institutions
Pick some clips from the course
syllabus.
Prepare some guidelines to bring
to the target culture.
Prologue of what the learners have to
learn in the class.
Give some important cultural ideas the learners
have to concentrate on.
Play clips.
Pause or replay some important
parts of the clips for learners.
Make reflections about the target culture received.
Finish some tasks and explore some points of the target
culture.
Discuss and generalize what they
have learned.
23
centered on on-campus enhancement through increased flexibility of delivery and
enhanced pedagogy” (OECD, 2005, p. 13). In other words, most higher education
institutions use the digital technologies to enhance classroom encounters rather than
adopt a distance teaching pedagogy.
Smaldino, Russel, Heinich, and Molenda (2005) also promoted that the use
of video in the classroom is very effective for teachers and learners. Videos have a lot
of advantages. They show motions, operations, risk-free observation, dramatization,
skill learning, problem solving, establishing commonality, and cultural understanding.
They are also available in all topics of instruction, such as cognitive aspects, affective
aspects, motor skills, or interpersonal skills. The videos give the learners opportunities
to broaden their interests beyond the wall of the classroom.
Zhang, Zhou, Briggs, and Nunamaker (2006) explained that video is a tool
to support information technologies learning style. Education must be delivered to
remote learners who do not have physical access to the campus. That is a reason why
video-based instruction is very important to learners. Also, nowadays, there are so
many online courses available for learners. Not only can instructional material be
made available on the Internet, but online collaborative learning and discussions can
also occur. As a result, video-based instruction is used for its richness and power of
giving information to learners anywhere they want. Moreover, video-based instruction
allows learners to view actual objects and realistic scenes, to see chains in any
movement, and to listen to narration. The Virtual Classroom project at NJIT uses
asynchronous learning networks plus videotaped lectures to evaluate effectiveness of
online courses required for bachelor’s degrees in information systems and computer
science. Learners who have completed online courses tended to do as well as those in
traditional classrooms.
Copley (2007) described some benefits from using video podcasts, the
media file that is allocated on the internet for playback on personal devices, that it
offers opportunities for distance learners and is convenient for users.
Brecht and Ogilby (2008) described that video lectures were used crucially
for adding teaching time to learners who cannot understand the lesson in class and
endorsing the in-class learning tools. Video lectures also made complicated and
challenging lessons into interesting ones.
24
Dror, Schmidt, and O’Connor (2011) suggested that to make videos
interactive was a relatively simple way of enhancing the effectiveness of training.
Technology enhanced learning enables learners to engage and work more effectively
with the cognitive system, by providing appropriate interactions, involvement,
participation, and challenges. Videos also enabled learners to capture some important
ideas that may not be present during class.
Monserrat, Zhao, Chua, and Perrault (2014) suggested that video-based
online learning environments have been very useful in teaching a variety of topics and
have been used by independent learning content creators. Video-based learning not
only conducted for knowledge in environments to a larger audience worldwide, but
also subsidized the understanding of the concept as their dynamic and engaging
capability to control, navigate, pace and review some specific parts of the video.
This is one of many reasons why video is more successful than the traditional
classroom setting.
To sum up, video-based instruction helps learners get some important ideas
which they cannot find from reading books or essays, allowing them to self-study
when they do not understand the lesson, understanding lessons with audio and visual,
and having satisfaction to the lesson even though it challenges them. In addition,
video-based instruction also has rich sources for learners to increase their intercultural
competence because of its modalities and opportunities.
Learning attitudes
Learner attitudes toward any instructions or subjects need to be concerned
because it could affect the whole class and subjects. Gardner (1985) believed that L2
learners who had positive attitudes toward the target culture and people would learn
the target language more effectively than those who do not have positive attitudes.
Gardner and MacIntyre (1993) have developed Gardner’s “Socioeducational model of
Second Language Acquisition (SLA)”
25
Figure 4 Socioeducational model of SLA
Source: Gardner and MacIntyre (1993, p. 8)
Gardner and MacIntyre (1993) claimed that individual-difference variables,
such as cognitive variables and affective variables, influenced by antecedent factors
interacted with both formal and informal language acquisition contexts and influence
both linguistic and nonlinguistic outcomes. This model showed the importance of
what takes place in the learning contexts: “Teachers, instructional aids, curricula, and
the like clearly have an effect on what is learned and how learners react to the
experience.” The model also predicts that learners’ degree of success (linguistic
outcomes) affects their feelings (nonlinguistic outcomes) and that both types of
outcomes will have an influence on individual-difference variables including
language attitudes and motivation. Hence, if learners have a good attitude to lessons
and teachers, then, learners will have the motivation to learn lessons and intention to
study for the knowledge.
Intelligence
Strategies
Language
aptitude
Antecedent
factors
Language
attitudes
Language
anxiety
Motivation Experiential
Biological
Language acquisition
context
Individual differences
variables
Outcomes
Formal
Informal
Linguistic
Non Linguistic
Sociocultural Milieu
26
Marzano (1992) said that unless learners have positive attitudes and
perceptions, they will have little chance of learning proficiently. There are two types
of attitudes and perceptions that affect learning:
1. Attitudes and perceptions about the learning climate
Learning climate (i.e., the quality and quantity of the resources available,
the physical environment of the classroom), or external factors, makes learners have
a mental climate contributory to learning. There are two types:
1.1 Acceptance – making learners feel that they are accepted from
classmates and teachers. This probability is heightened when teachers structure
cooperative tasks so that groups are mixed in terms of ethnicity, gender, and ability.
1.2 Comfort and Order – giving learners physical comfort, humor and
happy behavior, safe studying environment, and clear directions on how to proceed in
class.
2. Attitudes and perceptions about the classroom tasks
Learners believe that all tasks they do have value, so they have to clearly
understand what they have to do and surely trust that they have sufficient sources for
finishing their work.
Attitudes and perceptions play such an important role in learning, so
teachers must truly plan and carry out behaviors to guarantee that they are fortified
from the teacher. Moreover, with the support, learners will surely be happy with all
the lessons or tasks teachers give them.
Beng (2003) also believed that having positive attitudes is important to
enable learners to stay motivated toward the lessons and respond graciously to
learning experiences. Teachers must maintain a quality of openness because it will
allow to see things beyond their paradigms, inspire teachers to have a cheerful
learning environment, and enhance them to take control of their learning.
OECD (2005) suggested that if learners learned without positive attitudes
and motivations, learners would not be well prepared to acquire the new knowledge
and skills necessary for successful adaption to changing circumstances. Ushida’s
(2005) study also supported the idea that a learner’s attitude has frequently been
reported to be the most critical factor for success within computer-assisted language
27
learning (CALL) environments (Brandl, 2002; Desmarais, 2002; Doherty, 2002;
Gilbert, 2001; Murday & Ushida, 2002; Warschauer, 1996a, 1996b)
Hosseini and Pourmandnia (2013) said that the amount of the stress of the
learners in foreign language learning situations may account for the changes in
motivation of language learners and totally changes the learners’ positive attitudes
toward lessons. Leaners will get benefit from positive attitudes. To enhance them the
positive attitudes, teachers should give them a chance to encounter actual persons
from other cultures. Positive attitudes on the part of language learners can cause the
development of an integrative motivation and this can consequently facilitate second
language progress.
From those theories, attitudes of learners will hugely affect the teachers and
prepared lessons; thereby, teachers have to encourage them to reach the aim of each
lesson by improving and boosting their positive attitudes. To give them those needs,
teachers must present them good attention, behavior, environments, lessons, materials,
moods, and feedback.
Related research
Roell (2010) expressed that many films combine pleasure and learning by
telling a story in a way that captures and holds the viewers’ interest. It also involves
the viewers, appalls to their feelings, and helps them empathize with the characters.
His style of using film started with discussing what learners thought about stereotypes
of each group of people before watching films. Watching the film, they had to listen
and understand carefully with some help from teachers. Lastly, they had to write and
recall what they had watched and analyze each character’s emotion, culture, and
conflicts.
Moreover, using movies as an effective tool for learning intercultural
competence, Pandey (2012) also supported Roell’s idea that films or movies gave
learners not only dynamic, beneficial, valuable, but also useful experiences more than
textbooks.
28
Furthermore, appropriately purposive-chosen movies with a bold source of
cultural situations and various types of human behavior seem to be an appropriate tool
to boost the understanding of cultural diversity (Yalcin, 2013).
I would like to infer that the video-based classroom can be a means to
improve learners’ intercultural competence. These former researches can be fostering
me to actively improve the video-based classroom for Thai learners’ in the
intercultural competence classroom. Most of these research results agreed that videos
or movies contain a lot of rich cultural incidents showing learners’ good examples of
expressions, gestures, and some remarkable points of target culture.
Chapter summary
According to all academic resources, it shows that to enhance intercultural
competence depends on other factors not only by itself but also the materials and
ways of teaching. To understand other cultural communication competence, learners
have to know self-culture points and the target’s different culture points. To acquire
the answers to the research questions, I have to control and conduct the way to
improve learners’ intercultural competence by using video-based instruction.
In Chapter 3, I show how to collect and analyze that data.
CHAPTER 3
RESEARCH METHODOLOGY
This chapter describes the research procedures to investigate the
improvement of Thai learners’ intercultural competence when attending video-based
instruction and to explore learners’ attitudes toward intercultural competence when
attending to video-based instruction. This chapter contains six sections as follows,
(1) Research design, (2) Population and participants, (3) Research instrument,
(4) Data collection, (5) Data analysis and (6) Ethical considerations.
Research design
This study employed a quasi-experimental research design. According to
Shadish, Cook, and Campbell (2002), quasi-experimental research is an approach of
experiment without random assignment but that has similar purposes and structural
attributes to experimental design. Reichardt (2009) mentioned that quasi-experimental
research should be conducted because the experimental design was not possible for
ethical or practical constrains. Remler and Van Ryzin (2015) described the quasi-
experiment as a more realistic setting than experimental design. This type of research
is encountered in more real situations.
This study employed a quasi-experimental research design because it helped
me reach sensible conclusions even if full control was not possible. Furthermore,
I could not artificially have created groups for the experiment because it would
disrupt normal classroom learning (Ary, Jacobs, Sorensen, & Razavieh, 2010).
This study was a one-group pre-instructional questionnaire-post-instructional
questionnaire design using video-based instruction as the intervention to effectively
enhance learners’ intercultural competence.
Population and participants
The population in this study were 160 Grade 10 (Mattayomsuksa 4) Thai
learners at a secondary school in the eastern part of Thailand. These learners were
studying English as a required course from four classes. To select the participants,
30
one from the four classes was selected by using the purposive sampling method
because those participants were majoring in English-Japanese which are foreign
languages for those classes majoring in different subjects. All participants had at least
10 years of exposure to learning English. In addition, all of them also had never had
an intercultural competence class. There were 37 learners in this class, including
seven males and thirty females. They were about 15-16 years old.
After implementing the video-based instruction, three participants were
purposively selected for interviews about their attitudes toward video-based
instruction. The rationale for three people was not to get a representative sample of
the various categories of informants, but to gather a substantial body of information
from them (Hardon, Hodgkin, & Fresle, 2004; Harrell & Bradley, 2009; Zorn, 2010).
Three of them had different characteristics, genders, and learning achievements based
on personal background and the observations during implementing the video-based
instruction. During the interviews, the participants selected pseudonyms to represent
themselves as Mint, Mew, and Jee. Mint and Mew are females, and Jee is male.
I interviewed the participants in Thai.
Instructional framework
In this research, I examined many theories from former studies, namely,
O’Mara (1991), Deardorff and Deardorff (2000), and Marchis et al. (2008).
Obviously, Berk’s video-based instructional framework (Berk, 2009) provided crystal
steps and gave learners the chance to actively interact with learning video sources
which made learners reflect and communicate with peers. The framework of every
class was adapted from Berk (2009) as follows.
1. Activating cultural schema. The objective of this step was to activate
prior knowledge about the target culture that was presented in the video. In this step,
the teacher discussed with the students on the general related issue in order to warm-
up them to be ready for the lesson. The teacher asked students some background
knowledge or current news about each lesson. To illustrate, in the lesson of Easter
Sunday, I asked the learners about what they knew about Easter Sunday. The learners
said they knew about eggs, rabbits, and chocolate. Then, I asked them how those three
31
things related to the Christianity, and they did not reply anything and the room was
silent.
2. Posing guided questions. The objective of this step was to provide
learners direction of what to focus on and learn from the video. In this step, the
teacher started with posing guideline questions for learners before watching the video.
The teacher also introduced a clip briefly to learners, e.g., describing the synopsis of
the video. To illustrate, I told them that I would play the “Son of God” video in the
part of Holy week. I told them to watch the video, and they had to watch and
assimilate the culture and history of Easter Sunday from the video. Before watching
the video, I asked them some questions; “what Jesus Christ did on that day,”
“who betrayed Jesus Christ and why,” and “what happened after the crucifixion?”
3. Exposing the target culture. In this step, all learners watched the
video together and paid attention to information in the video with attempted to answer
the questions posed in the second step. The objective of this step was to train learners
to have awareness of intercultural competence. Awareness in this context refers to the
realization of the importance of the similarities and differences of one’s own culture
and the target culture, the varied situations to modify their interactions with others,
and the diversities and dangers of cultures. The learners watched the video and some
of them wrote down what they saw and understood.
4. Discussing in small groups. In this step, learners discussed what they
saw in small groups (no more than five people) about the target culture they had
watched from the video. They brainstormed cultural points to get a similar
understanding in their small groups before checking their understanding.
The objective of this step was to train learners to have attitude in intercultural
competence. Attitude in this context refers to the learners’ willingness to learn,
interact, attempt, understand, and adapt to other cultures they learn.
5. Replaying the video. In this step, the teacher replayed and stopped the
video to emphasize a point when discussion was needed. The objectives were to
provide another opportunity to watch the video again and to help learners who did not
understand the cultural ideas from the video.
6. Comparing and contrasting cultures. The objective of this step was
to train learners to have skills in intercultural competence. Skills in this context refer
32
to the ability to differentiate the similarities and differences between one’s own
culture and the target culture, adjust behavior and strategy to aid learning a different
culture, and improve interaction with other people. In this step, the teacher asked the
learners to discuss the similarities and differences between their culture and the target
culture. The teachers controlled and led the learners to the goal of each class using
some extension assignments. For example, they compared and contrasted Easter
Sunday and Buddhist’s Visakha Bucha Day.
7. Summarizing culture. In this step, learners reflected on what they had
learned from the clip with their understanding and summarized the ideas.
The objective of this step was to train learners to have fresh knowledge in intercultural
competence. Knowledge in this context refers to the norms, important aspects, signs,
and behavior patterns of other cultures which they have learned from each class.
These seven steps were used in designing the lesson plans as the
instructional instruments.
Instructional instruments
In this study, the instructional instruments consisted of: (1) course syllabus,
(2) lesson plans, and (3) videos.
Course syllabus
The first instructional instrument was a course syllabus. The course was
offered as an elective course at the school. The syllabus was used as the major part to
select the lessons. The lessons were social greetings, table manners, Greek
mythology, idioms and proverbs, and Easter Sunday. The course syllabus and lesson
plans were shown in Table 1.
33
Table 1 The course syllabus and lesson plans of the study
Unit Name Content Lesson
Plan
Name of video
1 Social
greeting
Sentences used in introducing,
greeting, paying respect, and
behaving in some situations.
Compare and contrast Thai and
western cultures.
1 Outsourced
(2006)
Japanese Story
(2003)
2 Table
manner
Understand types of Western
food, beverages, ingredients, and
utensils. Compare and contrast
how to eat and behave between
Thai and western cultures.
2 – 3 Dining
Etiquette with
Sybil Davis
(2010)
3 Idioms
and
proverbs
Compare and contrast meanings
and usages of idioms and proverbs
between Thai and western
language and culture.
4 – 5 Symphony in
Slang (1951)
4 Greek
mythology
Understand the history and power
of each god and goddess.
Compare and contrast some
beliefs and backgrounds between
Thai and western culture.
6 – 7 The Greek
Gods (2013)
Greek Gods
Overview
(2013)
5 Easter
Sunday
Understand the history and
importance of holy week and
Easter Sunday. Compare and
contrast the important days of
Thai and western cultures.
8 – 10 Son of God
(2006)
Lesson plans
The second instrument were the lesson plans. According to Table 1, the
lesson plans were designed based on the syllabus of E31205 Language and Western
34
Culture. Ten lesson plans were used to convey the class. The lesson plans were
designed based on the objectives of the course. They were checked for validity by
experts of teaching methodology, English teachers, and intercultural experts.
The experts provided comments that the steps of the video-based instruction were not
clear enough to bring out learners’ intercultural competence, so I revised those
ambiguous steps to be more specific. For example, according to the lesson plans,
in the step of “Discussing in small groups” was not definitely understandable about
what the learners had to discuss. Thus, I developed more specific ideas for learners to
discuss in each class. When all the lesson plans were approved, they were used as the
plans of the class (see Appendix A).
Videos
The third instrument was videos. They showed the western cultural aspects.
They were extracted from ads, films, and movies. The selected videos were about
interactions between people from different cultures. The clips were selected for the
ten-class lesson plans. The synopsis of each clip was described in the lesson plans.
Also, I adopted the rubric by Smaldino, Lowther, and Mims (2012) as the criteria for
video selection. The criteria were used to assess the Objectives, Accurate and Current
Information, Age-Appropriate Language, Interest Level and Engagement, Bias Free,
Pacing Appropriate, and Use of Cognitive Learning Aids (see Appendix B).
To elaborate, the objectives addresses and use of video should enhance student
learning. The information contained material that was up-to-date. Language used was
age appropriate, and vocabulary was understandable. The topic was presented so that
students were likely to be interested and actively engaged in learning. There was no
evidence of objectionable bias or advertising. Moreover, the video material was
presented so most of the students could understand and process the information.
The video material was well organized and used cognitive learning aids. The contents
were shown in Table 2.
35
Table 2 The contents of each video
Unit Name of video Contents
1 Outsourced
(2006)
Japanese
Story (2003)
Cultural misunderstandings between American
customer call center and Indian call center workers
Cultural and personal differences between Australian
geologist and Japanese businessman
2 Dining
Etiquette
with Sybil
Davis (2010)
How to eat, place, and use utensils on a western table
with proper table manners
3 Symphony
in Slang
(1951)
Some interesting idioms and proverbs
4 The Greek
Gods (2013)
Greek Gods
Overview
(2013)
Interesting facts about Greek gods and goddesses
5 Son of God
(2006)
History of Jesus Christ from Christmas to Easter
Sunday
Research instruments
In this study, the research instruments consisted of: (1) questionnaire, and
(2) semi-structured interview.
Questionnaire
The questionnaire used in this study was adapted from Fantini (2006). It was
a 6-point Likert scale questionnaire (0 means strongly disagree; 1 means disagree;
2 means somewhat disagree; 3 means somewhat agree; 4 means agree; 5 means
strongly agree). This adapted questionnaire was used twice before and after
implementing the video-based instruction. To adapt the questionnaire, I purposefully
36
selected 42 related statements. The other 12 statements were dropped because they
did not measure intercultural competence. For example, “While in Ecuador,
I demonstrated a willingness to reflect on the impact and consequences of my
decisions and choices on my hosts,” or “I employed appropriate strategies for
adapting to my own culture after returning home.” These questions were taken out
because they were specific to the exchange experience in Ecuador culture.
Then, I translated this adapted version into Thai to minimize
misunderstandings. To enhance the validity of the questionnaire, it was examined
through the process of IOC by three experts (see Appendix C). The experts were
asked to check whether the omission of the 12 statements was appropriate and to
check the translation accuracy. All experts agreed with the omission and approved the
Thai translation. However, there was one statement experts suggested to take out
because it was not related to measuring intercultural competence. It was “I realized
the importance of the level of intercultural development of westerners I worked with.”
After revision (see Appendix D), the pilot test was conducted to check the reliability
with learners in one class, who have similar characteristics with the sample group.
The reliability analysis was performed, and it was found that the questionnaire had the
reliability of Cronbach’s alpha at the .86 level which meant the questions in the
questionnaire were all reliable measures of intercultural competence.
Semi-structured interview
The last instrument was the semi-structured interview. The objective of the
interview was to elicit learners’ attitudes toward video-based instruction.
The interview was informal because I wanted the learners to be relaxed and to win
their cooperation and trust. To conduct the interviews, the informants were given the
chance to talk freely. I structured the interview questions about the learners’ attitudes
toward video-based instruction. There were six questions. The questions were
(1) What do you think about IC class by using video-based instruction? (2) Which
part of the class do you like the most? (3) Which part of the class do you like the
least? (4) Do you have any obstacles while attending the class? (5) Do you have any
recommendations for this teaching method? and (6) Do you think you acquire
intercultural competence from using video-based instruction? The questions were
checked by the experts (see Appendix E). The interviews were conducted in the
37
foreign language department center. Each participant was interviewed one-by-one
with me. The interview was conducted in the Thai because it, at least, made the
participants feel more relaxed and comfortable to answer the questions. Each person
was interviewed for one or two hours or until the data saturated. A recorder was used
along with the conversation. The questions were about their feelings for the
intercultural classroom, the problems in class, the reflections, and the results of being
in that classroom (see Appendix F).
Data collection
The data collection was divided into two parts, quantitative and qualitative.
Quantitative data collection
As shown in Figure 5, the diagram of the quantitative part, I started with the
pre-instruction questionnaire with thirty-seven learners from one class. The class was
selected by using the cluster random sampling by picking only one class number from
four classes from a hat. Then, this group was put in the video-based learning
classroom. After that, the learners took the post-instruction questionnaire.
Figure 5 The diagram of the quantitative part of the research
Qualitative data
In Figure 6, the diagram of the qualitative part, after implementing the
video-based instruction, three participants were purposively selected to interview their
attitudes toward video-based instruction. I interviewed the participants in Thai.
A semi-structured interview was conducted in this study because this type of
interview makes the participants felt less stress than a formal interview.
Each participant was interviewed about their attitudes towards video-based
The participants took the pre-instruction
questionnaire to measure intercultural
competence.
The participants attended video-
based instruction.
The participants took the post-
instruction questionnaire.
38
instruction. Each person spent about one hour or two hours until the data was
saturated (see Figure 6).
Figure 6 The diagram of the qualitative part of the research
Data analysis
The data set consisted of quantitative and qualitative data. The quantitative
data were from the questionnaire. The questionnaire data were analyzed by using
descriptive statistics with the purpose to compare the learner’s intercultural
competence before and after implementing video-based instruction. Several steps
were performed to analyze the questionnaire data. To begin with, the frequency
analysis of each item was performed in order to examine whether there were missing
data and it was found that there was no missing data. Then, I grouped 42 items into
four groups which are knowledge (items 1-7), attitude (items 8 – 16), skill (items 17 –
27), and awareness (items 28 – 42). After that I summed up all four categories into the
overall section. All data were ready to conduct descriptive statistical analysis. After
finding the frequencies, I examined the normality of the data by looking at the
histogram. It was found that the data were normal. Then, I performed a paired-sample
t-test to compare intercultural competence before and after implementing video-based
instruction.
As for the qualitative data, the data were from the semi-structured interviews
about the learners’ attitudes toward enhancing their intercultural competence by using
video-based instruction. The interview data were used for exploring learners’
preference attitude by using video-based instruction. The qualitative data were
analyzed by using a coding analysis method. Coding analysis is a way of arranging
Three participants were
chosen.
Each participant was interviewed about his or her attitudes toward video-based
instruction.
I analyzed the data.
39
and organizing the material systematically into chunks or segments of texts to modify
a general meaning of each segment (Creswell, 2009). First, I transcribed the
interviews onto the paper in Thai. After that I had translated it into English.
For example, I translated Jee’s answer about his opinion on whether video-based
instruction helped him improve his intercultural competence
(เราคิดว่าการเรยีนการสอนโดยการใช้วีดีโอเป็นสื่อท าให้เราตระหนกัถึงทักษะข้ามวัฒนธรรมหรือไม่). He answered,
“วีดีโอมเีสียง มภีาพ ท่าทางท าให้ผมเข้าใจ เป็นการใช้เทคโนโลยีที่ท าให้ผมตระหนักถึงความแตกต่าง ไมม่องว่าคนอ่ืนเขาต่างและแปลกครับ มันท าให้เราเข้าใจความแตกต่างของแต่ละบุคคลด้วยครับ และถ้าเราเข้าใจความแตกต่างนี้ โลกของเราก็จะอยู่อย่างสงบสุขขึ้นด้วยครับ
(The video-based instruction classes helped me by the sound, picture, and
movement. It is a good way of using technology. It made us concerned
about the individual differences of people in the world. I have learned
that every person is different, but not weird, so I have to understand these
differences in people. If we do, the world will be a more peaceful world
than before.)”
(Interview: September 12, 2017)
After I had translated all of the answers, I grouped all the responses into
a theme. Some examples of each theme were shown in Table 4. The keys coding for
attitude were focused on learners’ acceptance, physical comfort, behavior, safe
environment, and tasks in classes according to Marzano’s theory (Marzano, 1992).
Table 3 Examples of statements for each theme
Themes Examples
Benefits of Video Mew said, “this lesson showed visual modality aid to help her
understand western table manners.”
Video as a Site of
Learning
Engagement
Jee said, “At first, I was afraid of out-of-Thailand cultures.
Then, this type of teaching helped me become aware and
admire other cultures. The classes encouraged me to get out
from my safe zone and learn about new cultures”
40
Table 3 (Continued)
Themes Examples
Video-based
Instruction Serving
Diverse Needs
Mew said, “I really liked the time I reflected the target
culture we had watched in class. I had the freedom to
express my opinions and points of view.”
Grouping
(Problems)
Mint said, “I really didn’t like the time you replayed and
stopped the clips in classes. I believed that some of my
friends did not deserve to get more time to watch videos
because of their laziness.
Class Atmosphere
(Problem)
Mew said, “When you asked them to talk about what they
saw, some of them would usually talk about what didn’t
relate to the idea they saw. It made me so annoyed.”
Learners’
Background
Knowledge
(Problem)
Mew said, “I was worried about the level of the language in
the video-based instruction classes. Sometimes I couldn’t
follow the lessons well. I was concerned more about the
vocabulary.”
Time Consuming
(Problem)
Mint said, “The time in class was not enough. Some clips
had to be divided into parts.”
Subtitles (Problem) Jee said, “If I can suggest one thing, I will tell you to add
subtitles in the lessons of Greek mythology. Some of my
friends didn’t understand the lessons clearly, just only some
point from the video-clips.”
Overall View Mew said, “This learning style gives me the chance by
watching and listening to the real context of cultures.
I learned a lot about improving my manners and behavior
when I have to deal with other cultures.”
Five emergent themes were found in this step: benefits of video, video as
a site of learning engagement, video-based instruction serving diverse needs, in-class
problems, and overall view. The details of the themes are presented in Chapter 4.
41
Ethical considerations
The scores of the pre-instruction and post-instruction of all participants are
confidentially kept by myself to avoid hurting the participants’ feeling of their scores.
The questionnaire data, both before and after classes, were used for research purposes
only, they did not affect class performance. The information of using video-based
instruction was explained to all learners that I wanted to try the video-based
instruction to the group. According to privacy concerns, the individual transcriptions
are being kept confidentially by myself. The data is being preserved as secure as
possible.
Chapter summary
In this study, the research design was quasi-experimental research.
Video-based instruction was used as an intervention to foster learner’s intercultural
competence. The participants were 37 (15-16 year old) grade 10 learners that were
selected by using the cluster random sampling. Then the questionnaire was conducted.
After ten periods of studying intercultural competence class by using video-based
instruction, the questionnaire was conducted again. Three participants were
interviewed in a semi-structured interviewing style. The questionnaires were
compared and analyzed to see whether the learners had developed from the
intercultural competence class or not. The interviews were jotted down and analyzed
in coding analysis style to ensure the data of the questionnaires. The names, interview
data, and scores or all samples and participants were concealed. In addition, the
samples’ and participants’ grades did not affect the results of the experiment.
CHAPTER 4
FINDINGS
This chapter describes the findings from both the questionnaire and
interview data. Before presenting the findings, I would like to reintroduce my research
questions. The first question is “Does the use of video-based instruction enhance
learners’ intercultural competence?” The second question is “What are the learners’
attitudes toward video-based instruction?”
Findings of using video-based instruction
This section presents a general description after implementing the video-
based instruction to enhance intercultural competence. It was observed that learners
were engaged in the instruction and expressed an interest in watching the videos.
Most of the learners understood the objective of each lesson and did well in class.
Moreover, they were able to compare and contrast cultural ideas between Thai and
western culture. Also, they could summarize the idea of each lesson. However, some
of them did not pay much attention in class to the steps of small discussions, compare
and contrast culture, and summarize culture.
Quantitative findings
The questionnaire was used to elicit learner’s intercultural competence,
consisting of four aspects: knowledge, attitude, skill, and awareness. It was a 6-point
Likert scale questionnaire (0 means strongly disagree; 1 means disagree; 2 means
somewhat disagree; 3 means somewhat agree; 4 means agree; 5 means strongly
agree). The results of the questionnaires, before and after the IC classes, were shown
in the Table 4.
43
Table 4 The results of the questionnaire used before and after the intercultural classes
Aspects of
Intercultural
Competence
Pre-instruction Post-instruction
t Sig* M SD M SD
Awareness 2.14 0.72 3.36 0.57 7.500 0.000
Skills 2.11 0.60 3.31 0.60 7.846 0.000
Attitudes 2.59 0.82 3.45 0.58 5.277 0.000
Knowledge 2.52 0.90 3.28 0.58 4.491 0.000
Overall 2.34 0.60 3.35 0.53 7.276 0.000
*p < .05
As shown in Table 4, a paired-samples t-test was conducted to determine
the differences between the pre-instructional and post-instructional questionnaire
conditions. There was a significant difference in the scores for the pre-instructional
questionnaire of the overall aspects (M = 2.34, SD = 0.60) and the post-instructional
questionnaire of overall aspect (M = 3.35, SD = 0.53); t(36) = 7.276, p = 0.000.
The category that has increased the most from the intercultural classes is the category
of awareness. There was a significant difference in the scores for the pre-instructional
questionnaire (M = 2.14, SD = 0.72) and the post-instructional questionnaire (M =
3.36, SD = 0.57); t(36) = 7.500, p = 0.000. According to the results, the step of
exposing the culture was very effective. The objective of this step was to raise
learners’ awareness of the target culture. The videos used in class were related to the
lesson and raised learner’s awareness effectively. The videos presented the real
context of the target cultures to learners. That was the reason why the intercultural
awareness has increased the most.
In order to present detailed findings of each aspect of intercultural
competence, the questionnaire statements were examined. Table 5 presents the details
of intercultural knowledge.
44
Table 5 Intercultural knowledge before and after using video-based instruction
Statement
Pre-
instruction
Post-
instruction t Sig*
M SD M SD
1. I could cite a definition of culture
and describe its components and
complexities.
2.43 1.09 3.38 0.79 4.388 .000
2. I knew the essential norms and
taboos of western culture (e.g.,
greetings, dress, behaviors, etc.).
2.95 1.43 3.46 1.04 1.941 .060
3. I could contrast important aspects of
western languages and culture with
my own.
3.05 1.20 3.30 0.85 0.953 .347
4. I recognized signs of culture stress
and some strategies for overcoming
it.
2.27 1.31 3.08 0.86 3.125 .004
5. I knew some techniques to aid my
learning of western languages and
culture.
2.35 1.16 3.14 1.03 3.462 .001
6. I could contrast my own behavior
with those of westerners in
important areas (e.g., social
interactions, basic routines, time
orientation, etc.).
2.38 1.36 3.46 0.99 4.142 .000
7. I could discuss and contrast
various behavioral patterns in my
own culture with westerners.
2.22 1.42 3.16 0.83 3.815 .001
*p < .05
Generally, it was found that learners increased intercultural knowledge after
attending video-based instruction. When analyzing each statement carefully, it was
45
found that two statements increased the most (statements 1 and 6). For statement 1,
“I could cite a definition of culture and describe its components and complexities,”
there was a significant difference in the scores between before (M = 2.43, SD = 1.09)
and after implementing video-based instruction (M = 3.38, SD = 0.79); t(36) = 4.388,
p = 0.000. From statement 6, “I could contrast my own behavior with those of
westerners in important areas (e.g., social interactions, basic routines, time
orientation, etc.),” there was a significant difference in the scores between before
(M = 2.38, SD = 1.36) and after implementing video-based instruction (M = 3.46,
SD = 0.99); t(36) = 4.142, p = 0.000. These two statements indicate that learners
possessed more knowledge in terms of definition of culture and the differences
between one’s own culture and western culture.
The video showed the behavior of the target culture people to the learners,
and they remembered. Then, they discussed what they saw with what they knew.
To illustrate, according to the western table manner lesson, the objectives of the
lesson were to understand types of Western food, beverages, ingredients, and utensils,
and to compare and contrast how to eat and behave between Thai and western
cultures. The video presented how to use the kitchenware and utensils on the table and
how to eat properly with western table manners. After implementing the video-based
instruction, in small groups discussions, learners tried to express the idea they
acquired comparing with their family table manner. It showed that learners could not
only mock the manners and behavior, but also compare and contrast their own and
western culture.
It appears that learners’ intercultural knowledge increased in many items;
however, there were differences in statement 3, “I could contrast important aspects of
western languages and culture with my own.” According to the findings, it was shown
through statement 3 that the scores between before (M = 3.30, SD = 1.20) and after
implementing video-based instruction (M = 3.30, SD = 0.85, conditions; t(36) =
0.953, p = 0.347) were different. They did not change their minds to be higher or
lower than before. The result of this statement was unclear that I could not translate
whether the video-based instruction could help learners enhance skills of contrasting
between western and Thai languages and cultures.
46
According to the lesson plan, I constructed learners’ intercultural knowledge
in summarizing the culture. In that step, learners had to help each other in class to get
the core outcomes from the videos and some discussions. They constructed
knowledge by communicating and assimilating with the steps before this one.
The results of the questionnaire showed that the lesson plan could help enhancing
intercultural competence.
In the next section, Table 6 presents the details of intercultural attitude.
The data was shown below.
Table 6 Intercultural attitudes before and after using video-based instruction
Statement
Pre-
instruction
Post-
instruction t Sig*
M SD M SD
8. I demonstrated a willingness to
interact with members of
western culture (I didn’t avoid
them or primarily seek out my
compatriots).
1.92 1.06 3.43 0.80 7.058 .000
9. I demonstrated a willingness to
learn from westerners, their
language and culture.
2.92 1.38 3.73 0.90 3.057 .004
10. I demonstrated a willingness to
try to communicate in English
involves “willingness to
communicate” ways.
3.03 1.30 3.59 1.01 2.081 .045
11. I demonstrated a willingness to
take on various roles appropriate
to different situations (e.g., in
the family, as a volunteer, etc.).
2.54 1.07 3.27 1.07 2.728 .010
47
Table 6 (Continued)
Statement
Pre-
instruction
Post-
instruction t Sig*
M SD M SD
12. I demonstrated a willingness to
show interest in new cultural
aspects (e.g., to understand the
values, history, traditions, etc.).
3.05 1.22 3.65 0.95 2.541 .015
13. I demonstrated a willingness to
try to understand differences in
the behaviors, values, attitudes,
and styles of westerners.
2.89 1.10 3.73 0.84 4.459 .000
14. I demonstrated a willingness to
adapt my behavior to
communicate appropriately with
westerners (e.g., in non-verbal
and other behavioral areas, as
needed for different situations.
2.65 1.18 3.46 0.99 3.125 .004
15. I demonstrated a willingness to
interact in alternative ways,
even when quite different from
those to which I am accustomed
and prefer.
2.16 1.01 3.16 0.90 5.161 .000
16. I demonstrated a willingness to
suspend judgment and
appreciate the complexities of
communicating and interacting
interculturally.
2.14 1.40 3.05 0.82 3.187 .003
*p < .05
48
Generally, it was found that learners’ intercultural attitude increased in all
items. The results of statements 8, 13, and 15 were found to be the most significantly
different. There was a significant difference in the scores between before the
intercultural classes of statement 8, “I demonstrated a willingness to interact with
western culture members (I didn’t avoid them or primarily seek out my compatriots),”
(M = 1.92, SD = 1.06) and after the intercultural classes of the same question
(M = 3.43, SD = 0.80); t(36) = 7.058, p = 0.000. There was a significant difference in
the scores of statements 13, “I demonstrated a willingness to try to understand
differences in the behaviors, values, attitudes, and styles of westerners,” between
before the intercultural classes (M = 2.89, SD = 1.10) and after the intercultural
classes (M = 3.73, SD = 0.84); t(36) = 4.459, p = 0.000. For statement 15,
“I demonstrated a willingness to interact in alternative ways, even when quite
different from those to which I was accustomed and preferred,” there was a significant
difference in the scores between before the intercultural classes (M = 2.16, SD = 1.01)
and after the intercultural classes (M = 3.16, SD = 0.90); t(36) = 5.161, p = 0.000.
These statements indicate that learners increased their positive attitudes; they
expressed more willingness to interact with western people, to understand the
differences, and not to avoid interacting with western people.
However, the results of statements 10 and 12 were found to be the least
significantly different. There was a significant difference in the scores between before
the intercultural classes of statement 10, “I demonstrated a willingness to try to
communicate in English involves “willingness to communicate” ways” (M = 3.03,
SD = 1.30) and after the intercultural classes of the same question (M = 3.59, SD =
1.01); t(36) = 2.081, p = 0.045. There was a significant difference in the scores of
statements 12, “I demonstrated a willingness to show interest in new cultural aspects
(e.g., to understand the values, history, traditions, etc.),” between before the
intercultural classes (M = 3.05, SD = 1.22) and after the intercultural classes
(M = 3.73, SD = 0.84); t(36) = 4.459, p = 0.000. These statements indicate that
learners still somewhat agreed that the video-based instruction could give them
pleasure to communicate and show new aspects of intercultural competence.
According to the lesson plans, learners developed their intercultural attitude
in the step of discussing in small groups. In each class, learners had to discuss about
49
what they saw from the videos. Most of the learners intended to discuss the target
culture. They tried to present their thoughts in their group, and other students
supported or declined the thoughts with some supported reasons. Their discussion
brought the step of replaying the video to recheck whether their discussion was
correct. In the next section, Table 7 present the details of intercultural skill. The data
were shown below.
Table 7 Intercultural skills before and after using video-based instruction
Statement
Pre-
instruction
Post-
instruction t Sig*
M SD M SD
17. I demonstrated flexibility when
interacting with persons from
western culture.
2.30 1.05 3.46 0.90 4.897 .000
18. I adjusted my behavior, dress,
etc., as appropriate, to avoid
offending westerners.
2.59 1.30 3.57 0.99 3.996 .000
19. I was able to contrast western
culture with my own.
2.46 1.33 3.73 1.02 4.175 .000
20. I used strategies for learning the
western language and western
culture.
1.97 1.01 3.14 1.03 5.033 .000
21. I demonstrated a capacity to
interact appropriately in a
variety of different social
situations in western culture.
1.95 0.88 3.16 0.76 5.815 .000
22. I used appropriate strategies for
adapting to western culture and
reducing stress.
2.08 0.98 3.00 0.94 3.687 .001
50
Table 7 (Continued)
Statement
Pre-
instruction
Post-
instruction t Sig*
M SD M SD
23. I used models, strategies, and
techniques that aided my
learning of western languagess
and cultures.
2.24 1.01 3.22 1.16 3.898 .000
24. I monitored my behavior and its
impact on my learning, my
growth, and especially on
westerners.
2.24 1.07 3.57 0.87 6.571 .000
25. I used culture-specific
information to improve my style
and professional interaction with
westerners.
1.51 0.90 3.14 0.92 6.848 .000
26. I helped to resolve cross-cultural
conflicts and misunderstandings
when they arose.
1.73 1.31 3.16 0.87 4.960 .000
*p < .05
Generally, it was found that learners’ intercultural skills increased in all
items. All of the statements of intercultural skills were significantly different.
The learners firstly disagreed that video-based instruction could help them use some
cultural specific information to improve their communication skills. Surprisingly, they
changed their minds after the classes. The results of statement 25 were found to have
the most significant difference. There was a significant difference in the scores
between before the intercultural classes of statement 25, “I used culture-specific
information to improve my style and professional interaction with westerners”
(M = 1.51, SD = 0.90) and after the intercultural classes of the same question
(M = 3.14, SD = 0.92); t(36) = 6.848, p = 0.045. It meant that in the step of exposing
51
the culture, the video-based instruction showed good cultural-specific information to
enhance learners. Also, the learners knew how to behave and interact with westerners.
However, statements 18 and 23 had improved the least compared to the
others. Both statements had impacts on adjusting their ways of life appropriately to
avoid offending westerners and using techniques to aid their learning ability of
western languagess and cultures. There was a significant difference in the scores of
statement 18 between before the intercultural classes (M = 2.59, SD = 1.30) and after
the intercultural classes (M = 3.57, SD = 0.99); t(36) = 3.996, p = 0.000. There was
a significant difference in the scores of statement 23 between before the intercultural
classes (M = 2.24, SD = 1.01) and after the intercultural classes (M = 3.22, SD =
1.16); t(36) = 3.898, p = 0.000. Before the learners joined the class, the results showed
that they disagreed with these two statements. After that, they changed to somewhat
agree. It meant that they did not truly believe that video-based instruction could help
them with these topics.
According to the lesson plans, learners developed intercultural skills in the
step of comparing and contrasting culture. They not only compared and contrasted
their own with the target culture, but also adapted to the target culture and became
more flexible. They worked with their friends in class to accumulate as much data as
possible to see the diverse points of view from every group. After that, they brought
their compared and contrasted ideas to present in class and summarized the
knowledge of the target culture in the last step of the lesson plans.
In the next section, Table 8 presents the details of intercultural awareness.
The data were shown below.
52
Table 8 Intercultural awareness before and after using video-based instruction
Statement
Pre-
instruction
Post-
instruction t Sig*
M SD M SD
27. I realized the importance of the
differences and similarities
across my own and western
languages and cultures.
3.03 1.12 3.78 0.82 3.330 .002
28. I realized the importance of my
negative reactions to these
differences (e.g., fear, ridicule,
disgust, superiority, etc.).
2.22 1.32 3.22 1.18 3.041 .004
29. I realized the importance of how
varied situations in western
culture required modifying my
interactions with others.
2.30 1.05 3.43 0.73 5.165 .000
30. I realized the importance of how
western culture members
viewed me and why.
2.57 1.11 3.54 0.87 4.705 .000
31. I realized the importance of
myself as a “culturally
conditioned” person with
personal habits and preferences.
1.84 1.19 3.14 0.92 4.649 .000
32. I realized the importance of
responses by western culture
members to my own social
identity (e.g., race, class, gender,
age, etc.).
1.65 1.09 3.24 1.07 5.249 .000
53
Table 8 (Continued)
Statement
Pre-
instruction
Post-
instruction t Sig*
M SD M SD
33. I realized the importance of
diversity in western culture
(such as differences in race,
class, gender, age, ability, etc.).
2.32 1.23 3.54 0.84 5.221 .000
34. I realized the importance of
dangers of generalizing
individual behaviors as
representative of the whole
culture.
1.97 1.09 3.22 0.89 5.111 .000
35. I realized the importance of my
choices and their consequences
(which made me either more, or
less, acceptable to westerners).
2.24 1.16 3.22 0.89 3.898 .000
36. I realized the importance of my
personal values that affected my
approach to ethical dilemmas and
their resolution.
2.14 1.06 3.30 0.70 5.260 .000
37. I realized the importance of how
my values and ethics were
reflected in specific situations.
2.49 1.28 3.57 0.80 4.236 .000
38. I realized the importance of
varying cultural styles and
language use, and their effect in
social and working situations.
2.19 1.15 3.54 1.12 4.826 .000
54
Table 8 (Continued)
Statement
Pre-
instruction
Post-
instruction t Sig*
M SD M SD
39. I realized the importance of my
own level of intercultural
development.
1.84 1.14 3.41 0.80 6.603 .000
40. I realized the importance of
factors that helped or hindered
my intercultural development
and ways to overcome them.
2.05 1.13 3.24 0.93 4.802 .000
41. I realized the importance of how
I perceived myself as a
communicator, facilitator,
mediator, in an intercultural
situation.
1.84 1.01 3.22 0.85 6.457 .000
42. I realized the importance of how
others perceived me as a
communicator, facilitator,
mediator, in an intercultural
situation.
1.62 1.36 3.16 0.80 5.431 .000
*p < .05
Generally, it was found that learners possessed increased intercultural
awareness in all items. It shows that statement 32 has increased the most compared
with other questions. There was a significant difference in the scores of statement
32 between before the intercultural classes (M = 1.65, SD = 1.09) and after the
intercultural classes (M = 3.24, SD = 1.07); t(36) = 5.249, p = 0.000. Firstly, the
learners disagreed that video-based instruction couldn’t improve their realization
about different social identities, but, after that they believed that this instruction could
change their minds to somewhat agreed. However, statement 27 had improved the
55
least compared with the others. There was a significant difference in the scores of
statement 27 between before the intercultural classes (M = 3.03, SD = 1.12) and after
the intercultural classes (M = 3.78, SD = 0.82); t(36) = 3.330, p = 0.002. Their ideas
are still the same as before the video-based instruction classes. They somewhat agreed
that the video-based instruction classes could support them to know the similarities
and differences between western and Thai cultures.
According to the lesson plans, learners developed their intercultural
awareness in the step of watching the videos. While they were watching the videos,
they had to think about the target culture they watched. Also, they had to think about
the importance of own and target cultures before discussing, comparing, contrasting,
and summarizing the culture. This was the starting point of being intercultural
learners.
Qualitative results
The second research question explored learners’ attitudes toward video-
based instruction. Semi-structured interviews were used to elicit the data.
Six questions were asked after the participants had finished attending the video-based
instruction.
Table 9 Questions for semi-structured interview
No Question
1.
2.
3.
4.
5.
6.
What do you think about the IC class by using video-based instruction?
Which part of the class do you like the most?
Which part of the class do you like the least?
Did you have any obstacles while attending the video-based instruction class?
Do you have any recommendations for this teaching method?
Do you think you acquired intercultural competence from using video-based
instruction?
Three participants were purposively selected to interview about their
attitudes toward video-based instruction. Three of them had different characteristics,
56
genders, and learning achievements. At the time of the interviews, the participants
preferred me to call them Mint, Mew, and Jee as their pseudonyms. The participants
were interviewed by me in the Thai.
Mint is a 15-year-old girl. She is diligent, but her English proficiency is not
good. She is talkative and socialable. She was nervous when she was in a hard-to-
make-a-decision situation.
Mew is a 16-year-old girl. She was in the group of exceptional learners.
Her English proficiency is exceptional. She can understand some difficult words by
guessing from the context of each situation.
Jee is a shy boy. He is fifteen years old. He always sat in the back of the
class, but he was diligent. He can express his interests confidently.
From the interview questions, I analyzed the participants’ responses and
categorized them into themes. The responses could be grouped in five themes.
Figure 7 Themes in a semi-structured interview
As shown in Figure 7, there were four themes – benefits of video, video as
a site of learning engagement, video-based instruction serving diverse needs, and in-
class problems. The consistency of these four themes leads to the last theme, overall
view. All of the themes emerged according to the attitude toward learning climate and
classroom tasks (Marzano, 1992).
Overall View
Benefits of Video
Video as a Site of Learning
Engagement
Video-based Instruction Serving
Diverse Needs
In-class Problems
57
Table 10 Themes of attitudes toward video-based instruction
Themes Questions
Benefits of Video
Video as a Site of
Learning Engagement
Video-based Instruction
Serving Diverse Needs
1. What do you think about the IC class by using
video-based instruction?
2. Which part of the class do you like the most?
In-class Problems
Grouping
Class Atmosphere
Learners’
Background
Knowledge
Time Consuming
Subtitles
3. Which part of the class do you like the least?
4. Did you have any obstacles while attending the
video-based instruction class?
5. Do you have any recommendations for this
teaching method?
Overall view 6. Do you think you acquired intercultural
competence from using video-based instruction?
Benefits of video
The data from the interviews revealed that the participants discussed the
benefits of video in two aspects: Experience in a real situation and Good example of
the target culture.
Experience in a real situation
Firstly, the benefit of the video-based instruction was an opportunity to see
real communicative situations in action which came from the video. All participants
reported that they enjoyed the “western table manner” lesson the most. This lesson
presented the kitchenware on a western dining table, types of utensils to be used, and
the process of placing utensils, and how to behave like westerners. After the videos,
they discussed the similarities and differences between Thai and western table
manner. Then, they practiced in a real context. They managed, cooked, and ate in the
58
western way. Most learners in class could understand and imitate what westerners do
on the western dining table. Learners could understand how to use and place utensils
and behave at the table like westerners. The result was related to Mew about the
example from the video-based instruction. She expressed, “this lesson showed visual
modality aid to help her understand western table manner (Interview: September 12,
2017).” Also, Mint supported her point of view after participating in video-based
instruction, “this lesson could help me to adapt in real-life situations when I go to
a western restaurant (Interview: September 12, 2017).”
According to the participants’ interview data, it meant that video-based
instruction helped them to enjoy a real context situation. Furthermore, extensive
activities supported the video-based instruction itself to make them happier with both
lessons and activities. For example, after the western table manner lesson, the learners
had to organize a real western table with all utensils and dishes which the learners had
to use in a real situation. The steps of discussion in small groups, compare and
contrast cultures, and generalize cultures allowed learners to have a chance to express
what they have assimilated in each class, and helped them to criticize what they
understand is right or not.
Good example of the target culture
The video-based instruction could provide good examples of culture.
According to the video-based instruction, videos were used to present the behavior
and expressions of westerners. When the teacher presented the video, the learners
watched it. Then, they saw some examples in the video. After watching the video,
they had a discussion in small groups to check the target culture as to whether or not
they understood the same way. Then, they got a chance to watch a video one more
time to recheck their understanding. Both Mew and Mint admitted that the video
showed good examples of behavior, gestures, and facial expressions. They believed
that these examples are very authentic, such as the lesson of kitchenware in western
table manner. From the video, it illustrated how to place all kitchenware on the table,
how to sit properly, and how to use all utensils correctly. They could follow the
videos and adapt in their real life of their own experiences. Mint claimed about the
benefit of the video according to the western table manner lesson, “the video showed
me how to sit and eat properly at a western dining table” (Interview: September 12,
59
2017). It means that in the steps of watching the video, discussing in small groups,
and replaying the video were very necessary to acquire the target cultures in each
lesson correctly.
Video as a site of learning engagement
Video is a site of learning engagement. The videos have rich visual and
auditory modalities. They show the learners some interesting ideas about target
culture. They are also help learners to access the lesson interestingly and excitingly.
That is a reason why learners who attend video-based instruction class got into the
lesson easier. According to the interviews, two participants, Jee and Mint, mentioned
about the videos as a site of learning engagement.
Jee, who is very shy, felt that he was more optimistic about the new lesson,
and he intended to learn the lesson. He explained, “At first, I was afraid of out-of-
Thailand cultures. Then, this type of teaching (video-based instruction) helped me
become aware and admire other cultures. The classes encouraged me to get out from
my safe zone and learn the new cultures (Interview: September 12, 2017).” Video-
based instruction pulled the learners to be open-minded-culture learners.
Meanwhile, Mint enjoyed the Greek mythology. Mint said, “The video-
based instruction let me understand more and more about Greek gods and goddesses.
Instead of reading from a book, I just watched the clips and easily understood each of
the gods and goddesses” (Interview: September 12, 2017). Video-based instruction
helped the learners understand the complex lessons in an easier way by presenting
both motion view and conversation. According to the lesson, the learning objectives
needed the learners to understand the origins of the Greek gods and goddesses. From
the video, it showed brief interesting details of each god and goddess. The video
contained the Greek gods and goddesses in cartoon forms with some keywords with
the cartoon characters. To illustrate, the video showed Zeus with a lightning bolt in
his hand. The words “Lightning Bolt” and “God of Thunder” appeared next to that
cartoon character with the sound of thunder. For this aspect, it was about the video
which gave learners the opportunities to engage the lesson easily.
Video-based instruction serving diverse needs
According to the video-based instruction, there were seven steps of the plan.
The class started with the teacher warming up the learners by asking some related-to-
60
the-lesson background knowledge. Then, the teacher asked guided learners with some
guideline questions before watching the video and briefed their ideas about the video.
Then, they watched the video which they had to focus on the guideline questions.
After that, they discussed in a small group of 5 – 6 people about what they saw to get
the same understanding. Next, some parts of the video were replayed by the teacher,
and learners had to focus on the cultural idea of each lesson. Then, they compared and
contrasted the similarities and differences about the Thai and western cultural points
of each lesson. Last, everyone in class summarized the cultural points of each lesson.
Each step of video-based instruction served to benefit the diverse needs of learning
for the learners. Each learner had a different learning style, so that is the reason why
each learner reported what they liked about the different steps of the video-based
instruction.
Mew was appreciated when she talked about this question. She reflected
upon her own idea in class many times, and her friends tended to listen to her. In her
point of view, she revealed that
“I really liked the time I reflected the target culture we had watched in
class. I had my own freedom to express my opinions and points of view. To illustrate,
I could compare the western table manner with my northeastern Thai culture in the
ways of using utensils, types of food, and types of communication on the table.
My friends listened to me carefully. At that time, I was very proud of myself that my
everyday-life experience was intentionally listened to in class,”
(Interview: September 12, 2017)
According to Mew’s point of view, she liked when she had expressed her
experiences with her friends. She said she was very proud of herself. A learner who
was listened to by the others not only enhanced her confidence but also her self-
esteem. The step of discussing in small groups not only gave the learners’
intercultural knowledge, but it also gave them chances to express out their own ideas,
communicate and exchange their thoughts in class, and were proud of themselves.
From the step of discussing in small groups, learners have to discuss about
what they watched in class. Then, they had to express their understanding, together
with their experiences. The information from the discussion were brought into the
61
step of comparing and contrasting cultures and summarizing cultures.
The information discussed in class made the owners of the idea proud of themselves.
According to Mew, she felt that she liked the time of learning from the video
and supporting her friends about the lesson during the class. It looked like she
practiced to achieve the objective of each lesson. From her opinions, she said that
“I loved the time when I saw the videos and discussed and summarized the
lesson we had learned in class. The time of watching clips brought all of my interests
to the lessons. I felt very excited about what would happen afterward. In summarizing
time, I liked to help my friends who didn’t understand the lesson in class to have a
better understanding,”
(Interview: September 12, 2017)
According to seven steps of the lesson plan, the step of summarizing
cultures helped the learners get the general ideas from the lesson discussed with the
whole class. When they got chances to discuss their ideas, the knowledge would be
arranged in their thoughts step-by-step until the learners understood the same idea
with the provided objectives from the teacher.
On the other hand, Jee thought that to learn by video-based instruction
effectively, the learners should get a chance to do more homework to encourage what
he had learned to be more practical and understandable. Jee gave her opinion about
the extension exercise that
“I liked the time of finishing some tasks and exploring some points of target
culture. I thought this step could help me to have a better in-class understanding
which gave me an opportunity to discover and recheck what I had watched. Some
tasks I had done helped me a lot. The drawing task of western table arrangement
made me remember the placement clearly; moreover, the practical exercise like a real
table made me have a super-clear picture of the table manner,”
(Interview: September 12, 2017)
The tasks, like learning-by-doing or practicum, would support the learners to
have a better understanding. Learners understood from the video. Then, they followed
62
the way of behaving and doing each point of culture which helped them to better
understand.
In-class problems
According to the findings, learners revealed five negative points identified
as follows: Grouping, Class atmosphere, Learner’s background knowledge, Time
consuming, and Subtitles.
Grouping
In each class, the learners had to make groups of 5 – 6 people to discuss in
small groups. The groups were randomly made by the teacher. After grouping, they
had to discuss and check their understanding whether the target cultures were correct.
The participants reported the problems of working in groups with classmates.
From my observation, some learners were not focusing on the video-based instruction
but used their cellphone. I often had to bring their attention back. For example, Mint
expressed her concerns of having a group member who did not pay attention while
watching the video. She said,
“I really didn’t like the time you (me) replayed and stopped the clips in
class. I believe that some of my friends did not deserve to get more time to watch
videos because of their laziness. If they had paid attention the first time, they would
have understood all of the lesson gradually,”
(Interview: September 12, 2017)
From what she said, she did not like to be grouped with a lazy classmate
who did not really pay attention to the class. The word she used, “did not deserve,”
showed that she totally believed in what she thought about the laziness.
Class atmosphere
The class atmosphere usually affected the learners in every part of the
classes. If the atmosphere supported learners, they will learn in-class eagerly and
intentionally, but there was a gap which I could not fill it. The gap was the ways to
controlled naughty students to be proper in class.
Mew stated her problem about class the atmosphere,
“I didn’t like the time when my friends discussed what they had seen in my
small group. The reason behind this was some of my friends didn’t really intend to
63
watch and understand the clips or the lessons. When you (me) asked them to speak out
of what they saw, some of them would usually talk of what didn’t relate to the idea
they saw. It made me so annoyed. I had to privately discuss with my friends from
other groups to make it clear that I had understood in the right direction as my
friends,”
(Interview: September 12, 2017)
The aforementioned quote illustrates a sense of noncooperation
between group members in the video-based instruction classroom. Mew was an
example to voice out the classroom atmosphere that can be problematic. Her word
choice of “privately discussed” showed a sign of private space. She did not believe in
the learners in her group, so she had to ask her friends in another group. Thus, her
naughty friends were a factor which made her feel annoyed.
Learners’ background knowledge
Learners’ background knowledge really affected the learners. If learners do
not have enough background knowledge, learning problems will emerge. To illustrate,
one of lessons which had a lot of difficult words is the lesson of “Idioms and
Proverbs.” In this lesson, firstly, the learners had to discuss about Thai idioms and
proverbs about their meanings, forms, usages, and examples. Then, the learners had to
watch the video about idioms and proverbs which was very difficult, so they had to
listen to the video carefully, understand the meaning of each idiom and proverb, and
guess the meaning from the video. I found that lots of learners could not understand
the video because they asked me to replay the video more than six times until they got
some ideas. Mew explained about her vocabulary understanding,
“I was worried about the level of the language in the video-based
instruction classes. Sometimes I couldn’t go along well with the lessons. I was
concerned more about the vocabulary. I had to read a lot to make her understand the
lessons,”
(Interview: September 12, 2017)
64
Lexicon knowledge really affected the learners in learning both new
language and culture. Learners had to learn the new words before learning the new
culture idea for it to be more understandable.
Moreover, as I had found through the interview that I had with Jee, he told
me about the lesson he didn’t like the most. It was about the idioms and proverbs
because he thought that this lesson was too difficult to understand even though it
came in Thai itself. He said,
“Actually, I liked all of the lessons from the video-based instruction classes,
but, if I had to choose one of the lessons, I would pick idioms and proverbs. It doesn’t
mean that I didn’t like the class, yet I didn’t really understand the usage of Thai
idioms and proverbs,”
(Interview: September 12, 2017)
That is to say that his background knowledge affected the new lesson
culture. For this reason, background knowledge affected to learners in both language
and culture aspects. Both representatives showed that learners need good subtitles to
help them to learn in-class easier.
Time consuming
In each video-based instruction, there was a little problem about time
consuming. The participant mentioned that the time spent in each video-based
instruction was limited. The participant felt that they needed more time in each class
to watch, learn, and discuss about the target culture. As Mint said;
“The time in class was not enough. Some clips had to be divided into parts.
When the video-clips were cut, the harmony of the clips was not continuous. I think if
we had more time to watch video-clips and do activities in class, we would have a
better understanding and better skills in the culture we learned because of its
continuum”
(Interview: September 12, 2017)
For this reason, time is an important factor to each lesson. Arranging time
for learners in each activity was very important for satisfactory learning in each class.
65
Subtitles
Some clips were not subtitled. I did not put the subtitles in the lesson of
Greek mythology in order to check the learners’ listening skills and language
proficiency. It was found that some learners really did not understand the video.
Moreover, they raised their hands and asked me what the video wanted to tell them.
It was a problem to Jee. He mentioned about the lesson of Greek mythology.
According to the lesson, the selected video was short descriptions about fourteen
Greek gods and goddesses. The objective of the lesson was to understand the origins
of each Greek gods and goddesses. He said,
“I didn’t have any problem with the lesson. I wouldn’t like to talk about the
lesson; however, this learning style was O.K. for me. If I can suggest one thing, I will
tell you to add subtitles in the lessons of Greek mythology. Some of my friends didn’t
understand the lessons clearly, just only some point from the video-clips,”
(Interview: September 12, 2017)
It meant that subtitles should be shown with the video to make learners to
better understand.
Overall view
All of them agreed that the video-based instruction classes could help them
acquire intercultural competence. The video-based instruction did not only aid
learners of intercultural knowledge, but it also gave them intercultural skills, attitude,
and awareness. It showed some real-context examples to make learners get the target
culture easier. Moreover, they realized the similarities and differences of various
cultural people. Mint said, “If I can rate these classes I learned, I will give this
learning style 7 out of 10. I liked this style, but it takes more time to adapt to it.”
(Interview: September 12, 2017)
The video-based instruction also encouraged the learners to have positive
attitudes and awareness toward various cultures. Mew told me that
“I was aware and concerned about the similarities and differences between
Thai and western cultures. This learning style give me chances by watching and
listening to the real context of cultures. I learned a lot about improving my manner
66
and behavior when I have to deal with other cultures. I feel really happy that I have
participated in this class. It opened my worldview,”
(Interview: September 12, 2017)
For Jee, he had more views on the classroom’s atmosphere. He replied,
“The video-based instruction classes help me by the sound, picture, and
movement. It is a good way of using technology. It made us concerned about the
individual differences of people in the world. I have learned that every person is
different, but not weird, so I have to understand these differences among people. If we
do, the world will be a more peaceful world than before,”
(Interview: September 12, 2017)
Chapter summary
According to the results of the study, they showed that their opinions of the
video-based instruction for intercultural competence classes have increased from
‘disagree and somewhat disagree’ to ‘somewhat agree and agree.’ These video-based
instruction classes have helped the learners to reach their intercultural competence in
many aspects, but there were some aspects not reached by the learners. Moreover, the
semi-instructional interview results were divided into six questions. There were a lot
of pros and cons from the participants. In the next chapter, I analyze all of the data
and summarize theoretically.
CHAPTER 5
CONCLUSION AND DISCUSSION
This chapter concludes the results of both the questionnaire results and
interview data. Before I conclude and discuss the results, I want to expose the
purposes of the study. They were to investigate learner’s intercultural competence
after implementing video-based instruction, and to explore learners’ attitudes towards
the video-based instruction. The research questions are as follows:
1. Does video-based instruction enhance learners’ intercultural competence?
2. What are the learners’ attitudes toward video-based instruction?
Summary of the study
To answer these research questions, I did cluster random sampling of one
class out of four classes as the participants to do the quasi-experimental research
design (Reichardt, 2009; Remler & Van Ryzin, 2015; Shadish et al., 2002).
The design was a pre-instructional questionnaire and post-instructional questionnaire
using video-based instruction for the one group as intervention to enhance learners’
intercultural competence. Most of the learners were 15-16 years old (Thai grade 10).
In this class, there were thirty-seven learners with at least ten years of English
exposure. After participating in the video-based instruction, three participants were
purposively selected for interviews. Both quantitative and qualitative results were
examined and analyzed for a summary of this study.
One interesting idea about this study is the content of the instructional
instrument. Why did I have to use just only western culture? According to Byram
(1997), the aim of intercultural competence for learners is to enhance them as capable
learners who can discover and relate to other cultures with good intercultural
knowledge, skills, and attitudes. Accordingly, western cultures were used for the
lesson as the starting point because those are the good examples from native speakers
with native cultures, and those ideas are proper to high school learners to understand
the world’s diverse cultures and differences.
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Summary of the findings
To answer the first question, the quantitative results were conducted. I had
adapted the questionnaire from Fantini’s AIC to my own version of a questionnaire.
It was used to measure learners’ intercultural competence before and after
intercultural classes with video-based instruction as the intervention. The results show
that this instruction improved all aspects of intercultural competence, from somewhat
disagree to somewhat agree. The most improved aspect is when learners attended to
the intercultural classes for the category of awareness. Then, they were the categories
of skills, attitudes, and knowledge.
Investigating the aspect of knowledge, the results showed that intercultural
classes by using video-based instruction led the learners to know what was similar
and different between their own and western languages, norms, taboos, and cultures.
In the aspect of attitudes, after attending ten classes, the learners somewhat
agreed that the intercultural competence classes by using video-based instruction had
helped them to have good attitudes to westerners and encourage themselves to
communicate with westerners without avoiding or rejecting the conversation.
The results of the questionnaire of intercultural classes in the category of
skills were also improved. Before they participated in the classes, they thought that
they could not use some specific cultural points to foster their communication skills.
Then, they changed their perception; they mildly thought that this instruction could
help them to adjust to avoid offending westerners and make their own intercultural
competence learning strategies and techniques.
According to the fourth aspect, the category of awareness, learners could
realize the importance of diverse cultures, themselves, and others. They were aware of
personal thoughts that could affect their adaption to western cultures. They could
overcome from their own safe-zone of diverse cultural views.
To answer the second question, the qualitative results were conducted.
I conducted semi-structured interviews with three participants. Three participants
were asked six questions about their attitude through the intercultural competence
classes by using video-based instruction, the parts of the classes they liked the most
and the least, their learning obstacles, and some recommendations. Based on the
findings, there were four main themes from the interviews as follows: benefits of
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video, video as a site of learning, video-based instruction serving diverse needs, and
in-class problems.
In the theme of benefits of video, the results revealed that the video-based
instruction gave the learners opportunities and chances to face a real context of
western languagess and cultures. Additionally, it also gave good examples of
assimilating the behavior, gestures, and some facial expressions of westerners.
Moreover, it helped learners to become familiar with diverse instructions not just
traditional ones.
The next theme was video as a site of learning engagement. These
intercultural classes not only helped learners become aware and admit western
cultures, but it also brought learners to be in the new culture-zone with optimistic
views. Additionally, the classes also brought learners attention to the complex lesson
as an interesting one. The side-task, which deprived from the lesson, also enhanced
learners to get more understanding to the lesson.
Based on the findings, I found that five main aspects emerged from the
classes in the theme of in-class problems. The first aspect was grouping. Grouping
diligent learners with less attentive ones affected the whole class resulting in
decreasing interests and attention of exceptional learners. Class atmosphere was also
considered as one difficulty. Some learners annoyed their classmates because they did
not pay attention in class. The third aspect that I found was the different prior
knowledge in each learner. Some lessons were not needed for background knowledge,
but some lessons were needed, like in classes that used vocabulary. The next aspect
was time consuming. One hour was not enough for some classes, so some lessons had
to be divided in parts. The last aspect was subtitles. Some videos did not have
subtitles; therefore, learners did not well understand those lessons.
Consequently, the learners’ overall views through the intercultural
competence classes by using video-based instruction were good for the learners.
It could draw learners’ attention back into the lesson easier than the traditional
instruction. Besides, these classes opened the learners’ worldview in interesting and
delight ways. The classes also enhanced the learners concern about the individual
differences among people in this world. They knew how to adapt and think about
other people in every part of the world.
70
Discussion
Before I discuss the research questions, I would like to talk about the lesson
plans which played an important role of this study. The lesson plans were adapted
from Berk (2009). In each step of implementing video-based instruction for
intercultural purposes, the lesson plans provided the opportunities to expose learners
to the experience of intercultural competence. The instruction helped learners to
enhance their intercultural knowledge, attitude, skills, and awareness in each step of
the plans. Without any of those steps, learners would not reach the aim of intercultural
competence themselves because they did not have any chance to face a real situation,
but the video-based instruction gave them the opportunities. Managing proper lesson
plans together with conducting video-based instruction is really important. Learners
improved their intercultural competence in each step of the lesson plans gradually
with support from themselves, classmates, and teachers. The step of activating
cultural schema was used for leading learners into the new target culture lesson by
asking about their prior knowledge. Then, a teacher is the most important in the step
of posing guided questions. A teacher is a key who asks learners the questions to lead
learners to the lesson from the videos. Next, the step of exposing the target culture is
the time for learners to assimilate the target cultures and raise their intercultural
awareness. After that, the learners had to discuss in the small group to raise their
intercultural attitude of target culture. The next step was replaying the video. This step
was conducted for emphasizing the needed discussions. The next important step was
comparing and contrasting cultures. The objective was to improve learners’
intercultural skills. The last step was summarizing the culture. The learners got the
intercultural knowledge from reflecting on what they had learned.
According to the findings of the first question, the learners mostly reported
that video-based instruction could enhance their intercultural competence. In this
study, the learners believed that this class mostly raise their awareness of intercultural,
followed by skill, attitude, and knowledge. It means that the lessons I have prepared
have gone to the real core of culture underneath of what learners can only see in the
textbook, such as values, behaviors, and beliefs (Edgar, 1992), and the class makes
learners understand about intercultural communication by using video-based
instruction as the intervention. Even though the learners of the study were just 15-16-
71
year-old learners, the findings were consistent with former studies which were
conducted with undergraduates and working adults in specific contexts (Pandey,
2012; Roell, 2010; Yalcin, 2013).
The video-based instruction helps learners to see the real view and core of
western cultures which are not shown in textbooks and let learners be accustomed to
the inside and outside of western languages and cultures (Kewara, 2012; Williams,
1994) by giving both visual and auditory modalities at the same time. Both modalities
can help learners get the target information easily and have a better understanding
from traditional instruction (Anderson & Bower, 1974; 2013; Baddeley, 2003;
Jackson, 2012; Kress, 2000; 2010; Lee & Young, 1974; Low & Sweller, 2005; Paivio,
1991; Zacchi, 2012).
As reported by the findings of the second research question, the overall
images of learners’ attitude toward intercultural class implemented with video-based
instruction were delighted. Learners agreed that intercultural competence class by
using video-based instruction has a lot of benefits. The class supports learners being
involved in real contexts of western cultures. As being a visual-and-auditory-modality
instructional instrument, video-based instruction also illustrates prominent examples
of not only the language itself, but also behavior, expression, and body language.
The findings are coherent with previous studies (Dror et al., 2011; Monserrat et al.,
2014; Morales et al., 2001; OECD, 2005) that video-based instruction is the type of
instruction that fosters students to be more competent in the intercultural field;
furthermore, it also guides learners to access the cultural realities and realize own and
western cultures as well (Kewara, 2012; Novinger, 2001).
The class is also a good model as a site of learning engagement.
It encourages learners to understand their own cultures, aware of other cultures, and
empathize with different cultures. These acquisitions conform with Brock-Utne
(1994), Brock-Utne and Hopson (2005), Dupraw and Axner (1997), Gaarder (1972),
Kewara (2012), and Martins (2008) that being a good intercultural learner, one should
understand and be concerned about the foundation of one’s own culture. In addition,
they should know how to compare, contrast, and cherish different cultures.
In addition, the video-based instruction can facilitate learners to appreciate some
complicated lessons, agreeing with the former studies of Brecht and Ogilby (2008)
72
and Copley (2007). To lessen the stress of learning in an intercultural class, learners
should get positive attitudes by letting them encounter the real contents of western
cultures from the video-based instruction (Hosseini & Pourmandnia, 2013).
Another advantage of the intercultural competence class by using video-
based instruction is to support varied demands of learners. It serves leaners to pay
attention in class because the learners enjoy different parts of the class according to
the lesson plans with seven steps of this class. Each step serves the learners’ needs
and attitudes. To have a positive mind with the class, learners can reach the aim of
each lesson easily. As mentioned from Gardner and MacIntyre (1993), the learners
pay attention to the classes because of their positive attitude with the various steps of
learning in class. Conspicuous advantages of the class are that learners consider about
acceptance and positiveness to themselves and their classmates which make the class
valuable and comfortable to both learners and teacher (Beng, 2005; Marzano, 1992;
OECD, 2005).
Implications
Teaching intercultural competence with video-based instruction
This study is considered to be an example for teaching the topic of
intercultural competence to young adult learners. With the video-based instruction,
this class gives both learners and teachers various interesting pros, including western
cultures, behavior, norms, taboos, beliefs, and values. For the teachers, this style of
teaching is very famous and popular in training undergraduates and adults, but not for
high school learners, so it is a good opportunity to adapt this class into practice in
every school. Teachers should not teach the learners only in the traditional way.
We, as the teachers, should give learners lots of interesting ways of learning to create
the best chances for them to be good citizens not only the language but also the
intercultural competence. According to the various steps of the instructional
framework of video-based instruction, both learners and teachers will improve their
intercultural competence. In the view of intercultural knowledge, the video-based
instruction contains lots of real context examples for learners to learn with both visual
and auditory modalities. When learners study in class, they can acquire knowledge,
73
and compare and contrast theirs with other cultures. Then, learners’ attitude toward
intercultural competence will be higher because they can take part in discussions and
extension assignments to develop their attitude toward other cultures. Learners’
awareness is raised because of the intercultural classes by discussing with other
people, exchanging their ideas, and accepting other ideas. Moreover, video-based
instruction steps can comfort some learners to be more flexible because some steps
serve their preferences and learning styles. What is more, it helps learners build an
open-minded atmosphere in class. Learners will be accustomed to listening to each
other and adapting one’s self to be with others. The steps from the lesson plans of
intercultural competence by using video-based instruction also foster learners many
skills, such as discussion skills, communication skills, acceptance skills, and
generalizing skills. As a consequence, learners and teachers not only acquire the
intercultural competence but also the important skills for living in the world
respectfully and peacefully.
Limitations of the study
There are some limitations found after doing the study. First, making groups
of learners is a problem. One thing that we, as the teachers, should be concerned about
is the different backgrounds of the learners. Some of them do not think about how
important intercultural competence is, so we should be encouraging and supporting
the importance to the learners to make them accept this idea. Moreover, learners’
background knowledge about the language is extremely crucial for the class. We have
to present some vocabulary related to the lessons; besides, adding some subtitles in
the video is required for some learners who are not familiar with the language.
Arranging video-based instruction classes are still an issue. The videos should be
divided into parts which are associated with each lesson.
Recommendations for future research
For the teachers, video-based instruction should be promoted in teaching
intercultural competence in high school because this instruction framework enhances
teachers’ skills of acceptance, classroom environments, and tasks. Teachers who
74
make good classroom environments and tasks with accepting their learners will sit in
their learners’ hearts. Also, the lesson plans of video-based instruction should be
investigated more in other schools and learners of different contexts to get more
reliable results.
I would like to recommend that researchers who are really interested in this
field of study to conduct longitudinal research to attain more about learners’
intercultural competence and to develop intercultural competence classes by using
video-based instruction. In addition, the lesson plans of video-based instruction
should be examined with different contexts. Also, intercultural classroom
management should be examined in future studies. Besides, more concern should be
focused on the contents of the lesson of the target culture.
I would like to recommend one more suggestion to the most important
people in education. For the educational leaders, they should enhance the educational
system to improve learners’ and teachers’ intercultural skills. At least, everyone
should be treated equally without any bias or differences.
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APPENDICES
APPENDIX A
LESSON PLANS
87
Lesson Plan NO: 1
Unit 1 Topic: Greetings Time: 3 periods
Code: E31205 Subject: Language and Western Culture 1
Grade 9 (Mattayom 4) Instructor: Mr. KANIT SAMPHANTHANAKARN
_____________________________________________________________________
1. Learning Objectives
- Students can explain, describe, and understand how to use English
language in communication in their daily lives.
- Students can be aware of similarities and differences between their own
and other cultures.
2. Overall Contents
Greetings and introducing sentences in daily life. Paying respect to others.
Behaving appropriately in a social context. Comparing all of them with Thai culture.
3. Competencies of Learners
- Communication skills
- Thinking skills
- Living properly skills
- Presenting skills
4. Desired Characteristic
- Seeking Knowledge
5. Synopsis
Outsourced (2006)/genre: Comedy [trailer]/Length: 2:21 minutes
(cited from: http://www.uni-hildesheim.de/interculturalfilm/show_entry.php?fid=171
&sid=0&cl=1) Todd Anderson works in a customer call center in Seattle until his job,
along with those of the entire office, is outsourced to India. It is bitterly ironic that
Todd is asked to travel to India to train his own replacement. At first, the chaos of
Bombay and the constant cultural misunderstandings lead to Todd really wanting to
88
return to the comforts of home and every-day life, but then his team of strange yet
likeable Indian call center workers, including his friendly and motivated replacement,
Puro and the lovely assistant Asha, make Todd realize that he has to learn a lot about
India, America and about himself. Soon, Todd discovers that being outsourced may
have been the best thing that ever happened to him.
Japanese Story (2003)/genre: Romantic, Drama/Length: 2.02 minutes
(0:11:30 – 0:13:32) (cited from: http://www.uni-hildesheim.de/interculturalfilm/
show_entry.php?fid=234&sid=0&cl=1) The Australian geologist Sandy Edwards is
persuaded by her business partner to go on a journey into the Australian desert with a
Japanese businessman. Only because she wants to sell him her geological software
does she agree to play his driver. Their trip starts badly due to their cultural and
personal differences. From the excerpt, Sandy picks Hiromutsu up at the airport. She
arrives late. Along the road, Hiromitsu sits in the back of the car, taking photos
instead of talking. All he says is “Hai”. Sandy tries to start a conversation and talks
constantly to fill the silence.
6. Learning Procedures
Activating cultural schema
1. Ask students what differences do they know between Thai and other
cultures?
Posing guideline questions
2. Give some topics to students to think about, i.e., way of life, formality,
food, language, etc.
3. Tell students that they will have to watch two clips from the movies
which are named “Outsources,” and “Japanese Story.”
Exposing the target culture
4. Watch the clips.
Discussing in small groups
5. Let students discuss what they have seen in small groups and jot down
what they have discussed on paper.
Adding and correcting misunderstood cultures
89
6. Replay and stop both clips to emphasize and illustrate to the students what
they have discussed before.
Comparing and contrasting cultures
7. Students discuss the similarities and differences among Thai, Indian,
Japanese, and Western cultures in class by the way that the teacher controls and leads
the students to see the behavior and communicating sentences.
Summarizing culture
8. All students to reflect on what culture points they have learned and know
from clips and help them generalize the ideas of cultures.
9. Students in a group of ten create a mind-mapping chart representing
similarities and differences between Thai and Western cultures.
7. Teaching Materials
- Computer
- Two movie clips
- Projector and Screen
8. Evaluation
Objective Method Tools Criteria
- Students can explain,
describe, and understand
how to use English
language in
communication in their
daily lives.
- Students can be aware
of similarities and
differences between
their own culture and the
others.
Evaluate
Mind-
mapping and
presentation
Mind-mapping Pass 70% of
criterion
90
Objective Method Tools Criteria
- Students are interested
and seeking knowledge
diligently in class.
Observation Observation
Evaluation Form
Pass 70% of
criterion
9. Results of using lesson plans
_____________________________________________________________________
10. Problems and Ways to Solve them
_____________________________________________________________________
11. Recommendations and Suggestions
_____________________________________________________________________
91
Lesson Plan NO: 4
Unit 1 Topic: Idioms and Proverbs Time: 3 periods
Code: E31205 Subject: Language and Western Culture 1
Grade 9 (Mattayom 4) Instructor: Mr. KANIT SAMPHANTHANAKARN
_____________________________________________________________________
1. Learning Objective
- Students can explain, describe, and understand how to use idioms and
proverbs in daily lives.
- Students can be aware of similarities and differences between their own
culture and the others.
2. Overall Contents
Idioms and proverbs are used in everyday life. As language users and
learners, they have to know some famous idioms and proverbs to use in
communication. Comparing all of them with Thai culture.
3. Competencies of Learners
- Communication skills
- Thinking skill
- Living properly skill
4. Desired Characteristic
- Seeking Knowledge
5. Synopsis
Symphony in Slang (1951)/genre: short cartoon/Length: 6:43 minutes
(cited from: https://en.wikipedia.org/wiki/Symphony_in_Slang) John Brown (a real
swinging hep cat) goes to Heaven and steps before St. Peter. But his life story is so
peppered with slang that neither St. Peter nor Noah Webster can understand him.
What follows is a series of sight gags based on Webster’s literal interpretations of the
slang terms.
92
6. Learning Procedures
Activating cultural schema
1. Ask students to discuss some examples of Thai idioms and proverbs
which cannot be translated directly as they are written.
Posing guideline questions
2. Tell students that they will have to watch Symphony in Slang. A teacher
asks students to listen to the idioms and proverbs carefully.
Exposing the target culture
3. Learners watched a clip looking for the idioms and proverbs from the
video.
Discussing in small groups
4. Learners discussed what they see in small groups about the idioms and
proverbs they watched from the video. Write down as many examples as possible
from the video.
Adding and correcting misunderstood cultures
5. Replayed and stopped the video to emphasize some idioms and proverbs
that students cannot understand.
Comparing and contrasting cultures
6. Asked the learners to discuss the similarities and differences between Thai
and western idioms and proverbs in class. The teacher gives them the transcription of
the video.
Summarizing culture
7. Reflected on what they have learned from the clip with their
understanding and generalized ideas.
7. Teaching Materials
- Computer
- A movie clip
- Projector and Screen
- Slang in Symphony Hand-out
93
8. Evaluation
Objective Method Tools Criteria
- Students can explain,
describe, and understand
how to use idioms and
proverbs in daily lives.
- Students can be aware
of similarities and
differences between their
own culture and the
others.
Evaluate
students’
discussion
Group discussing
paper
Pass 70% of
criterion
- Students are interested
and seeking knowledge
diligently in class.
Observation Observation
Evaluation Form
Pass 70% of
criterion
9. Result of using lesson plan
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
10. Problems and Ways to Solve
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
11. Recommendations and Suggestions
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
94
E31205 Language and Western Culture
Name: __________________________________Class: __________ NO: _________
The script of TEX AVERY – SYMPHONY IN SLANG (1951)
“I was born with a silver spoon in my mouth.”
“I grew up overnight.”
“At the crack of dawn…”
“….I woke up with the chickens.”
“I got a job slinging hash…”
“…because the proprietor was short-handed.”
“But I couldn’t cut the mustard…”
“…so the guy gave me the gate.”
“I went back to my hole in the wall.”
“I was beside myself with anger.”
“I decided to get a train ticket to Texas. There I made some dough punching some
cattle.”
“From there, I flew to Chicago.”
“There, a beautiful girl stepped into the picture.”
“Our eyes met.”
“My breath came in short pants.”
“And I had goose pimples.”
“I was all thumbs.”
“Mary’s clothes fit her like a glove.
“…with her hair done up in a bun.”
“She had good lookin’ pins too!”
95
E31205 Language and Western Culture
Name: __________________________________ Class: __________ NO: _________
The script of TEX AVERY – SYMPHONY IN SLANG (1951)
“Finally, she gives me a date.”
“I put on my white tie and tails.”
“And brother, did she put on the dog!”
“We went around together for some time…”
“…painting the town red….”
“…going to the Stork Club…”
“…we had a box at the opera.”
“…I had a cocktail and Mary had a Moscow Mule.”
“…Mary let her hair down…”
“…and ate like a horse.”
“By then, my money started running out on me.”
“So I wrote a check. It bounced!”
“I was in a pickle…”
“The proprietor drew a gun on me.”
“So I gave him the slip…”
“…and head to the foothills.”
“The law was on my heel.”
“…the judge tried to pump me.”
“…every time I opened my mouth, I put my foot in it.”
“So he sent me up the river…”
“…to do a stretch in the jug.”
“I was up against it…”
96
E31205 Language and Western Culture
Name: __________________________________ Class: __________ NO: _________
The script of TEX AVERY – SYMPHONY IN SLANG (1951)
“…and felt myself go to pot.”
“I raised a big stink.”
“…let me talk to an undercover man.”
“I went through a lot of red tape…”
“…he sprung me!”
“It sure felt good to stretch my legs…”
“…I caught a Greyhound…”
“…I dropped in on Mary…”
“…and threw myself at her feet.”
“But she turned her back on me.”
“But she got on her high horse. I couldn’t touch here with a 10-foot pole!”
“She wouldn’t say a word. Guess the cat got her tongue.”
“So, I walked out on her.”
“After that, I went to pieces.”
“…where a bunch of the boys were hangin’ around.”
“The guy at the piano played by ear.”
“I felt a tug at my elbow…”
“We sat down and chewed the rag a while.”
“I heard through the grapevine…”
“…Mary was going around with an old flame.”
“That burned me up!”
“Because I knew that he was feeding her a line.”
97
E31205 Language and Western Culture
Name: __________________________________ Class: __________ NO: _________
The script of TEX AVERY – SYMPHONY IN SLANG (1951)
The guy really spent his money like water.”
“I think he was connected with the railroad.”
“As they danced, I tried to chisel in…”
“…but the guy got in my hair.”
“Outside it was raining cats and dogs.”
“I was feeling mighty blue.”
“And everything looked black.”
“But I carried on!”
“I went to the 1000 Islands.”
“There, I became a beachcomber.”
“…and a tear ran down my cheek.”
“So I sends her a cable.”
“The next day, she sends me a wire.”
“I rushed back to the US on a cattle boat…”
“…and I hot-footed it over to Mary’s apartment.”
“When I opened the door, I noticed quite a few changes…”
“Why Mary, she had a bunch of little ones.”
“The groom had his hands full, too!”
“So, all this struck me so funny, I died laughing!
98
Lesson Plan NO: 8
Unit 1 Topic: Easter Sunday (4) Time: 3 periods
Code: E31205 Subject: Language and Western Culture 1
Grade 9 (Mattayom 4) Instructor: Mr. KANIT SAMPHANTHANAKARN
_____________________________________________________________________
1. Learning Objectives
- Students can explain, describe, and understand the history, celebration and
importance of Easter Sunday for Westerners.
- Students can be aware of similarities and differences between their own
culture and the others.
2. Overall Contents
Greeting and introducing sentences in daily life. Paying respect to others.
Behaving in a social context appropriately. Comparing all of them with Thai culture.
3. Competencies of Learners
- Communication skills
- Thinking skill
- Living properly skill
- Presenting skill
4. Desired Characteristic
- Seeking Knowledge
5. Synopsis
Son of God (2006)/genre: Epic Biblical Drama Film/Length: 2:18 hours
(cited from: http://www.imdb.com/title/tt3210686/synopsis?ref_=tt_ql_stry_3) John,
the last surviving disciple of Christ, is living in exile as he tells his story.
Jesus was born to a virgin, and three visiting wise men declare “Him” the
future King. 33 years later, an adult Jesus Christ travels to Galilee and begins
recruiting followers, from James, to his brother John, to Peter the fisherman, to
99
Matthew the tax collector. These men and women would become His disciples.
Through His teachings and numerous miracles, Jesus builds a huge following, who
begin to call Him the Messiah. He also draws the attention of the Pharisees, the
Jewish religious leaders. The Pharisees claim Jesus is blaspheming God by forgiving
sins, which is something only God can do. Jesus responds by saying he is the Son of
God.
Jesus announces to the disciples that they are to travel to Jerusalem for the
upcoming Passover holiday. He enters the city on the back of a donkey and is met by
a huge crowd of supporters who lay palm leaves in His path (this is celebrated today
as Palm Sunday). Caiaphas, the head of the Pharisees, is afraid his presence in the city
will further agitate the people, who are already in a near state of revolt against the
oppressive Romans, led by Pontius Pilate. Earlier, Pilate warned Caiaphas that if there
is any trouble from the Jews, he will close the temple, thus cancelling Passover. Upon
entering the Temple, Jesus sees the money changers, and proceeds to turn over their
tables. This act draws cheers from the people and scorn from the Pharisees. Later,
Jesus tells a little girl that every stone of the Temple will soon fall. The Pharisees take
this as a plan to destroy the Temple, and decide that Jesus must be stopped.
Judas, one of Jesus’ disciples, approaches the Pharisees. He also believes
that Jesus is going too far and wants to help. They give him 30 pieces of silver for his
assistance. That night (the night before Passover), Jesus tells the disciples that this
will be their Last Supper, and says that one of them will betray Him. Later, in the
Garden of Gethsemane, Judas kisses Jesus’ cheek, revealing his betrayal, and Jesus is
then arrested by the Pharisees for blasphemy. The disciples then flee the garden to
save themselves.
Caiaphas orders an immediate trial, even though it’s late at night and not in
public, which are violations of Jewish law. He is afraid an open trial on Passover will
cause trouble and Pilate will close the temple. Caiaphas asks Jesus if He is the Son of
God, and He answers “I am”. This is all the Pharisees need to hear and they
immediately find Him guilty of blasphemy.
That morning, to a growing crowd, Caiaphas announces Jesus’ guilt and
reveals the penalty for blasphemy is death. Judas, horrified by what he has done,
throws the silver at the Pharisees and runs off. He later hangs himself. Caiaphas
100
believes if the Pharisees kill Jesus on Passover it would start a riot, so he turns him
over to the Romans for the punishment. Pilate tells Caiaphas that Jesus didn’t break
any Roman laws, but orders him to be lashed 40 times. Since its Passover, Pilate says
that he will follow tradition and free a prisoner of the people’s choosing, and if they
choose Jesus, He will be set free. By this time, Jesus’ mother Mary (Roma Downey)
has arrived in Jerusalem to see what is happening to her son.
Pilate orders the crowd to enter his courtyard to choose whether to release
Jesus or Barabbas, a convicted murderer. Since none of Jesus’ followers were allowed
into the courtyard, Caiaphas easily sways the vote so that Barabbas is set free. Pilate
then asks what he should do with Jesus, and again Caiaphas sways the crowd to have
him executed by way of crucifixion. Fearing a riot among the hostile people, Pilate
then orders the crucifixion, then literally washes his hands of the situation. A battered
and bloodied Jesus then carries His cross to Golgotha and is nailed to it by the
mocking Roman guards, who earlier had placed a crown of thorns on His head.
Before the cross is put into place, Pilate orders a sign attached to it reading ‘The King
of the Jews’, much to Caiaphas’ dismay. With John, Mary, and Mary Magdalene
watching in horror, Jesus hangs from the cross for several agonizing hours. After
forgiving the Romans, asking why God has forsaken Him, and declaring “It is
finished”, Jesus dies. He is then lowered from the cross and placed into a tomb, which
is sealed off with a large rock.
Three days later, Mary Magdalene goes to visit the tomb, but is shocked to
see the rock broken into pieces and the tomb empty. She sees a man by the tomb’s
entrance, and realizes it is Jesus. He has been resurrected! Mary goes to the disciples’
hiding place and tells them the good news, but they do not believe her. Jesus then
appears to them, and they all now believe, except “Doubting” Thomas. Once Thomas
touches Jesus, then he believes. 40 days later, Jesus is speaking to his disciples and
tells them to travel the world to spread His message. He then ascends into Heaven,
and the disciples go their separate ways.
The movie concludes with an elderly John saying that all of the disciples
were eventually killed for their beliefs, except for him. He was exiled to live alone on
a deserted island until he dies. John then sees Jesus, who tells him that he will not die,
but have everlasting life, and He will return one day.
101
6. Learning Procedures
Activating cultural schema
1. Ask students to discuss some ceremonies of Easter Sunday and ask what
date this day is.
Posing guideline questions
2. Tell students that they will have to watch “Son of God”. The teacher asks
students to watch a video carefully about the Easter week.
Exposing the target culture
3. Learners watched a clip and looked for what happened in that time from
the video.
Discussing in small groups
4. Learners discussed what they saw in small groups about the Easter week
they watched from the video. Write down some examples from the video as much as
possible. Exchange some interesting information in each group.
Adding and correcting misunderstood cultures
5. Replayed and stopped the video to emphasize some important parts of the
Easter week that students cannot catch up with.
Comparing and contrasting cultures
6. Asked the learners to discuss the similarities and differences between
Christian’s Easter Sunday and Buddhist’s Visakha Bucha Day in class. After that,
students get the hand-out about Holy Week and Easter Sunday. They have to read and
translate them into good Thai.
Summarizing culture
7. Reflected what they had learned from the video about Holy Week and
Easter Sunday with their understanding and generalized the ideas with the whole
class.
7. Teaching Materials
- Computer
- Movie clip.
- Projector and Screen
- Holy Week and Easter Sunday Hand-out
102
8. Evaluation
Objective Method Tools Criteria
- Students can explain,
describe, and understand
the history, celebration
and importance of Easter
Sunday for Westerners.
- Students can be aware
of similarities and
differences between their
own culture and the
others.
Evaluate
discussion
Discussion Notes Pass 70% of
criterion
- Students are interested
and seeking knowledge
diligently in class.
Observation Observation
Evaluation Form
Pass 70% of
criterion
9. Result of using lesson plan
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
10. Problems and Ways to Solve
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
11. Recommendations and Suggestions.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
103
E31205 Language and Western Culture
Name: __________________________________ Class: __________ NO: _________
Holy Week & Easter Sunday
Palm Sunday
Palm Sunday marks the start of Holy Week. It reminds Christians of the journey
Jesus made into Jerusalem, on a donkey, to celebrate the Jewish festival of
Passover (Pesach). Jesus chose a donkey to show that he had come in peace. Many
people welcomed Jesus by shouting, waving palm branches and throwing branches
down in the path of the donkey. They hoped that Jesus was the Savior who the
Bible had promised.
Palm Sunday is both a happy and sad day. Christians are happy because they are
singing praises to Jesus but also sad because they know Jesus died less than a week
after his arrival in Jerusalem.
Maundy Thursday
On the night before his death Jesus had a final meal with his friends.
Before this festival meal for Passover, Jesus surprised his friends by
washing the feet of every person, a task that was normally done by a
servant. He wanted to show his followers that they should love one
another in humble ways.
Later in the meal, which is known to Christians as ‘The Last Supper’,
Jesus passed round bread and wine. He said the bread was his body
broken for them and the wine was his blood shed for them. He was telling
them that he was going to die and that when they share bread and wine
they should remember him. Christians share bread and wine at their
church services all year round, but it is even more special on Maundy Thursday. Jesus also told his
friends that they should love one another. It was later on this night that Judas betrayed Jesus in the
Garden of Gethsemane.
Good Friday
On Good Friday Christians remember the day that Jesus was killed on
the cross. He was nailed to a wooden cross by Roman soldiers. This is
the reason why the cross is an important sign for Christians today. There
are crosses in churches and many Christians wear a cross on a chain. Good Friday is a sad day and churches never have flowers or decorations
on this day. The church is left dark and there is just a simple cross on the
altar. It is known as Good Friday because Christians believe that Jesus
gave up his life for the good of everyone. The Crucifixion is remembered in Jerusalem even today.
Easter Sunday
Easter Sunday is a happy day for Christians because they believe that Jesus rose from the dead on this
day. They believe that Jesus’ resurrection or coming alive shows that death is not the end of everything.
Many go to church to thank God for Jesus’ life. Church bells are rung and churches are decorated with
flowers such as white lilies which are associated with Easter.
The colors in the church change to white or gold which are thought to be the
best colors. Eggs were always thought to be special even before Jesus was
born. It is because they are associated with new life when the chick breaks
from the egg. After Jesus had risen from the dead it was easy to think of eggs
as a sign of new life. So, eggs have always been part of celebrations at Easter.
104
E31205 Language and Western Culture
Name: __________________________________ Class: __________ NO: _________
Translate the ‘The Story of St. Valentine’ into GOOD Thai
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
APPENDIX B
THE SELECTION RUBRIC: VIDEO
106
The Selection Rubric: Video
(Adapted from 2011 Pearson Education Inc.)
Title: ________________________________________________________________
Source/Location ______________________________________________________
Format __ DVD __ Streaming __ Computer-based ___ Internet
Subject Area ___________________________ Grade Level __________________
Brief Description
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Objectives
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Prerequisites (e.g., prior knowledge, reading ability, vocabulary level)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Strengths
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Limitations
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Special Features
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
107
The Selection Rubric: Video
(Adapted from 2011 Pearson Education Inc.)
Rating Area High Quality
(H)
Medium
Quality (M)
Low Quality
(L)
H/M/L
Alignment
with
Objectives
Objectives
addresses and
use of video
should enhance
students
learning.
Objectives
partially
addresses and
use of video
may enhance
students
learning.
Objectives
not addressed
and use of
video will
likely not
enhance
students
learning.
Accurate and
Current
Information
Information
correct and
does not
contain
material that is
out of date.
Information
correct but
does contain
material that
is out of date.
Information
isn’t correct
and does
contain
material that
is out of date.
Age-
Appropriate
Language
Language used
is age
appropriate and
vocabulary is
understandable.
Language
used is nearly
age
appropriate
and some
vocabulary is
above/below
student age.
Language
used is not
age
appropriate
and
vocabulary is
clearly
inappropriate
for student
age.
Interest Level
and
Engagement
Topic is
presented so
that students
are likely to be
interested and
actively
engaged in
learning.
Topic is
presented to
interest
students most
of the time
and engage
them in
learning.
Topic is
presented so
as not to
interest
students and
not engage
them in
learning.
108
Rating Area High Quality
(H)
Medium
Quality (M)
Low Quality
(L)
H/M/L
Bias Free
There is no
evidence of
objectionable
bias or
advertising.
There is a
little
evidence of
bias or
advertising.
There is
much
evidence of
bias or
advertising.
Pacing
Appropriate
The video
material is
presented so
most of
students can
understand and
process the
information.
The video
material is
presented so
some
students start
to understand
and process
the
information.
The video
material is
presented so
most students
cannot
understand
and process
the
information.
Use of
cognitive
Learning
Aids
(Overviews,
Cues,
Summary)
The video
material is well
organized and
uses cognitive
learning aids.
The video
material is
fairly well
organized
and uses
some
cognitive
learning aids.
The video
material is
not well
organized and
does not use
cognitive
learning aids.
Recommended for Classroom Use: ___ Yes ___ No
Ideas/Suggestions for Classroom Use:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
APPENDIX C
THE IOC QUESTIONNAIRE
110
Questionnaire แบบสอบถาม
ENHANCING INTERCULTURAL COMPETENCE BY USING VIDEO-BASED INSTRUCTION (การพัฒนาทักษะข้ามวัฒนธรรมด้วยการจัดกิจกรรมการเรียนการสอนโดยใช้วีดีโอเป็นสื่อ)
Directions: Please respond to the questions in each of the four categories below, using a scale from 0 (= very strongly disagree), to 5 (= very strongly agree). Mark with an (X) to indicate your answer. ค าชี้แจง: กรุณาตอบค าถามตามความคิดเห็นของท่านโดยท าเครื่องหมาย X ในช่องที่ท่านคิดว่าตรงกับตนเองมากที่สุด ตั้งแต่ระดับ 0 คือไม่เห็นด้วยอย่างยิ่ง ถึงระดับ 5 คือเห็นด้วยอย่างยิ่ง Section 1: Knowledge ตอนที่ 1: ความรู้ NO: ที ่
Question ค าถาม Expert 1 Expert 2
Expert 3
IOC
1 I could cite a definition of culture and describe its components and complexities. ฉันสามารถบอกความหมายของวัฒนธรรมและบอกเล่าองค์ประกอบและลักษณะของวัฒนธรรมได้
+1 +1 +1 1.0
2 I knew the essential norms and taboos of western culture (e.g., greetings, dress, behaviors, etc.). ฉันตระหนักถึงพฤติกรรมและข้อห้ามที่ควรยึดถือของวัฒนธรรมตะวันตก (การทักทาย, การแต่งกาย, การแสดงออก)
+1 +1 +1 1.0
3 I could contrast important aspects of western languages and culture with my own. ฉันสามารถเปรียบเทียบความแตกต่างของมุมมองของภาษาและวัฒนธรรมตะวันตกกับของไทยได้
+1 +1 +1 1.0
4 I recognized signs of culture stress and some strategies for overcoming it. ฉันตระหนักถึงสัญญาณของความตึงเครียดทางวัฒนธรรมและทราบถึงวิธีการฝ่าฝันปัญหาเหล่านั้น
+1 +1 0 0.67
111
NO: ที ่
Question ค าถาม Expert 1 Expert 2
Expert 3 IOC
5 I knew some techniques to aid my learning of western languages and culture. ฉันมีกลยุทธในการเรียนรู้ภาษาและวัฒนธรรมของชาวตะวันตก
+1 +1 +1 1.0
6 I could contrast my own behaviors with those of westerners in important areas (e.g., social interactions, basic routines, time orientation, etc.). ฉันสามารถเปรียบเทียบพฤติกรรมของตนเองกับชาวตะวันตกในสถานการณ์ที่ส าคัญต่างๆ ได้ การออกสังคม, การใช้ชีวิตประจ าวัน, การประชุม)
+1 +1 +1 1.0
7 I could discuss and contrast various behavioral patterns in my own culture with westerners. ฉันสามารถอภิปรายและเปรียบเทียบรูปแบบพฤติกรรมของตนเองและชาวตะวันตกได้
+1 +1 +1 1.0
Section 2: Attitude ตอนที่ 2: ทัศนคติ I demonstrated a willingness to ........ / ฉันสามารถที่จะ ...........
NO: ที ่
Question ค าถาม
Expert 1
Expert 2
Expert 3
IOC
8 interact with western culture members (I didn’t avoid them or primarily seek out my compatriots). มีปฏิสัมพันธ์กับชาวตะวนตกได้ (ฉันไม่หลีกเลี่ยงชาวตะวันตกหรือการถามถึงบุคคลชาติเดียวกับฉัน)
+1 0 +1 0.67
9 learn from westerners, their language, and their culture. เรียนรู้ภาษาและวัฒนธรรมของชาวตะวันตก
+1 +1 +1 1.0
112
NO: ที ่
Question ค าถาม
Expert 1
Expert 2
Expert 3 IOC
10 try to communicate in English and behave in “appropriate” ways. พยายามที่จะสนทนาเป็นภาษาอังกฤษและประพฤติตนอย่างเหมาะสม
+1 +1 +1 1.0
11 take on various roles appropriate to different situations (e.g., in the family, as a volunteer, etc.). วางตนและมีบทบาทท่ีเหมาะสมในแต่ละสถานการณ์ (ครอบครัว, อาสาสมัคร)
+1 +1 +1 1.0
12 show interest in new cultural aspects (e.g., to understand the values, history, traditions, etc.). แสดงความสนใจในมุมมองของวัฒนธรรมใหม่ (การเข้าใจถึงคุณค่า ประวัติศาสตร์ ประเพณี)
+1 +1 +1 1.0
13 try to understand differences in the behaviors, values, attitudes, and styles of westerners. พยายามเข้าใจถึงความแตกต่างของพฤติกรรม คุณค่า ทัศนคติ และการใช้ชีวิตของชาวตะวันตก
+1 +1 +1 1.0
14 adapt my behavior to communicate appropriately with westerners (e.g., in non-verbal and other behavioral areas, as needed for different situations. ปรับพฤติกรรมของตนเองเพ่ือที่จะสื่อสารกับชาวตะวันตกได้อย่างเหมาะสม (การใช้อวจนภาษาและภาษากายต่างๆในสถานการณ์ท่ีแตกต่างกัน)
+1 +1 +1 1.0
15 interact in alternative ways, even when quite different from those to which I was accustomed and preferred. แสดงออกเม่ืออยู่ทั้งในวัฒนธรรมที่คุณเคยและไม่คุ้นเคย
+1 +1 +1 1.0
113
NO: ที ่
Question ค าถาม
Expert 1
Expert 2
Expert 3 IOC
16 suspend judgment and appreciate the complexities of communicating and interacting interculturally. ยกเลิกการตัดสินใจและเห็นคุณค่าของความซับซ้อนของการสื่อสารและการมีปฏิสัมพันธ์ข้ามวัฒนธรรม
+1 0 +1 0.67
Section 3: Skill ตอนที่ 3: ทักษะ
NO: ที ่
Question ค าถาม
Expert 1
Expert 2
Expert 3
IOC
17 I demonstrated flexibility when interacting with persons from western culture. ฉันสามารถปรับตัวเมื่อมีปฏิสัมพันธ์กับชาวตะวันตก
+1 +1 +1 1.0
18 I adjusted my behavior, dress, etc., as appropriate, to avoid offending westerners. ฉันสามารถปรับเปลี่ยนพฤติกรรมหรือการแต่งกายให้เหมาะสมและหลีกเลี่ยงการไม่ให้เกียรติชาวตะวันตก
+1 +1 +1 1.0
19 I was able to contrast western culture with my own. ฉันสามารถเปรียบเทียบวัฒนธรรมตะวันตกกับวัฒนธรรมของตนเองได้
+1 +1 +1 1.0
20 I used strategies for learning the western language and about western culture. ฉันใช้กลยุทธในการเรียนภาษาและวัฒนธรรมของชาวตะวันตกได้
+1 +1 +1 1.0
21 I demonstrated a capacity to interact appropriately in a variety of different social situations in western culture. ฉันมีความสามารถในการมีปฏิสัมพันธ์อย่างเหมาะสมในสถานการณ์ทางสังคมต่างๆ ในวัฒนธรรมตะวันตกได้
+1 +1 +1 1.0
114
NO: ที ่
Question ค าถาม
Expert 1
Expert 2
Expert 3 IOC
22 I used appropriate strategies for adapting to western culture and reducing stress. ฉันใช้กลยุทธ์ที่เหมาะสมในการปรับตัวให้เข้ากับวัฒนธรรมตะวันตกเพ่ือลดความกังวลได้
+1 +1 +1 1.0
23 I used models, strategies, and techniques that aided my learning of western languages and culture. ฉันใช้โมเดล กลยุทธ์ และเทคนิคต่างๆเพ่ือช่วยให้ตนเองเรียนภาษาและวัฒนธรรมตะวันตกได้
+1 +1 +1 1.0
24 I monitored my behavior and its impact on my learning, my growth, and especially on westerners. ฉันสังเกตพฤติกรรมและผลกระทบของตนเองต่อการเรียนรู้ การเติบโตเมื่อมีปฏิสัมพันธ์กับชาวตะวันตก
+1 +1 +1 1.0
25 I used culture-specific information to improve my style and professional interaction with westerners. ฉันใช้ข้อมูลเฉพาะด้านวัฒนธรรมในการพัฒนาวิธีการมีปฏิสัมพันธ์อย่างช านาญกับชาวตะวันตก
+1 +1 +1 1.0
26 I helped to resolve cross-cultural conflicts and misunderstandings when they arose. ฉันสามารถช่วยแก้ไข้ปัญหาความเข้าใจผิดและความขัดแย้งทางวัฒนธรรมเมื่อเกิดปัญหาได้
+1 +1 +1 1.0
115
Section 4: Awareness ตอนที่ 4: ความตระหนัก I realized the importance of ......./ ฉันตระหนักถึงความส าคัญของ ......
NO: ที ่
Question ค าถาม
Expert 1
Expert 2
Expert 3
IOC
27 differences and similarities across my own and western languages and cultures. ความเหมือนและความแตกต่างระหว่างภาษาและวัฒนธรรมไทยและตะวันตก
+1 +1 +1 1.0
28 my negative reactions to these differences (e.g., fear, ridicule, disgust, superiority, etc.). การแสดงออกท่ีไม่เหมาะสมของตนเองต่อความแตกต่างเหล่านั้น (ความรู้สึกกลัว, ความรู้สึกเย้ยหยัน, ความรู้สึกรังเกียจ, ความรู้สึกอยู่เหนือกว่า)
+1 +1 +1 1.0
29 how varied situations in western culture required modifying my interactions with others. วิธีการมีปฏิสัมพันธ์กับชาวตะวันในสถานการณ์ที่หลากหลาย
+1 +1 +1 1.0
30 how western culture members viewed me and why. วิธีการและเหตุผลที่ชาวตะวันตกมีต่อวัฒนธรรมไทย
+1 +1 +1 1.0
31 myself as a “culturally conditioned” person with personal habits and preferences. ตนเองว่าเป็นบุคคลที่มีทักษะประสบการณ์ข้ามวัฒนธรรมจากพฤติกรรมและนิสัยของตนเอง
+1 +1 +1 1.0
32 responses by western culture members to my own social identity (e.g., race, class, gender, age, etc.). มีการโต้ตอบกับชาวตะวันตกในมุมมองของสังคม (ชาติพันธุ์ ชนชั้น เพศ อายุ)
+1 +1 +1 1.0
116
NO: ที ่
Question ค าถาม
Expert 1
Expert 2
Expert 3 IOC
33 diversity in western culture (such as differences in race, class, gender, age, ability, etc.). ความหลายหลายทางวัฒนธรรมของชาวตะวันตก (ชาติพันธุ์ ชนชั้น เพศ อายุ)
+1 +1 +1 1.0
34 dangers of generalizing individual behaviors as representative of the whole culture. ความเสี่ยงของการสร้างข้อสรุปของพฤติกรรมของบุคคลว่าเป็นพฤติกรรมของคนชาตินั้นทั้งหมด
+1 +1 0 0.67
35 my choices and their consequences (which made me either more, or less, acceptable to westerners). การตัดสินใจของตนและผลที่เกิดข้ึน (ซึ่งท าให้ฉันเป็นที่ยอมรับมากข้ึน/น้อยลงจากชาวตะวันตก)
+1 +1 +1 1.0
36 my personal values that affected my approach to ethical dilemmas and their resolution. คุณค่าของตนเองที่ส่งผลต่อสถานการณ์ที่ยากล าบากและวิธีการฝ่าฝัน
+1 0 +1 0.67
37 how my values and ethics were reflected in specific situations. การแสดงให้เห็นคุณค่าและคุณธรรมของตนในสถานการณ์ต่างๆ
+1 +1 +1 1.0
38 varying cultural styles and language use, and their effect in social and working situations. ลักษณะทางวัฒนธรรมและการใช้ภาษาท่ีหลายหลาย และผลกระทบในสถานการณ์ทางสังคมและการท างาน
+1 +1 +1 1.0
39 my own level of intercultural development. ระดับของทักษะประสบการณ์ข้ามวัฒนธรรมของตน
+1 0 +1 0.67
117
NO: ที ่
Question ค าถาม
Expert 1
Expert 2
Expert 3 IOC
40 the level of intercultural development of westerners I worked with . ระดับของการพัฒนาของทักษะประสบการณ์ข้ามวัฒนธรรมของชาวตะวันตก
0 +1 0 0.33
41 factors that helped or hindered my intercultural development and ways to overcome them. ปัจจัยที่จะช่วยเหลือหรือยับยั้งการพัฒนาทักษะประสบการณ์ข้ามวัฒนธรรมของตนเองและวิธีการฝ่าฟันอุปสรรคเหล่านั้น
0 +1 +1 0.67
42 how I perceived myself as communicator, facilitator, mediator, in an intercultural situation. การมองตัวเองว่าเป็นผู้ที่สามารถสื่อสาร เป็นผู้ที่อ านวยความสะดวก และเป็นสื่อกลาง ในสถานการณ์ข้ามวัฒนธรรม
+1 +1 +1 1.0
43 how others perceived me as communicator, facilitator, mediator, in an intercultural situation. การมองตัวเองว่าเป็นผู้ที่สามารถสื่อสาร เป็นผู้ที่อ านวยความสะดวก และเป็นสื่อกลาง ในสถานการณ์ข้ามวัฒนธรรม
+1 +1 +1 1.0
APPENDIX D
THE QUESTIONNAIRE
119
Questionnaire แบบสอบถาม ENHANCING INTERCULTURAL COMPETENCE BY USING VIDEO-BASED INSTRUCTION
(การพัฒนาทักษะข้ามวัฒนธรรมด้วยการจัดกิจกรรมการเรียนการสอนโดยใช้วีดีโอเป็นสื่อ)
Directions: Please respond to the questions in each of the four categories below, using scale from 0 (= very strongly disagree), to 5 (= very strongly agree). Mark with an (X) to indicate your answer. ค าชี้แจง: กรุณาตอบค าถามตามความคิดเห็นของท่านโดยท าเครื่องหมาย X ในช่องที่ท่านคิดว่าตรงกับตนเองมากที่สุด ตั้งแต่ระดับ 0 คือไม่เห็นด้วยอย่างยิ่ง 1 คือไม่เห็นด้วย 2 คือค่อนข้างไม่เห็นด้วย 3 คือค่อนข้างเห็นด้วย 4 คือเห็นด้วย ถึงระดับ 5 คือเห็นด้วยอย่างยิ่ง Section 1: Knowledge ตอนที่ 1: ความรู้
NO: ที ่
Question ค าถาม 0 1 2 3 4 5
1 I could cite a definition of culture and describe its components and complexities. ฉันสามารถบอกความหมายของวัฒนธรรมและบอกเล่าองค์ประกอบและลักษณะของวัฒนธรรมได้
2 I knew the essential norms and taboos of western culture (e.g., greetings, dress, behaviors, etc.). ฉันตระหนักถึงพฤติกรรมและข้อห้ามที่ควรยึดถือของวัฒนธรรมตะวันตก (การทักทาย, การแต่งกาย, การแสดงออก)
3 I could contrast important aspects of western languages and culture with my own. ฉันสามารถเปรียบเทียบความแตกต่างของมุมมองของภาษาและวัฒนธรรมตะวันตกกับของไทยได้
4 I recognized signs of culture stress and some strategies for overcoming it. ฉันตระหนักถึงสัญญาณของความตึงเครียดทางวัฒนธรรมและทราบถึงวิธีการฝ่าฟันปัญหาเหล่านั้น
120
NO: ที ่
Question ค าถาม 0 1 2 3 4 5
5 I knew some techniques to aid my learning of western languages and culture. ฉันมีกลยุทธในการเรียนรู้ภาษาและวัฒนธรรมของชาวตะวันตก
6 I could contrast my own behaviors with those of westerners in important areas (e.g., social interactions, basic routines, time orientation, etc.). ฉันสามารถเปรียบเทียบพฤติกรรมของตนเองกับชาวตะวันตกในสถานการณ์ที่ส าคัญต่างๆ ได้ การออกสังคม, การใช้ชีวิตประจ าวัน, การประชุม)
7 I could discuss and contrast various behavioral patterns in my own culture with westerners. ฉันสามารถอภิปรายและเปรียบเทียบรูปแบบพฤติกรรมของตนเองและชาวตะวันตกได้
Section 2: Attitude ตอนที่ 2: ทัศนคติ I demonstrated a willingness to........ / ฉันสามารถที่จะ........... NO: ที ่
Question ค าถาม 0 1 2 3 4 5
8 interact with western culture members (I didn’t avoid them or primarily seek out my compatriots). มีปฏิสัมพันธ์กับชาวตะวนตกได้ (ฉันไม่หลีกเลี่ยงชาวตะวันตกหรือการถามถึงบุคคลชาติเดียวกับฉัน)
9 learn from westerners, their language, and their culture. เรียนรู้ภาษาและวัฒนธรรมของชาวตะวันตก
10 try to communicate in English involves “willingness to communicate” ways. พยายามที่จะสนทนาเป็นภาษาอังกฤษด้วยความตั้งใจที่ต้องการจะสื่อสาร
121
NO: ที ่
Question ค าถาม 0 1 2 3 4 5
11 take on various roles appropriate to different situations (e.g., in the family, as a volunteer, etc.). วางตนและมีบทบาทที่เหมาะสมในแต่ละสถานการณ์ (ครอบครัว, อาสาสมัคร)
12 show interest in new cultural aspects (e.g., to understand the values, history, traditions, etc.). แสดงความสนใจในมุมมองของวัฒนธรรมใหม่ (การเข้าใจถึงคุณค่า ประวัติศาสตร์ ประเพณี)
13 try to understand differences in the behaviors, values, attitudes, and styles of westerners. พยายามเข้าใจถึงความแตกต่างของพฤติกรรม คุณค่า ทัศนคติ และการใช้ชีวิตของชาวตะวันตก
14 adapt my behavior to communicate appropriately with westerners (e.g., in non-verbal and other behavioral areas, as needed for different situations). ปรับพฤติกรรมของตนเองเพ่ือที่จะสื่อสารกับชาวตะวันตกได้อย่างเหมาะสม (การใช้อวจนภาษาและภาษากายต่างๆในสถานการณ์ที่แตกต่างกัน)
15 interact in alternative ways, even when quite different from those to which I was accustomed and preferred. แสดงออกเม่ืออยู่ทั้งในวัฒนธรรมที่คุณเคยและไม่คุ้นเคย
16 suspend judgment and appreciate the complexities of communicating and interacting interculturally. ยกเลิกการตัดสินใจและเห็นคุณค่าของความซับซ้อนของการสื่อสารและการมีปฏิสัมพันธ์ข้ามวัฒนธรรม
122
Section 3: Skill ตอนที่ 3: ทักษะ
NO: ที ่
Question ค าถาม 0 1 2 3 4 5
17 I demonstrated flexibility when interacting with persons from western culture. ฉันสามารถปรับตัวเมื่อมีปฏิสัมพันธ์กับชาวตะวันตก
18 I adjusted my behavior, dress, etc., as appropriate, to avoid offending westerners. ฉันสามารถปรับเปลี่ยนพฤติกรรมหรือการแต่งกายให้เหมาะสมและหลีกเลี่ยงการไม่ให้เกียรติชาวตะวันตก
19 I was able to contrast western culture with my own. ฉันสามารถเปรียบเทียบวัฒนธรรมตะวันตกกับวัฒนธรรมของตนเองได้
20 I used strategies for learning the western language and about western culture. ฉันใช้กลยุทธในการเรียนภาษาและวัฒนธรรมของชาวตะวันตกได้
21 I demonstrated a capacity to interact appropriately in a variety of different social situations in western culture. ฉันมีความสามารถในการมีปฏิสัมพันธ์อย่างเหมาะสมในสถานการณ์ทางสังคมต่างๆ ในวัฒนธรรมตะวันตกได้
22 I used appropriate strategies for adapting to western culture and reducing stress. ฉันใช้กลยุทธ์ที่เหมาะสมในการปรับตัวให้เข้ากับวัฒนธรรมตะวันตกเพ่ือลดความกังวลได้
23 I used models, strategies, and techniques that aided my learning of western languages and culture. ฉันใช้โมเดล กลยุทธ์ และเทคนิคต่างๆเพ่ือช่วยให้ตนเองเรียนภาษาและวัฒนธรรมตะวันตกได้
123
NO: ที ่
Question ค าถาม 0 1 2 3 4 5
24 I monitored my behavior and its impact on my learning, my growth, and especially on westerners. ฉันสังเกตพฤติกรรมและผลกระทบของตนเองต่อการเรียนรู้ การเติบโตเมื่อมีปฏิสัมพันธ์กับชาวตะวันตก
25 I used culture-specific information to improve my style and professional interaction with westerners. ฉันใช้ข้อมูลเฉพาะด้านวัฒนธรรมในการพัฒนาวิธีการมีปฏิสัมพันธ์อย่างช านาญกับชาวตะวันตก
26 I helped to resolve cross-cultural conflicts and misunderstandings when they arose. ฉันสามารถช่วยแก้ไข้ปัญหาความเข้าใจผิดและความขัดแย้งทางวัฒนธรรมเมื่อเกิดปัญหาได้
Section 4: Awareness ตอนที่ 4: ความตระหนัก I realized the importance of ......./ ฉันตระหนักถึงความส าคัญของ......
NO: ที ่
Question ค าถาม 0 1 2 3 4 5
27 differences and similarities across my own and western languages and cultures. ความเหมือนและความแตกต่างระหว่างภาษาและวัฒนธรรมไทยและตะวันตก
28 my negative reactions to these differences (e.g., fear, ridicule, disgust, superiority, etc.). การแสดงออกท่ีไม่เหมาะสมของตนเองต่อความแตกต่างเหล่านั้น (ความรู้สึกกลัว, ความรู้สึกเย้ยหยัน, ความรู้สึกรังเกียจ, ความรู้สึกอยู่เหนือกว่า)
124
NO: ที ่
Question ค าถาม 0 1 2 3 4 5
29 how varied situations in western culture required modifying my interactions with others. วิธีการมีปฏิสัมพันธ์กับชาวตะวันในสถานการณ์ที่หลากหลาย
30 how western culture members viewed me and why. วิธีการและเหตุผลที่ชาวตะวันตกมีต่อวัฒนธรรมไทย
31 myself as a “culturally conditioned” person with personal habits and preferences. ตนเองว่าเป็นบุคคลที่มีทักษะประสบการณ์ข้ามวัฒนธรรมจากพฤติกรรมและนิสัยของตนเอง
32 responses by western culture members to my own social identity (e.g., race, class, gender, age, etc.). มีการโต้ตอบกับชาวตะวันตกในมุมมองของสังคม (ชาติพันธุ์ ชนชั้น เพศ อายุ)
33 diversity in western culture (such as differences in race, class, gender, age, ability, etc.). ความหลายหลายทางวัฒนธรรมของชาวตะวันตก (ชาติพันธุ์ ชนชั้น เพศ อายุ)
34 dangers of generalizing individual behaviors as representative of the whole culture. ความเสี่ยงของการสร้างข้อสรุปของพฤติกรรมของบุคคลว่าเป็นพฤติกรรมของคนชาตินั้นทั้งหมด
35 my choices and their consequences (which made me either more, or less, acceptable to westerners). การตัดสินใจของตนและผลที่เกิดข้ึน (ซึ่งท าให้ฉันเป็นที่ยอมรับมากขึ้น/น้อยลงจากชาวตะวันตก)
125
NO: ที ่
Question ค าถาม 0 1 2 3 4 5
36 my personal values that affected my approach to ethical dilemmas and their resolution. คุณค่าของตนเองที่ส่งผลต่อสถานการณ์ที่ยากล าบากและวิธีการฝ่าฟัน
37 how my values and ethics were reflected in specific situations. การแสดงให้เห็นคุณค่าและคุณธรรมของตนในสถานการณ์ต่างๆ
38 varying cultural styles and language use, and their effect in social and working situations. ลักษณะทางวัฒนธรรมและการใช้ภาษาท่ีหลายหลาย และผลกระทบในสถานการณ์ทางสังคมและการท างาน
39 my own level of intercultural development. ระดับของทักษะประสบการณ์ข้ามวัฒนธรรมของตน
40 factors that helped or hindered my intercultural development and ways to overcome them. ปัจจัยที่จะช่วยเหลือหรือยับยั้งการพัฒนาทักษะประสบการณ์ข้ามวัฒนธรรมของตนเองและวิธีการฝ่าฟันอุปสรรคเหล่านั้น
41 how I perceived myself as communicator, facilitator, mediator, in an intercultural situation. การมองตัวเองว่าเป็นผู้ที่สามารถสื่อสาร เป็นผู้ที่อ านวยความสะดวก และเป็นสื่อกลาง ในสถานการณ์ข้ามวัฒนธรรม
42 how others perceived me as communicator, facilitator, mediator, in an intercultural situation. การมองตัวเองว่าเป็นผู้ที่สามารถสื่อสาร เป็นผู้ที่อ านวยความสะดวก และเป็นสื่อกลาง ในสถานการณ์ข้ามวัฒนธรรม
APPENDIX E
THE IOC OF THE SEMI-STRUCTURED INTERVIEW FORM
127
The Semi-Structured Interview Form: Enhancing Intercultural
Competence by Using Video-Based Instruction
Name of Participant: ___________________________________________________
Date: ___________________________ Time: _______________________________
Place of Interview: _____________________________________________________
No. Question Expert 1
Expert 2
Expert 3
IOC
1 What do you think about the IC class by using video-based instruction? นักเรียนมีความคิดเห็นอย่างไรเกียวกับการเรียนการสอนโดยการใช้วีดีโอเป็นสื่อ
+1 +1 +1 1.0
2 Which part of the class do you like the most? นักเรียนชอบขั้นตอนไหนของการเรียนการสอนในห้องมากที่สุด
+1 +1 +1 1.0
3 Which part of the class do you like the least? นักเรียนชอบขั้นตอนไหนของการเรียนการสอนในห้องน้อยที่สุด
+1 +1 +1 1.0
4 Did you have any obstacles while attending the video-based instruction class? นักเรียนมีปัญหากับการจัดการเรียนการสอนโดยการใช้วีดีโอเปน็สื่อหรือไม่
+1 +1 +1 1.0
5 Do you have any recommendations for this teaching method? นักเรียนมีค าแนะน าในการจัดการเรียนการสอนโดยการใช้วีดีโอเป็นสื่อหรือไม่
+1 +1 +1 1.0
6 Do you think you acquired intercultural competence from using video-based instruction?นักเรียนคิดว่านักเรียนได้รับทักษะขา้มวัฒนธรรมจากการเรียนการสอนโดยการใช้วดีีโอเป็นสื่อหรือไม่
+1 +1 +1 1.0
Interviewer: ___________
APPENDIX F
THE SEMI-STRUCTURED INTERVIEW FORM
129
The Semi-Structured Interview Form: Enhancing Intercultural
Competence by Using Video-Based Instruction
Name of Participant: ___________________________________________________
Date: ___________________________ Time: _______________________________
Place of Interview: _____________________________________________________
No. Question Response
1 What do you think about the IC class
by using video-based instruction?
2 Which part of the class do you like
the most?
3 Which part of the class do you like
the least?
4 Did you have any obstacles while
attending the video-based instruction
class?
5 Do you have any recommendations
for this teaching method?
6 Do you think you acquired
intercultural competence from using
video-based instruction?
Interviewer: ___________
