One of the core concepts of acculturation is how individuals live the process of acculturation (Sam & Berry, 2006). It is also one of the few private universities that offers instruction in English to bilingual education students.
RESEARCH OBJECTIVES
Since ICC perceptions can be somewhat abstract, students who choose to study bilingual education can provide more flexible and insightful information. In addition, the researcher is bilingual herself and is interested in the ICC perceptions and acculturation strategies used by other students.
RESEARCH QUESTIONS
RESEARCH FRAMEWORK
Their ICC perceptions and the acculturation strategies they use are interrelated and influence each other. In turn, the selection and use of acculturation strategies appropriate to the culture of the destination country will also promote the development of ICC perceptions.
DEFINITION OF TERMS
Acculturation strategies refer to the strategies that students in bilingual education use to adapt to a new cultural environment. In this study, host culture refers to Thai culture, especially Thai customs and taboos.
SCOPE OF THE STUDY
LIMITATIONS OF THE STUDY
INTERCULTURAL COMMUNICATION
In this definition, motivation is a unique element not included in some of the other definitions of intercultural competence and is further defined as "the set of feelings, intentions, needs, and drives associated with the expectation of or actual engagement in intercultural communication" (Mirzaei ) & Forouzandeh, 2013, p.4). Byram (2009) and Fantini (2019) both define ICC from a multicultural perspective, emphasizing four key dimensions in the process of intercultural communication: knowledge, skills, attitudes and awareness.
THE MODELS AND ASSESSMENT OF ICC
Empathy is the ability to put yourself in another person's shoes and experience their thoughts and feelings from their point of view. In summary, although there are many models of ICC, this study examined the five most influential models in the field of intercultural communication and most relevant to this study.
DEMOGRAPHIC FACTORS INFLUENCING ICC
Among those who attended multicultural or intercultural communication courses/workshops, there were significant differences in developmental orientation, orientation gap, defensiveness, and reversal phase outcomes. Otherwise, it may mean that those who are still in school are still tolerant of their cultural identity.
QUESTIONNAIRE MODIFIED FOR THE PRESENT RESEARCH
Meanwhile, item 45 of the original questionnaire is in the awareness aspect, which is “I could be aware of my personal values that influenced my approach to ethical dilemmas and their resolution”、item 49 “I could my own level of intercultural development”、item 50“the level of intercultural development of those I was associated with (other program participants, hosts, colleagues, etc.)” and item 51“I could be aware of factors that helped or hindered my intercultural development and ways to overcome them” can be item 39 of this research "I could be aware of my own and others' level of intercultural development and the factors that influenced my it and solutions to overcome them". Finally, item 37 of the original questionnaire in the awareness aspect, which is ' I could be aware of how I perceived myself as a mediator, facilitator, mediator, in an intercultural situation, and item 53 'I could be aware of how others perceived me as a mediator, facilitator, mediator, in an intercultural situation' can combined to point 41 of this research, which is 'I could pay attention to how I perceived myself and to be perceived by others as mediator, facilitator, mediator, in an intercultural situation'.
ACCULTURATION
These strategies vary from person to person, group to society due to the interaction between groups (Berry, 2006). Therefore, the effect of the acculturation strategy may depend on the orientation of the dominant society towards the minority group and the adaptation of the subordinate group to the culture of the host country.
THE RELATIONSHIP BETWEEN ICC AND ACCULTURATION STRATEGIES
This means that the successful adaptation of attendees depends on their ability to communicate within the cultural context of the host country. Good interpersonal relationship will also enable them to better adapt to the culture of the destination country, so that they can adopt appropriate acculturation strategies to better adapt to life in the destination country.
RELATED STUDIES
It can therefore be seen that international students' acculturation in the American context is related to their ICC. Since ICC and acculturation strategies are closely related, and the researcher has also not found studies on ICC and acculturation strategies among international students in.
RESEARCH DESIGN
POPULATION AND SAMPLES
The researcher used the convenience sampling technique to select the participants who took part in the interview. Eight students (n=8) participated in the interviews, and this sample size was appropriate with 5% - 10% of the number of participants in the qualitative study (Farrokhi & Mahmoudi-Hamidabad, 2012).
RESEARCH INSTRUMENTS
I am willing to try to communicate in the host language and behave appropriately. 17.I am willing to try to understand the differences in the behavior, values, attitudes and styles of my culture and that of the host. 32.I am aware of the differences and similarities within my own culture and the language and culture of the host country.
34. I am aware of diversity in the host culture (such as differences in race, gender, age).
To know bilingual education students’
Are you willing to try to understand the differences in behaviors, values, attitudes and styles of your culture and those of the host.
To know bilingual education students’ Skills
To know bilingual education students’
Can you be aware of your personal habits and preferences and reactions or responses to differences reflect the values and ethics of your culture. For the interview, questions about acculturation strategies are presented from these aspects: Integration, Assimilation, Separation and Marginalization.
To know if international students use integration
To know if international students use assimilation
Now that you are studying in Thailand, you accept and identify your own cultural values and reject the cultural values of Thailand.
To know if international students use separation
To know if international students use marginalization
VALIDITY AND RELIABILITY OF RESEARCH INSTRUMENTS
The validity of the questionnaire and interview questions in this study is verified by a team of professionals with educational competence. The questionnaire was administered to 30 international students who were not part of the research group. 33 I am aware of the need to adapt my interaction strategies in different situations, in accordance with the host culture.
36 I am aware of my choices and their consequences, which made me more or less acceptable to the members of the host culture.
DATA COLLECTION PROCEDURE
DATA ANALYSIS
The researcher analyzed the data using SPSS (2.0) and descriptive statistics to measure mean and standard deviation (SD).
ETHICAL CONSIDERATIONS
CONTEXT OF THE STUDY
Research questions Data collection Data analysis 1. What is bilingual education. students' perceptions of ICC at a private university in Thailand?. This chapter presents the analysis of the research data and results of quantitative and qualitative research. A study of "Bilingual education students' intercultural communication competence perceptions and acculturation strategies used in Thailand" aims to 1) bilingual education students' ICC perceptions at a private university in Thailand; and 2) acculturation strategies used by bilingual education students during their stay in Thailand.
The research design is the mixed method research in which the information is collected from both quantitative through the use of questionnaires as a tool for data collection and qualitative research in which the researcher uses the interview method to collect information.
QUANTITATIVE STUDY RESULT
13 I am willing to try to communicate in the host language and behave in appropriate ways. 24 I am able to compare and contrast different aspects of my culture and that of the host. 30 I use models, strategies and techniques that helped me learn the host language and culture.
The average score of the top three statements from the highest average score to the lowest average score was found in the item number 13 statement: I am willing to try to communicate in the host language and behave in appropriate ways (x̅ =4.06, S.D.=0.84 ), followed by item number 12: I am willing to learn from the language and culture of the host country (x̅=4.03, S.D.=0.93), and item number 17: I am willing to accept differences in the behavior, values trying to understand , attitudes and styles of my culture and that of the host (x̅=3.99, S.D.= 0.74) respectively.
THE QUALITATIVE STUDY
In general, all bilingual students interviewed believed that they could compare and contrast the differences between their culture and Thai culture. In terms of culture, all students believe that they are aware of the similarities and differences between Thai culture and their own culture. All bilingual students embrace the cultural values of their country and Thailand.
Separation means that bilingual education students accept and identify their own cultural values and reject the cultural values of the host country.
DISCUSSION
This shows that although these students think that they have the customs and taboos related to the language and culture of one's own country and the other country and knowledge about ICC, they still lack the knowledge of the host culture such as Thai language and the other specific cultural knowledge of Thailand. From the results of the questionnaire, all the participants agreed that they have skills in dealing with people from different backgrounds. Qualitative research results also confirmed that these students do have skills, mainly manifested that all students could compare and contrast different aspects of their own culture and that of the host, and use some strategies to communicate better with others.
Among the items in the "skill" aspect, the mean ( x= 3. 85) scored the highest, which is item 24: I am able to compare and contrast different aspects of their own culture and that of the host.
CONCLUSION
This research aims to explore bilingual education students' perceptions of intercultural communication competence and the acculturation strategies used by bilingual education students in Thailand. Factors influencing international students' choice of country for higher education: A case study of Thailand. Functions of shared group identity model and acculturation strategies in intercultural communication: Communication of American host nationals with Chinese international students.
The relationship between intercultural communication apprehension, ethnocentrism, uncertainty reduction, and communication satisfaction during initial intercultural interaction: An extension of anxiety and uncertainty management (AUM) theory.
APPENDICES
Background Information
Number of years of stay abroad in passport--- Less than 1 year 1-2 years 3-4 years 5 years over 5.
Perceptions towards Intercultural Communication Competence (ICC) Directions: The statements on this scale describe how you perceive Intercultural
14 I am willing to deal with my emotions and frustrations about the host culture when I experience cultural differences. 20. I am willing to deal with different ways of perceiving, expressing, communicating and behaving, even in something I am not used to or prefer. 27 I use appropriate strategies to adapt to the culture of the host country and to reduce the stress of the adjustment process.
35 I am aware of the dangers of generalizing individual behavior as representative of the entire culture.
Additional Comments
- Questions about Acculturation Strategies
你是怎么知道的？例如，什么样的反应反映了你自己的文化价值观。你接受自己的文化价值观和泰国文化价值观吗？你接受泰国价值观还是你自己的文化价值观。
您对泰国和您自己的文化价值观有何看法？
Background Information
International students’ Perceptions Questionnaire towards ICC Objective: To explore international students’ Intercultural Communication
I am willing to try to understand the differences in behaviors, values, attitudes and styles of my culture and those of the host. I am aware of diversity in the host culture (such as differences in race, gender, age). Integration means that international students accept and identify their own cultural values as well as the cultural values of the host country.
Segregation means that international students accept and identify with their own cultural values and reject the cultural values of the host country.
