The implementation of ISSECI model to enhance Thai EFL learners' intercultural pragmatic competence and integrated speaking skill

Name: Wapee Kong-In

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

Classification :.LCCS: PE1128.A3

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

LCSH: English language -- Study and teaching (Higher) -- Foreign speakers

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

Abstract: Non-native speakers tend to face intercultural communicative problems caused by their insufficient second language linguistic competence. Also, when having face to face interaction, their oral fluency can be affected by such a complication. The aim of the present mixed methods study was aimed to examining the effectiveness of the innovative teaching, ISSECI Model, a combination between second language acquisition and knowledge management approaches, in relation to learners’ intercultural pragmatic competence, integrated speaking skill, and attitude towards learning through the innovative program. Teacher’s roles were also qualitatively investigated to illustrate how second language learning was facilitated throughout the program. Data were collected from 20 Thai EFL undergraduate students selected through simple random sampling using discourse completion task mixed with open time free response construction for intercultural pragmatic competence assessment, integrated speaking test for ISS assessment on basis of Test of English as a Foreign Language (TOEFL-iBT) assessment rubrics, and a set of Likert’s 5-point rating scale questionnaire for attitudinal study. The quantitative data collected from DCT and integrated speaking test were statistically analyzed in mean, standard deviation, t-test, and standard T-score while descriptive statistics, such as, percentage, MEAN, and standard deviation were used for the interpretation of attitudinal data. Findings revealed that the participants’ intercultural pragmatic competence and integrated speaking skill after learning through ISSECI Model is significantly higher than their intercultural pragmatic competence and integrated speaking skill before the experiment (*p < 0.05), which was consistent with the research hypotheses. After standard T-score analysis, the participants in low proficiency group moved upwards to the higher level. However, disagreeing was reported to be learners’ difficult speech act to deal with due to their low exposure to second language pragmatic input. As for ISS, poor listening skill was related to incomprehensibility of details in problem solution task which required them to listen to a conversation, explain the problem and 2 solutions offered by one of the speaker, and argue for the solution they preferred. Most of the learners agreed that ISSECI Model contributed to their second language learning process (  = 4.31). They strongly agreed to obtain L2 knowledge, e.g., euphemisms, idioms and to be facilitated by teacher for awareness of intercultural communication. Applicability to real world situations or natural settings was an undecided item on account of time limits and outdoor explicit learning activities. Qualitative data analysis uncovered 27 of teacher’s sub teaching behaviours. Out of 9 main teacher’s roles, facilitator was found to be the most distinctive role adopted by teacher throughout the innovative program. It promoted implicit instruction and learner autonomy. Limitations of this study prompted ongoing investigation to boost learners’ second language proficiency as well as acquisition, i.e., intercultural pragmatic competence and integrated speaking skill learning process, contents, teaching of pragmatic lesson with awareness-raising approach, and teachers’ professional development in terms of applying research evidence to second language classes.

Kasetsart University. Office of the University Library

Address: Bangkok

Email: tdckulib@ku.ac.th

Name: Anamai Damnet

Role: Thesis Advisor

Created: 2019

Modified: 2025-07-01

Issued: 2025-07-01

วิทยานิพนธ์/Thesis

application/pdf

URL: https://www.lib.ku.ac.th/KUthesis/2562/wapee-kon-all.pdf

CallNumber: PE1128.A3 .W36

eng

DegreeName: Doctor of Philosophy

Level: Doctoral Degree

Descipline: English as an International Language

Grantor: Kasetsart University

©copyrights Kasetsart University

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