Developing the Teaching Components of the ICC-Based Instructional Model to Enhance the Intercultural Competence of Thai EFL Tertiary Students: A Synthesis Study

Abstract

This synthesis study aims to develop an ICC-based instructional model for enhancing Thai EFL tertiary students’ intercultural competence. The purpose of this study is to synthesize which ICC teaching components can enhance the intercultural competence of Thai EFL undergraduates. The research methodology is a synthesis of pertinent literature and previous investigations on ICC models within a globalizing paradigm. Used a semi-systematic literature review to collect data. In accordance with the document-based and content-based analyses conducted at this stage, Quantitative Content Analysis and Qualitative Content Analysis are utilized to synthesize the ICC-based instructional model study by integrating the research frameworks of the ADDIE model and the SPIE model .The research findings indicate that the principles of four ICC models developed by four ICC scholars, 1. Bennett's (1993), 2. Deardorff's (2006), 3. Byram's (1997), and 4. Baker's, can be applied to develop an ICC-based instructional model for enhancing the intercultural competence of Thai EFL tertiary students. This study identifies seven ICC teaching components, including: 1. Intercultural-English-World Communication Knowledge; Incorporation; 3. Comprehension; 4. Practice; 5. Promotion; 6. Outcome; and 7. Enhancing Intercultural Competence. The principles of ICC teaching materials for EFL classrooms have to incorporate a variety of intercultural communication knowledge that can stimulate students' interests. The ICC teaching materials concepts comprise the following: 1. Authentic 2. acceptable 4. Activity-based and precise 5. Awareness and attitude.