Intercultural Challenges Encountered in Teaching Chinese Students in Thai Higher Education
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Intercultural challenges have gained prominence in Thai higher education due to the influx of Chinese students into Thai universities. This study aimed to examine the intercultural challenges encountered by Thai lecturers when teaching Chinese students and to identify effective teaching strategies to promote active learning in intercultural classrooms within Thai higher education. A qualitative approach was employed, utilizing semi-structured interviews as a guideline for the focus group discussion. The findings revealed that Thai lecturers face key intercultural challenges, including language proficiency, learning behaviors, and attitudes toward learning. Firstly, regarding English language proficiency, Chinese students often struggle in understanding the lessons, which makes them hesitant and less confident in participating in class activities and discussions. Secondly, Chinese students exhibit learning behaviors such as remaining quiet and passive, avoiding interaction, and relying heavily on mobile apps. Lastly, their attitudes toward learning are reflected in their learning behaviors, as they highly value attending classes, grades, and scores. In addition, key teaching strategies for promoting active learning in intercultural classrooms incorporate using simplified English, speaking slowly and repetitively, simplifying lessons, providing Chinese translation in the lessons, asking questions to Thai students before addressing Chinese students, and allowing the use of an online dictionary. The study provides useful teaching strategies for bridging cultural gaps in intercultural education environments of Thailand and helps build a classroom management strategy that supports learning for Chinese students.
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