Implications and Recommendation for Future Research

The outcomes of this thesis suggest several new lines of research. 4.1 Relational Model’s Research Implication

In Chapter 2, it has been discussed the reason of choosing relation model for this research instead of other well-cited Deardorff’s pyramid model (2006). By carrying out this research, it confirms that: 1) the relation model has more guidance in assessing intercultural competence as it clearly points out the key factors within each component, in particular it is useful during the procedure of coding and generating themes; 2) as the summary presented above, relational model provides a general structure to summarise findings and relate them together. However, as suggested by Imahori and Lanigan (1989), pragmatically it is

impossible to measure all these variables in one study. For the future research, more research is encouraged to test the validity of the model especially on the “relational” data of

competence and outcome variables (Imahori & Lanigan, 1989). For example, most of the comments from the interviews in this thesis were self-descriptive, it will be worthwhile to examine the discrepancy or congruency from self- and other-perception of competence or outcome variables. Furthermore, more research of observation of dyadic behaviours instead of individual behaviours are needed.

4.2 Possible Modifications to Training Course Transcultural Communication

The findings of this thesis suggest several recommendations for the course Transcultural Communication. Firstly, as pointed out in Chapter 5.3, the course leader should make it clear about the purpose of the course (as well as the purpose of each class) and the content of the course at the very beginning to avoid disappointment and confusion. To involve more home students to participate, the description on the website should be written in the format that is less “international student oriented”. In terms of the content, the theories of communication

students’ intercultural competence. The findings on other-directed talk indicate that being- other oriented is a set of important communication skills which should be considered to add in the course material.

The format of the teaching could be more diverse as well. For example, the book Intercultural Sourcebook: Cross-Cultural Training Methods vol. 1 &2 (Fowler & Mumford, 1999) introduces various training tools and methods (e.g., role play, simulation games, and case studies etc.) that aim to develop intercultural competence at different level for different purposes. The students would enjoy the class if more activities were involved in the

classroom rather than just reading and discussion. Hence the training might be more effective.

4.3 IRR Analysis for Assessing Intercultural Competence

In this research, the second coder was given one-hour training for the coding. It will be interesting to find out the results if the second coder was given more training on the theories of intercultural communication. It is hypothesised that an interculturally competent coder is more likely to be aware of the cues identified in the data.

4.4 The Application of Communication Accommodation Theory

The findings of the thesis point out the importance of communication accommodation in the multi-cultural setting. Especially for the native speakers, with the absence of the

knowledge about “international English” or “world English”, to mindfully accommodate their speech is the key for the efficient intercultural communication. However, given the lack of research literature on native speaker’s intercultural competence, there are few studies focussed on the application of communication accommodation in this context. Although communication accommodation is regarded one of the key skills in intercultural competence in the Relational Model, more studies are needed on how to apply communication

accommodation in intercultural training, how to assess it, and how effective this skill will be in the actual ELF interaction.

4.5 Confidence Building through Language Teaching and Intercultural Training The findings from these data suggest proper guidance could build up international students’ confidence, especially when they speak English with native speakers. This applies particularly in language teaching as well as intercultural training. It is important to let the second language learners know that learning foreign languages is not a route towards

pretending to be native speakers. What is more important is to be able to express themselves effectively in English with people from anywhere in the world. Only when people realise that the language belongs to its users, wherever they come from, and however they express

themselves, then they are one step closer towards equitable communication (Philipson, 2003). 4.6 University Policy Making and Staff’s Intercultural Training

If a relative long-term training course works, in the sense of contributing positively on the integrity of students and internationalisation of the university, then this seems an

important reason to build it into higher education programmes in general. The training course should not only be a self-selective, but also encouraged to be taken by all the students

(international and home). Meanwhile, university staff and lecturers’ intercultural competence should not be neglected. Previous studies (e.g., Chen, 2008) found that teachers’ views around cultural difference had an impact on students. Holmes (2005) also found that the classroom does not itself foster intercultural friendship or develop intercultural competence— it may even reinforce cultural stereotypes. Hence, staff and lecturers are also encouraged to take intercultural training. By doing so, they could mindfully manage the classroom, group work, and supervision meeting in the intercultural manner.