Teacher and student interviews

The first part of pilot work focussed on using interviews and focus groups to explore the research questions in detail. Therefore, this research had helped develop understandings of teacher and student perspectives and to assess whether the initial conceptual model was adequate. This work also tested whether the questions asked teachers and students were understood and if they stimulated useful insights. Therefore, initial findings from interviews and focus groups had been analysed initially in terms of the research questions of the pilot study. The following research questions were produced before the main study data collection. Hence, the research questions were revisited after the pilot study data collection and they had been changed slightly after having reviewed more of the literature review.

Research question 1: How do native English lecturers and non–native English students use cross–cultural communication strategies in the Thai EFL classroom?

– Teachers used a range of CCC strategies, some of which were specific to language teaching while others were more general pedagogical approaches that align well with the cultural context.

– The idea of a „native speaker‟ had been called into question in that one experienced teacher (No.1) used CCC strategies such as speaking slowly, clearly and did not speak „like a native speaker‟. He also exaggerated his mouth so that students could really see how he formed his mouth when he spoke or taught in class.

“…I guess…my communication strategy, personally is speaking slowly and clearly when I‟m communicating with them. I don‟t speak like a native speaker…I think it‟s more important they understand me than it is to hear a native speaker”.

– The CCC strategies of an experienced native English lecturer no.2 were sensitive; offering opportunity to students and not forcing them to do anything if

they are not ready (aware of how they are acting or behaving). He also tried to close the gap and distance between students and lecturers by adding some Thai to help students when they did not understand. “…I try to be sensitive to student. If I feel like I have given them the opportunity to try to understand in English and they can‟t get it and I might put a little of Thai to help them along… I can see when the student is trying to close down that means they are not understanding anymore…I can maybe give them a little bit of Thai and until they open up again and then go back to English”.

– The CCC strategies of an experienced native English lecturer no.3 were using humour, applying real world situation and things related to students, also putting everything in writing including instructions and directions in all activities. The reason why he did these was because he perceived and learned that his students were visual learners. He also demonstrated examples by having students perform that example before starting any activities.

“…I try to make thing light as much as possible by using humour or if it‟s possible–jokes. I just try to use real world situation, not just type of the statistical stuff”

– An experienced native British lecturer no.4 was not likely to apply any cross– cultural communication strategies in classroom. His strategy was much related to his own teaching style which he believed that it would work effectively with Thai students and that was being autocratic or being harsh on students.

“In terms of how I communicate, I try to be very autocratic in my class. I‟m very harsh on my class…Also, I have told them that my strategies are too harsh. So too autocratic”.

– Thai EFL students applied various cross–cultural communication strategies such as using simple words and vocabulary, asking their lecturer to repeat that sentence again or saying “again, please” which was known as „asking for repetition‟,

strategies used were drawing a picture, writing words or vocabulary down onto their notebook and showing them to the lecturer and calling friends for assistance.

– Many students also used mime, hand gesture which is part of body language as well as actions at the same time while communicating with their lecturers.

“I will explain and give a lot of details. It‟s like playing a mime game. I elaborate it until he understands. I describe features, for example, if I have to describe a car, I would say: there are wheels, they are like this until he makes a correct guess”. (Tourism student, 1st year)

Research question 2: What are the perceptions of native English lecturers and non–native English students regarding the use of cross–cultural communication strategies in the Thai EFL classroom?

– Even though different lecturers had defined their own or unique combinations of communication strategies as mentioned in RQ1, the majority of native English lecturers thought that cross–cultural communication strategies were important and should be applied by both lecturers and students in order to get the message across. By using communication strategies, they helped close cultural distance between teachers and students.

“ I already mention too about the cultural distance that can be created between you and students if you are not sensitive to how they‟re feeling…I am back to being sensitive and making sure they don‟t shut down…”. (Native British lecturer no.2)

– The students gave various meanings of communication strategies though some of them had not heard of this term before:

“I am not sure what communication strategy means but it might refer to strategy which gives us confidence to speak”. (2nd year Math student)

– All of the students thought that communication strategies helped them to convey messages or what they want to say to their native English lecturer:

“It helps to communicate with anybody and also my teacher. We need to find the way to be able to easily communicate with each other”. (1st year tourism student)

– Focus group students suggested several useful communication strategies that were useful for them such as hand gestures, body language, friends, mobile phones, and drawing or pictures.

“Hand gestures and body language help us when we get stuck speaking and can‟t think of words to say in English. Every part of my body can help express and communicate with another too…” (2nd year Psychology student)

– Most of Mathematics students suggested friends as a useful communication strategy because they thought that their friends can understand them and were able to translate and convey their meanings to their lecturer:

“I choose friends because my friends will understand me more than a dictionary. I will select my friend to be a medium to convey me thoughts for me. If this friend can‟t help, I will call another one”.

– Native English lecturers also mentioned that Thai students made use of their friends to help them communicate, which is the Thai way of helping together:

“Thai students, they kind of work in groups quite a lot. If I would happen to say something in English, they didn‟t understand, then sometimes, their friends would quickly come and help them, which is part of the way of Thai helping together”. (Native British lecturer no.2)

Research question 3: What factors influence communication and miscommunication between the lecturers and the students?

– There were various factors that influence miscommunication according to native English lecturers‟ opinions such as low English competence of the students–

fear of embarrassing themselves that derived from the fear of authority as suggested in the literature review by Saiyasombat (2012).

– According to the majority of EFL learners, factors influencing miscommunication came from students‟ competency of English; such as limited vocabulary, inaccurate accent and problem understanding lecturers‟ accents.

“I don‟t have solid background of vocabulary and English grammar. When we communicate, it can cause a miscommunication. My lecturer might not be able to receive a right message that I want to communicate”. (2nd year Psychology student)

– Other factors which made it difficult for teachers to communicate with Thai students were cultural stereotypes, a peer pressure and introduction of technology (such as mobile phones or iPads) into classes.

“So I think that a problem in classroom for communication. There‟s a barrier there and it‟s like something that is almost like a stereotype that students kind of assume something…maybe they had bad experience but in my class, I‟ll find I can break down those barriers and so as close the gap” (Native British lecturer no.2)

– From Thai EFL students‟ perspectives, other factors which influence communication were support or encouragement from lecturer to establish confidence in speaking up for the students, teachers‟ personality or identity and classroom atmosphere.

“ In the first class, I had tension. After studying with him for a while, I feel that he is friendly and smiley…I feel more relaxed now and I am not stress out anymore. If I say something wrong, he will not blame us. He will change and correct it for us. I will not feel embarrassed that I make mistakes. So it gives me confidence to speak out in class”. (2nd year psychology student).

Research question 4: Due to lack of responses to emails from native English lecturers, students‟ learning outcome (midterm exams) could not be provided. As a result, the researcher was not able to discuss findings for this research question.