A Development of a Teaching Module for Enhancing Interactional and Intercultural Competence of Aviation Undergraduate Students

Main Article Content

Jirajittra Higgins
Nawarat Siritararatn

Abstract

The study aimed to develop a teaching module based on conversation analysis in order to promote aviation students’ interactional and intercultural competence. Firstly, the needs analysis was conducted to investigate the communication problems and English skills in terms of interactional and intercultural competence needed in the aviation industry in Thailand among aviation personnel working at Suvarnabhumi Bangkok International Airport by using questionnaires and interviews. The teaching module was then developed by employing the needs analysis results in conjunction with the principle of conversation analysis (Sacks et al., 1974): turn-taking, adjacency pairs, sequences and repairs and intercultural competence (Barrett et al., 2013). The implementation of the teaching module was later conducted in the course called English for Aviation Communication with undergraduate students for the period of 10 weeks through the cycles of interactional learning practice (Wong & Waring, 2010) and the cycles of intercultural learning practice (Liddicoat & Scarino, 2013). The findings of the t-test demonstrated that there was a statistically significant difference between the mean of the pre-scores and the post-scores which implied that the teaching module developed based on the principles of conversation analysis could promote aviation students’ interactional and intercultural competence. Moreover, the teacher’s reflective notes, the students’ opinions from the questionnaire and interviews towards the implementation of the teaching module were positive showing the teaching module helped enhance students’ English skills in terms of their interactional and intercultural competence. The learning and communication practices presented in this study can be applied as tools for helping learners communicate effectively and successfully in terms of interactional and intercultural communication competence.

Downloads

Download data is not yet available.

Article Details

Section
Articles
Author Biographies

Jirajittra Higgins, Faculty of Humanities, Kasetsart University, Thailand

A Ph.D. candidate in English for International Communication, Kasetsart University, Bangkok, Thailand. She is now a full-time lecturer at Chulalongkorn University Language Institute (CULI), Bangkok, Thailand.

Nawarat Siritararatn, Faculty of Humanities, Kasetsart University, Thailand

An Assistant Professor and the Chair of the International Ph.D. Program of English for International Communication (EIC), Department of Foreign Languages, Faculty of Humanities, at Kasetsart University, Bangkok, Thailand.

References

Anthony, L. (2018). Introducing English for specific purposes. Routledge.

Ashford-Rowe, K., Herrington, J. & Brown, C. (2014). Establishing the

critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39(2), 205-222.

Barrett, M., Byram, M., Lázár, I., Mompoint-Gaillard, P., & Philippou, S.

(2013). Developing intercultural competence through education.

Council of Europe Publishing. https://rm.coe.int/developing-intercultural-enfr/16808ce258

Bennett, J. M. (1993). Towards Ethnorelativism: A developmental model

of intercultural sensitivity. In M. Paige (Ed.), Education for the

intercultural experience (pp. 109-135). Intercultural Press.

Bennett, J. M. (2008). Transformative training: Designing programs for

culture learning. In Moodian, M. A. (Ed.), Contemporary leadership and intercultural competence: understanding and utilizing cultural diversity to build successful organizations. SAGE.

Byram, M. (1997). Teaching and assessing intercultural communicative

competence. Multilingual Matters.

Byram, M. (2008). Foreign language teaching and intercultural

citizenship. Iranian Journal of Language Teaching Research, 1(3),

-62.

Cahyani, A. P. & Drajati, N. A. (2017). English communication problems

and needs from social engagement perspective as experienced by airport passenger-handlers. English Education: Jurnal Tadris Bahasa Inggris, 10(2), 179-193. https://doi.org/10.24042/ee-jtbi.v10i2.1744

Cheng, A. & Laurence, A. (2014). ESP research in Asia. English for Specific

Purposes, 33, 1-3. https://doi.org/10.1016/j.esp.2013.07.002

Council of Europe. (2001). Common European Framework of Reference

for Languages: Learning, teaching and assessment. Cambridge University Press. https://rm.coe.int/16802fc1bf

Council of Europe. (2018). Common European Framework of Reference

for Languages: Learning, teaching and assessment - Companion Volume with new descriptors. Council of Europe Publishing. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989

Council of Europe. (2020). Common European Framework of Reference

for Languages: Learning, teaching and assessment – Companion Volume. Council of Europe Publishing. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4

Crystal, D. (2012). English as a global language (2nd ed.). Cambridge

University Press.

Ekwannang, P. (2004). A study of verbal cross cultural communication

barriers among Western expatriates and Thai staff in Thailand. [Unpublished master’s project, Srinakharinwirot University].

Evans, C. (2013). Making sense of assessment feedback in higher

education. Review of Educational Research, 83(1), 70-120. https://doi.org/10.3102%2F0034654312474350

Foley, J. (2005). English in Thailand. RELC Journal, 36(2), 223-234.

https://doi.org/10.1177%2F0033688205055578

Hengsadeekul, C., Hengsadeekul, T., Koul, R., & Kaewkuekool, S. (2010).

English as a medium of instruction in Thai universities: A review of

literature. Selected Topics in Education and Educational Technology, 89-94.

Jefferson. G. (1978). Sequential aspects of storytelling in conversation. In

J. Schenkein (Ed.), Studies in the organization of conversational interaction (219-248). Academic Press.

Kachru, B. B. (1990). World Englishes and applied linguistics. World

Englishes, 9, 3-20. https://doi.org/10.1111/j.1467-

X.1990.tb00683.x

Khamkaew, S. (2017). Developing oral communication materials for Thai

immigration officers. [Unpublished doctor’s thesis, Assumption University].

Liddicoat, A. J. & Scarino, A. (2013). Intercultural language teaching and

learning. Wiley-Blackwell.

Loedlukthanathan, S., Premmanisakul, V. Mahasap, N., Apichatiyakul, K. &

Griffiths, T. S. (2020). English oral communication skill improvements and needs from foreign tourists engagement perspective as duty notion by Thai airport passenger-handlers and flight attendants of Thai aviation and airports. Journal of Social Academic, 13(2), 19-27.

Mehan, H. (1979). Learning lessons: social organisation in the

classroom. Harvard University Press.

Nunan, D. (1992). Research methods in language learning. Cambridge

University Press.

Phongpichitphoom, P. (2017). English communication problems affecting

Thai employees’ performances in international online travel agencies. [Unpublished master’s thesis, Srinakharinwirot University].

Phungmanee, N. (2016). Problems in English language communication

perceived by sales people at a telecommunication company in Bangkok, Thailand. [Unpublished master’s thesis, Thammasat University].

Ruben, B. D. (1976). Assessing communication competency for

intercultural adaptation. Group and Organization Studies, 1, 334-

https://psycnet.apa.org/doi/10.1177/105960117600100308

Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics

for the organization of turn-taking for conversation. Language,

(4), 696-735. http://dx.doi.org/10.2307/412243

Sert, O. & Seedhouse, P. (2011). Introduction: Conversation Analysis in

applied linguistics. Novita-ROYAL (Research on Youth and Language), 5(1), 1-14.

Sidnell, J. (2010). Conversation analysis: An introduction. Wiley-Blackwell.

Sinicrope, C., Norris, J., & Watanabe, Y. (2007). Understanding and

assessing intercultural competence: A summary of theory,

research, and practice (technical report for the foreign language program evaluation project). Second Language Studies, 26(1), 1-58.

Sukhathummo, K., Chutisilp, P. & Wiriyachitra, A. (2005). Executive

summary need analysis for the usage of the English language among the personnel of the industrial groups. English Language Development Center.

Teng, B. & Sinwongsuwat, K. (2015). Teaching and learning English in

Thailand and the integration of Conversation Analysis (CA) into the classroom. English Language Teaching, 8(3), 13-23.

Tomlinson, B. (2011). Introduction: Principles and procedures of

materials development. In B. Tomlinson (2nd ed.). Development

materials for language teaching. Cambridge University Press.

Wiggins, G. (1998). Education assessment: Designing assessments to

inform and improve student performance. Joey-Bass Publishers.

Wong, J. & Waring, H. Z. (2010). Conversation analysis and second

language pedagogy: A guide for ESL/EFL Teachers. Routledge.

Wu, Y. (2013). Conversation analysis – A discourse approach to

teaching oral English skills. International Education Studies, 6(5), 87-91. http://dx.doi.org/10.5539/ies.v6n5p87

Young, R. F. (2008). Language and interaction. Routledge.