Exploring Language, Culture, And Self-Motivation: Thai Students’ Experiences in An Exchange Program in Dali, China
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Abstract
This study aimed to explore the students’ experiences in relation to language, culture, and self-motivation, drawing on self-determination theory (Deci & Ryan, 1985) and Deardorff’s (2006) intercultural competence model for data analysis. A mixed-methods approach was employed, combining quantitative surveys on students' perceptions of the program with qualitative in-depth interviews conducted with both students and teachers overseeing the exchange. The findings revealed that students had developed a positive attitude toward the program and had expressed aspirations to pursue higher education in China after graduating in Thailand. Their heightened sense of self-motivation led them to commit more strongly to mastering the Chinese language as a means of achieving future success. Six months after their trip, their HSK levels were found to have improved. Overall, the study demonstrated that cooperation between Chinese and Thai universities could significantly impact Thai undergraduates, even through a short 10-day visit to China.
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