การพัฒนาหลักสูตรการสอนภาษาอังกฤษที่ตอบสนองต่อวัฒนธรรม สำหรับผู้เรียนภาษาอังกฤษในระดับอุดมศึกษา

บทคัดย่อ

This study employed a research and development (R&D) methodology to develop and evaluate a culturally responsive curriculum for English as a Second Language (ESL) university students in Udon Thani, Thailand. It addressed the unique challenges faced by multicultural learners in the region by integrating local cultural contexts with global English learning standards. Data were collected through needs assessment surveys (n=156), semi-structured interviews with instructors (n=12), and classroom observations. Quantitative data were analyzed using descriptive statistics, independent and paired t-tests, ANCOVA, and correlation analysis, while qualitative data were examined through systematic thematic analysis. The resulting curriculum was implemented over two academic semesters with 78 undergraduate students from diverse cultural backgrounds. Results indicated significant improvements in both language proficiency scores (mean increase of 22.4%, p<.001) and intercultural competence metrics measured using the Intercultural Development Inventory (IDI). Additionally, qualitative analysis revealed increased student engagement and motivation when instruction incorporated culturally relevant materials. This research contributes to the literature on culturally responsive pedagogy in ESL contexts and provides a practical framework for curriculum development in multicultural higher education settings in Thailand and similar Southeast Asian contexts. Study limitations include the single-site design and the focus on undergraduate students only, suggesting that future research should examine implementation across multiple institutions and educational levels.