Cultivating Diversity, Inclusion, And Equity in English Classrooms: Thai EFL Teachers' Intercultural Competence and Sensitivity Levels

Pariwat Imsa-ard

Authors

Pariwat Imsa-ard Thammasat University

Keywords:

action research, intercultural communicative competence, intercultural sensitivity, Thai EFL teachers, teacher training

Abstract

In the globalized world, EFL teachers play a key role in fostering language and intercultural communication. As classrooms become more diverse, ICC and IS are essential for creating inclusive environments and preparing students for global interactions. This mixed-methods research objectives are to enhance the intercultural communicative competence (ICC) and intercultural sensitivity (IS) of 15 Thai EFL teachers through a one-month workshop comprising four sessions: (1) Understanding Cultural Diversity, (2) Exploring Cultural Differences, (3) Developing Intercultural Sensitivity, and (4) Practical Application and Wrap-up. The workshop was designed to promote inclusion and equity in English classrooms by equipping teachers with strategies to create culturally responsive learning environments, address biases, and support students from diverse background. The study employed a pretest-posttest design to measure changes in ICC and IS, using validated quantitative instruments, including the Intercultural Communicative Competence Scale and the Intercultural Sensitivity Scale. Additionally, qualitative data were collected through follow-up interviews to explore teachers' perceptions of the workshop’s impact on their pedagogical practices. Findings revealed significant improvements in both ICC and IS among all participants, which highlights the effectiveness of the workshop. Qualitatively, most teachers reported satisfaction with the workshop and found it practical for their teaching practices which could further help enhance students’ ICC and IS. These outcomes emphasize the value of ICC and IS training for EFL teachers and support the development of educational materials that integrate linguistic proficiency with cultural understanding, promoting diversity and inclusivity in English language classrooms.

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References

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