Intercultural communication competence and classroom interaction among teachers and students in a tertiary institution in Timor Leste: Building an enhanced model and policy framenwork
Los Baños: University of the Philippines Los Baños, Doctoral Thesis (2024), xiii, 391 pp.
Contains 30 tables, 13 figures, bibliogr. pp. 283-
"This study examined the Intercultural Communication Competence (ICC) of teachers and students at a Catholic school in Timor Leste using Zhong et al.'s (2013) developmental model. Employing a mixed-methods design, data were collected via the ICC Self-Rating Scale (ICCRS) survey, focus group discussions, and non-participant observations. A random sample of 68 teachers and 206 students participated. Quantitative data were analyzed using mode scores across eight ICC subcategories, while qualitative data underwent thematic analysis. Results showed key insights into participants' confidence and abilities, with over half of the participants being women and teachers having more international experience than students. Classroom interactions were classified into five engagement types: unequal, language, response, knowledge, and cultural. These findings informed the creation of a new contextual model and policy framework to enhance intercultural communication. This research highlights the significance of theoretical frameworks in assessing ICC and the contextual environment of participants." (Abstract)
Thesis of Cardinal Foley Scholarship Fund (CFSF) beneficiary
1 Introduction, 1
2 Review of related literature, 16
3 Methodology, 52
4 results and discussion, 70
5 Emerging and policy framework models of intecultural communication, 201
6 Summary, conclusion and recommendations, 263
Appendices, 293
2 Review of related literature, 16
3 Methodology, 52
4 results and discussion, 70
5 Emerging and policy framework models of intecultural communication, 201
6 Summary, conclusion and recommendations, 263
Appendices, 293
