Perceptions of Internationalization and Intercultural Sensitivity among English as a Foreign Language Students at a Thai University: A Convergent Parallel Mixed Methods Study
DOI:
https://doi.org/10.5281/zenodo.23526970Keywords:
EFL students, higher education internationalization, intercultural sensitivity, Internationalization at Home, mixed methods, ThailandAbstract
Internationalization has become a strategic priority in higher education, yet its relationship with students’ intercultural sensitivity remains insufficiently understood, particularly in English as a Foreign Language (EFL) context. This study examined the relationship between perceptions of internationalization and self-reported intercultural sensitivity among 123 second-year EFL students at a Thai university. Employing a convergent parallel mixed methods design, quantitative data were collected using the Students’ Perception on Internationalization Instrument (SPII) and the Intercultural Sensitivity Scale (ISS), while qualitative data were obtained through written open-ended responses and analyzed using reflexive thematic analysis. Both strands were analyzed independently and subsequently integrated to develop a comprehensive interpretation of the findings. Results revealed very high perceptions of internationalization (M = 4.389, SD = 0.671) and high self-reported intercultural sensitivity (M = 3.627, SD = 0.431), with a statistically significant positive relationship between the two constructs, r(121) = .372, p < .001. Despite these favorable assessments, interaction confidence and enjoyment emerged as comparatively weaker dimensions of intercultural sensitivity. Qualitative findings indicated that meaningful intercultural engagement was facilitated by direct interaction, English-mediated communication, perspective-taking, collaboration, and relationship-building, while limited participation opportunities, language difficulties, and communication anxiety constrained students’ experiences. Integration of the findings revealed that favorable perceptions of internationalization did not necessarily translate into sustained intercultural participation. These findings informed the development of the proposed Walailak Intercultural Sensitivity Program (WISE), which emphasizes accessible, structured, and sustained intercultural learning opportunities. The study suggests that the educational value of internationalization depends not merely on institutional initiatives but on students’ opportunities to engage meaningfully across cultural differences.
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