Intercultural communicative competence in the Global South

A case study of Thai students

Authors

DOI:

https://doi.org/10.32674/6c3frs24

Keywords:

communication strategies, English as a lingua franca, intercultural communication, intercultural communicative competence, Thai students, world Englishes

Abstract

In increasingly globalized academic environments, intercultural communicative competence (ICC) is crucial for navigating diverse linguistic landscapes and achieving academic success. This qualitative exploratory case study examines the ICC of Thai students in Indian higher education within the framework of World Englishes. Conducted at The English and Foreign Languages University, the study investigates how Thai students negotiate meaning and manage linguistic and cultural challenges in multilingual academic interactions. Data were collected through semi-structured interviews with six Thai students and analyzed using systematic coding and thematic analysis guided by established intercultural communication strategy frameworks. The findings indicate that participants prioritized intelligibility and comprehension over grammatical accuracy, employing strategies such as simplification, approximation, paraphrasing, meaning replacement, and form avoidance to sustain conversational flow and minimize breakdowns. The study reveals that intercultural communication in Global South academic contexts relies heavily on adaptability and pragmatic negotiation rather than adherence to native-speaker norms. These insights contribute to discussions on English as a Lingua Franca and offer pedagogical implications for internationalized higher education.

Author Biographies

  • Jatuporn Simmali, The English and Foreign Languages University

    Jatuporn Simmali is a PhD researcher at The English and Foreign Languages (EFL) University. He holds a Bachelor of Education (B.Ed.) and a Master of Arts (M.A.) in English from top-tier universities in Thailand. An active scholar with over six publications in reputable national and international peer-reviewed journals, his academic and research focus centers on World Englishes and Intercultural Communicative Competence. Through his work, he aims to develop and enhance the practical communication strategies of Thai EFL learners, preparing them to navigate linguistic diversity and foster meaningful intercultural connections in an increasingly changing global world. Email: jatupornphdele25@efluniversity.ac.in

  • Muthyala Udaya, The English and Foreign Languages University

    Dr. Muthyala Udaya is an Associate Professor and Head of the Department of ESL Studies at The English and Foreign Languages University (EFLU), Hyderabad. She holds a Ph.D. in English Language Education and brings over sixteen years of dedicated university-level teaching, research, and administrative experience. Her primary research and academic focus centers on multilingual second language acquisition, corpus linguistics, digital pedagogy, and inclusive teacher education. A published scholar and global conference presenter, she has successfully supervised numerous doctoral and master’s dissertations while actively contributing to international research projects like ICNALE. Email: udaya@efluniversity.ac.in

  • Bethala Jyothsna, The English and Foreign Languages University

    Bethala Jyothsna is a PhD Research Scholar in the Department of English Language Education (ELE) at The English and Foreign Languages University (EFLU), Hyderabad. Drawing on her hands-on classroom experience as a Teaching Assistant, her research and academic focus centers on English Language Teaching (ELT), digital pedagogy, and the integration of Artificial Intelligence in language learning. An active emerging scholar with publications in reputable national and international peer-reviewed journals, she has presented her work at global forums, including the Vietnam TESOL conference. Through her research, she aims to develop technology-mediated pedagogical frameworks and foster learner agency, preparing language educators and students to navigate digital transformations in language education. Email: jyothsnaphdele24@efluniversity.ac.in

  • Chatuporn Nimol, The English and Foreign Languages University

    Chatuporn Nimol, currently pursuing a Master of Arts (M.A.) in English (TESL) at The English and Foreign Languages University (EFLU), India. I hold a Bachelor of Education (B.Ed.) in English Language Teaching from Mahamakut Buddhist University, Thailand. My academic interests include intercultural communication in English as a Foreign Language (EFL) contexts and the development of English language skills among EFL learners. I am particularly interested in conducting research on intercultural communication and language skill development to enhance English language learning and teaching in EFL settings.

  • Tsegaye Abie Gebeyehu, The English and Foreign Languages University

    Tsegaye Abie Gebeyehu is an Assistant Professor in English Literature at Wachemo University, Hosaena, Ethiopia. He received his BA from Wollo University in 2011 and his MA in English literature from Bahir Dar University in 2013. He published several scholarly articles on oral literature, literature in the language classroom, and literary techniques. He is now a PhD scholar in English Literature at the English and Foreign Languages University, Hyderabad, India. His research areas include literary theory and criticism, literary trauma studies, memory studies, literature, violence and torture, eco-criticism, gender studies, etc. Email: tsegayeabiephd2023@efluniversity.ac.in

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Additional Files

Published

2026-09-10

Issue

Vol. 15 No. 7 (2026): Journal of Interdisciplinary Studies in Education

Section

Education, Society, and Cultural Contexts

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Copyright (c) 2026 Jatuporn Simmali, Muthyala Udaya, Bethala Jyothsna, Chatuporn Nimol, Tsegaye Abie Gebeyehu

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How to Cite

Simmali, J., Udaya , M., Jyothsna, B., Nimol, . . C., & Gebeyehu, T. A. (2026). Intercultural communicative competence in the Global South: A case study of Thai students. Journal of Interdisciplinary Studies in Education, 15(7). https://doi.org/10.32674/6c3frs24