Jorda, E., A., S. & Rodrigo, R. (2021). Vlogging and Intercultural Communicative Competency of ESL Beginner Learners during the Covid-19 Pandemic Lockdown in Bangkok, Thailand. 14th National and International Conference on Humanities and Social Sciences, Prince of Songkla University Phuket Campus, Thailand. Conference proceeding.
The 21st century marks the rise of a diversified world and of the information age, which can be seen with societies becoming more multilingual and multicultural. As a consequence, culture inevitably plays an important role in language teaching and learning. Hence, this study aimed to explore the use of Vlogs in cultivating the students’ Intercultural Communicative Competence (ICC) at Stamford International University Bangkok, Thailand conducted during the Covid-19 pandemic. The respondents for this study were forty (40) incoming freshmen students from varied Non-Native English countries whose placement tests categorized them as Beginner English learners. A quasi-experimental research design used pre- and post-survey questionnaires to determine the effects of vlogging on beginner ESL students’ intercultural communicative competence.
The collected data were analyzed through frequency, T-test and one-way ANOVA to compare variances between control and experimental groups. The results of the experiment revealed a significant difference in the experimental groups’ ICC competency during the pre-survey and post-survey implementation. Whereas the control group yielded no significant difference in their ICC level during the pre-survey and post-survey. Lastly, the data indicated that there was no significant difference between the control and experimental groups’ intercultural communicative competency. Overall, these results can provide a vital framework for future studies relating to the intercultural communicative competence and online learning of non-native English students. It is recommended that further investigative studies on the cultural dimension of the English language can help innovate language teaching pedagogies and curriculum development for multicultural learners.
