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Concerning this intercultural competence, non-verbal communication (NVC) plays a key role to indicate the success of having intercultural competence. On the other hand, Thai Ministry of Education (MOE) has launched the CEFR for the country policy in English teaching and learning (Ministry of Education, 2016). The purpose of this paper is to present major results of an investigation of intercultural competence, that is, the NVC. An innovative program implemented in this study is the CEFR and project- based activities (the CEFR-PBA) . The study also examines Thai university students’ attitude towards this innovative class. This paper discusses the IC students learned from role-plays. The participants of the study were 44 students of third year English Education at a Thai Rajabhat University. Research method applies action research (Burns, 1999) and case study (Yin, Case Study Research: Design and Method, 2003) . Data collection gained was from 1) videotape recordings of students’ role-play, and 2) the questionnaire. Data analysis for video recordings employed a NVC rating scale evaluated by native-speaker raters; while means, percentage, and SD were used for the questionnaire. Grounded theory’s color coding (Strauss & Cobin, 1990) will be utilized in analyzing the qualitative data from raters’ additional comment. Findings revealed students’NVC performance were both appropriate on body movement and position as well as vocalic communication. Moreover, their attitude towards the CEFR-PBA was positive. |\n| Article history\u003Cbr>Received: August 18, 2017\u003Cbr>Accepted: October 25, 2017\u003Cbr>Published: December 30, 2017\u003Cbr>Volume: 8 Issue: 6\u003Cbr>Advance access: December 2017 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>The CEFR,\u003Cbr>Project-based activities, Role-play,\u003Cbr>Intercultural Competence, Non-Verbal Communication |  |\n\nINTRODUCTION  \nThis study originated from the current situation of globalization which means the communication among people who has different background of language and culture. Concerning this context, intercultural competence plays an important role and is required as a basic component in intercultural dialogue to promote the mutual understanding. Regarding this intercultural competence, non-verbal communication (NVC) is one of the key factors to indicate the successful of having intercultural competence. However, previous research studies have highlighted how difficult and miscommunication may arise when people with different culture have communicative interaction (Schnell, 2003; Ruthrof, 2015) . These problems are most likely to arise in contexts where two cultures are different. In 2001, Council of Europe created Common European Framework of References (CEFR) and many educational institutions applied it for promoting intercultural competence English subjects in designing their curriculum (2001) . It was clear that the purpose of integrating intercultural knowledge into English lesson is to avoid the learner’s misinterpretation and to promote learners’ appropriateness of interactions with speakers who have different L1 and culture. Similarly, in Thailand, this situation brings to the  \nimportance of preparing Thai university students to be proficient in both linguistic and sociolinguistic areas of English. As a result, Ministry of Education has launched the CEFR pol","cbCaif4j6ytNlhFc","https://ap.wps.com/l/cbCaif4j6ytNlhFc","pdf",836341,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To present major findings about intercultural competence through non-verbal communication and to examine Thai university students’ attitudes toward the CEFR-PBA role-play class.\"},{\"question\":\"What innovative teaching approach is used?\",\"answer\":\"The study implements an innovative program combining CEFR with project-based activities (CEFR-PBA).\"},{\"question\":\"How were the research data collected and analyzed?\",\"answer\":\"Data came from videotape recordings of students’ role-plays and a questionnaire. NVC in the videos was evaluated using a NVC rating scale by native-speaker raters, while questionnaire results used means, percentages, and SD, with qualitative comments analyzed using grounded theory color coding.\"}]","Promoting Intercultural Competence of Thai University Students through Role-Play | PDF",1792068033,11]