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Twenty Thai EFL undergraduates were selected through simple random sampling. 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The aim of the |\n| Accepted: March 28, 2018 | current study is to investigate the effectiveness of the innovative teaching, ISSECI Model in |\n| Published: June 30, 2018\u003Cbr>Volume: 9 Issue: 3 | terms of intercultural pragmatic competence: face threatening ace (FTA)– Do FTA and Don’t do FTA. The twenty Thai EFL undergraduate students from Rajabhat University were selected |\n| Advance access: May 2018\u003Cbr>Conflicts of interest: None | as participants through simple random sampling. Data were collected using rejoinder-discourse completion task mixed with open time free response construction, and was statistically analyzed in MEAN, standard deviation, and t-test. The findings revealed that the participants’intercultural |\n| Funding: The research is financed by | pragmatic competence after learning through ISSECI Model is significantly higher than that |\n| Office of the Higher Education | before the experiment (*p \u003C 0.05) . The participants’ perception with regard to ISSECI Model |\n| Commission of Thailand.  | included four domains, i.e., English knowledge gained, cultural awareness, strengths, and weaknesses of the model. |\n| Keywords: |  |\n| Intercultural Pragmatic Competence, Politeness Strategies, |  |\n| Knowledge Management, |  |\n| English as a Foreign Language, Perception |  |\n\nINTRODUCTION  \nIn Thailand, English is employed for exclusive or specific purposes, e.g., technology, employment, and face-to-face communication with foreigners rather than use in daily life, especially for the broader communication in the society. According to Article 34 of the ASEAN Charter, English is acclaimed to bethe working language of ASEAN (The ASEAN Secretariat, 2008: 29) . Moreover, ASEAN Economic Community (AEC 2015) requires regional connection of South-East Asian countries for the sake of mutually economic, social, cultural, and educational advantages. Hence, Thai people cannot avoid using English for contacting with the foreigners. This mutually macro-agreement confirms that communication in English contributes to crossover from one frontier to the other for global cooperation (Jenkins: 1996). However, this international cooperation cannot guarantee the improvement of Thai’s poor L2 exposure because of the hindrance of educational facilitation.  \nL2 exposure, apart from daily-life communication, is considerably vital to language learning in the classroom setting. The explicit input, or language exposure in the classroom plays an important role in learners’ L2 development (Blum-Kulka & Olshtain, 1986; Bardovi-Harlig & Hartford, 1993; Bouton, 1994). Yet, the achievement in L2 learning is limited by small chance of the students to have an exposure to English commu-  \nnicative situations in compulsory English classes in Thailand (Khamkhien, 2010; Poonpon, 2011), besides background of English proficiency that makes advancing English lessons difficult (Chayanuvat, 2007) . This fact is supported by Damnet (2008:2) who stated that such a problem is a consequence of the constraint of intercultural contact as follows.  \nIn Thailand, even today, English clearly has the status of a foreign language and the majority of Thai learners of English even at university level have had no or very limited contact with native spea","cbCairgG2F6XXolr","https://ap.wps.com/l/cbCairgG2F6XXolr","pdf",275560,"English","# Article INFO\n## ABSTRACT\n## INTRODUCTION","[{\"question\":\"What does the study examine regarding Thai EFL students’ performance?\",\"answer\":\"It examines how the ISSECI Model affects students’ intercultural pragmatic competence, particularly their handling of face threatening acts (FTA).\"},{\"question\":\"How were participants selected and how was data collected?\",\"answer\":\"Twenty Thai EFL undergraduates were selected via simple random sampling. Data came from a rejoinder-discourse completion task plus open-ended free-response construction.\"},{\"question\":\"What method was used to analyze the results?\",\"answer\":\"Results were statistically analyzed using mean, standard deviation, and t-test.\"}]","The Implementation of ISSECI Model for Enhancing Thai EFL Students’ Intercultural Pragmatic Competence - Politeness Strategies | PDF",1792068122,23]