A Case Study on Intercultural Sensitivity and Chinese Cultural Identity of Chinese Language Learners in a Thai University

Abstract

As the number of second-language learners participating in intercultural communication continues to rise, their intercultural competence has attracted increasing attention from academic researchers. This study investigates the levels of intercultural sensitivity and Chinese cultural identity of 60 Chinese language learners at Srinakharinwirot University in Thailand. Adopting a quantitative approach, a questionnaire survey was used to explore their current status, influencing factors, and the relationship between these two constructs. The results indicate that: 1) The students demonstrated a relatively high overall level of intercultural sensitivity, particularly in respect for cultural differences, while their interaction confidence was comparatively weak. 2) The students exhibited a high degree of overall Chinese cultural identity, with behavioral identity and affective identity being more positive, whereas cognitive identity required improvement. 3) Chinese proficiency significantly influenced Chinese cultural identity. Participation in Chinese cultural activities and experience of visiting China showed a nearly significant trend of influencing Chinese cultural identity. Being of Chinese descent significantly affected intercultural sensitivity. 4) Chinese cultural identity was a significant positive predictor of intercultural sensitivity. These findings underscore the importance of integrating cultural content and experiential learning into Chinese language teaching to enhance learners’ cultural understanding, interaction confidence, and intercultural competence.