The Competence in Intercultural Communication and Cultural Adaptation of Thai Students Having the Internship Program in France

Abstract

The objective of this study was to investigate competence in intercultural communication and the ability to adapt to a new culture among Thai students who participated in an internship program in France under the academic collaboration between the College of Liberal Arts, Rangsit University and two French institutions including la Maison de la Thaïlande and École Hotelière de Paris (Jean-Druant). This study employed a qualitative research approach using in-depth interviews and participation observation, with data triangulation to gather data from 23 key informants, categorized into three groups:  20  interns, two  Thai   supervisors,  and  one French supervisor. The research framework was based on theories of intercultural communication, culture shock, and cultural adaptation. The findings were presented in the form of analytical descriptions.

           The results showed that factors influencing competence in intercultural communication included overseas experience, internship experience, field of study, language proficiency, prior knowledge of French daily life and culture, purposes of participating in the internship, and the level of pre-departure preparation. Regarding culture shock, it was found that each student experienced varying degrees of it. The factors contributing to these differences included the duration of the internship, the placement location, and most importantly, language proficiency and attitude. Students with strong language backgrounds, whether in English or French, as well as those with positive attitudes exhibited fewer physical and psychological symptoms of culture shock, leading to fewer difficulties in daily living and internship performance. In terms of cultural adaptation, students adjusted to the new culture at different rates, typically within two to four weeks. Such variations depended on individual backgrounds and attitudes. Among the 20 students interviewed, their cultural adaptation levels could be categorized into four groups, corresponding with the theories proposed by Black (1988) Bennett (1993) Earley and Peterson (2004) and Jia and Rutherford (2010), which were: 1) no adaptation group, 2) understanding group, 3) adjusting group, and 4) learning group. The results of this study reflect that, beyond language proficiency and knowledge of culture, which directly influence the intercultural communication competence, having positive attitudes and thorough preparation are also crucial factors that contribute to smoother adaptation and fewer difficulties during the internship. Most interns adapted well within a short period. After the internship, the students expressed satisfaction and a desire to return to live and work in France. Both students and internship supervisors strongly believed that internship experience would be beneficial for future careers. The results of this research can serve as a guideline for preparing individuals who plan to intern or work in France and can also be applied in curriculum design, training programs, and developmental activities aimed at enhancing personnel value for working in international contexts.