Assessment of Cross-Cultural Communication Competence for College Students Using Krzanowski and Lai Index Based K-Means Clustering

Cross Cultural communicative competence (CCC) is broadly recognized as the significant characteristics of advanced foreign language education. While a value of intercultural language teaching is most acknowledged between adult learners and in higher education, various teachers working with adolescent. This difficulty often stems from an absence of a structured instructional model that simultaneously supports cross-cultural development and improves English learning experiences. Thus, this research proposes the Krzanowski and Lai (KL) Index based K-means Clustering (KLI-KMC) approach for the assessment of CCC of college students. Through dynamically modifying the data and methodology, the CCC approach importantly enhances linguistic proficiency and cultural understanding, important for efficient global interactions. Multiculturalism crucially influences educational approaches, providing opportunities to foster cross-cultural understanding as well as broadmindedness. This research utilized a quasi experimental model through arbitrarily chosen binary eighth grade classes in a secondary school in northern Thailand, with one class nominated as experimental group (N = 31) and other as control group (N = 28).