Mediating Meaning Across Borders: Burmese Communication Arts Students as Peer Mentors in a Thai University’s English Learning Environment

Abstract

As Thai universities pursue Internationalization at Home (IaH), there is an increasing need to provide meaningful intercultural learning opportunities without relying on overseas mobility. Peer-Assisted Learning (PAL) offers a practical approach by creating authentic interactions between domestic and international students within regular academic settings. This study investigates the effects of structured intercultural PAL sessions facilitated by Burmese Communication Arts students on the intercultural competence and English communication skills of Thai university students. Guided by Sociocultural Theory and Byram’s Intercultural Competence Model, the research employs a mixed-methods, quasi-experimental pretest–posttest control group design involving 100 Thai undergraduate students. Fifty students participate in a ten-week PAL intervention with trained Burmese peer mentors, while fifty students complete English self-study activities without intercultural engagement. Quantitative data are collected using a validated Intercultural Competence Questionnaire and English communication assessments, while qualitative data are obtained through semi-structured interviews to explore participants’ experiences of cultural meaning-making and communication. The study is expected to demonstrate that sustained intercultural peer interaction enhances students’ intercultural attitudes, communication strategies, and confidence in using English as a lingua franca. The findings will contribute to the growing body of research on Internationalization at Home by providing an evidence-based model for integrating intercultural learning into routine university support programs. The study also highlights the educational value of intra-ASEAN peer collaboration in preparing graduates for culturally diverse academic and professional environments.