Investigating cultural intelligence of Thai EFL learners through their reflections in cross-cultural journals

This pilot study explored Thai EFL learners’ cultural intelligence (CQ) through their reflections in cross-cultural journals. The sample consisted of 96 cross-cultural journals from 32 high English exposure (TEHs), 32 medium English exposure (TEMs), and 32 low English exposure (TELs) groups. Drawing from the theoretical grounds of CQ fundamental factors (Ang et al., 2007), CQ practical aspects (Livermore, 2011), and 5R reflection writing scale (Bain et al, 1999), the findings revealed three similar factors of CQ among the three sample groups: (1) cognitive CQ, (2) metacognitive CQ, and (3) motivational CQ. Three similar reflective patterns were also observed: (1) reporting, (2) reporting and responding, and (3) reporting, responding, and relating. The differences lie in the way the TELs exemplify a recorder type of learner while the TEMs and the TEHs show a move toward the reflector type of learner. In spite of the fewer chances to interact with other people from different cultures during the COVID-19, the findings suggest a possible lead to some behavioral adjustments of these EFL learners in their future cross-cultural interactions.