Cross-Cultural Classroom Discourse in English Language Education: A Comparative Exploration of Pedagogical Practices at (UPGRIS) Indonesia and (NRRU) Thailand

DOI

10.2991/978-2-38476-543-0_25How to use a DOI?

Keywords

Cross-Cultural Classroom Discourse; Comparative Pedagogy; Cultural Responsiveness; Discourse Analysis; Learner Autonomy; Southeast Asian ELT; Teacher–Student Interaction

Abstract

This study examined cross-cultural classroom discourse in English language education by comparing instructional interactions at Universitas PGRI Semarang (UPGRIS), Indonesia, and Nakhon Ratchasima Rajabhat University (NRRU), Thailand. The research aimed to explore how discourse patterns emerged, how cultural values shaped these interactions, and how such practices influenced learner participation, autonomy, and meaning-making. A qualitative comparative case study design was employed, drawing data from classroom observations, semi-structured interviews, and instructional documents. The data were analyzed using a multi-layered discourse approach integrating Systemic Functional Linguistics (SFL), Initiation–Response–Feedback (IRF) coding, and sociocultural interpretation. Findings revealed significant contrasts in interaction patterns across the two institutions. UPGRIS classrooms maintained structured, teacher-led discourse emphasizing accuracy, guided responses, and hierarchical roles. In contrast, NRRU classrooms supported student-initiated interaction, dialogic participation, and collaborative meaning-making, though occasionally at the expense of linguistic precision. Cultural orientations played a central role: Indonesian discourse practices reflected norms of respect and controlled communication, whereas Thai practices aligned with expressive and autonomy-driven participation. These findings suggested that effective ELT pedagogy in Southeast Asia benefits from blending hierarchical and participatory discourse norms rather than privileging one approach. This study offered pedagogical insights for developing more balanced, culturally responsive interactional practices that enhance both communicative agency and linguistic development. Future research may explore hybrid models across broader regional contexts.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Dias Andris Susanto
AU  - Ajeng Setyorini
AU  - Andi Priyolistiyanto
PY  - 2026
DA  - 2026/02/26
TI  - Cross-Cultural Classroom Discourse in English Language Education: A Comparative Exploration of Pedagogical Practices at (UPGRIS) Indonesia and (NRRU) Thailand
BT  - Proceedings of the 8th International Conference on Education and Social Science Research (ICESRE 2025)
PB  - Atlantis Press
SP  - 297
EP  - 313
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-543-0_25
DO  - 10.2991/978-2-38476-543-0_25
ID  - Susanto2026
ER  -