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In response to the growing diversity and multiculturalism of the globalized world, supporting learners in becoming intercultural speakers is a key focus in a growing body of research in second and FL education (e.g., Byram & Feng, 2005; Corbett, 2003; Liddicoat, 2002; Liddicoat & Scarino, 2013; Sercu, 2002). Given the importance of interculturality in this globalized era, the intercultural dimension is increasingly influential in today’s curricular frameworks for foreign language (FL) pedagogy (Hismanoglu, 2011; Young & Sachdev, 2010). This radical change has urged FL teachers to consider language pedagogy beyond linguistic tasks (Baker, 2012; Kongkerd, 2013; Sercu, 2006). Because of this, the English curriculum in Thailand was revised to modify its goal from the instruction of grammar rules to expanding the students’ communicative repertoires (Baker, 2008), helping students to communicate across different cultures. The revised curriculum challenges the pedagogical value of rote learning, making it compulsory for teachers to go beyond the codified descriptions of language teaching or accuracy. In fact, teachers should also guide their students on the sea of cross-cultural learning, directing and steering them toward becoming savvy intercultural speakers.
