Los tanques de 7,57 m 3 (2,000 gal) de capacidad de agua o menos deberán cumplir con la Tabla 3 Los tanques de más de 7,57 m 3 hasta 15,14 m 3 (2001 gal a 4,

3.2.1 Setting

This study was conducted in a Thai provincial University in Phitsanulok province which is located outside of Bangkok, the capital city of Thailand. Phitsanulok province is the major city of the lower northern region. Significantly, it was the birthplace of King Naresuan the Great. This provincial University yearns to be the „University of Innovation‟. The University was officially established on 29th July, 1990. The inclusive university meets expectations of the public sector in furnishing cutting–edge and various programmes within 22 faculties and colleges, as well as having a demonstration school. To illustrate, the social sciences cluster consists of two colleges and five faculties which are the International College, College of ASEAN Community Studies, Faculty of Business, Economics and Communications, Faculty of Education, Faculty of Humanities, Faculty of Law, and Faculty of Social Sciences. The science and technology cluster consists of

two schools, four faculties and one institute which are the School of Logistics and Supply Chain, School of Renewable Technology, Faculty of Agriculture, Natural Resources and Environment, Faculty of Architecture, Faculty of Engineering, Faculty of Science, The Institute for Fundamental Study. The health sciences cluster consists of seven faculties which are the Faculty of Allied Health Sciences, Faculty of Dentistry, Faculty of Medical Sciences, Faculty of Medicine, Faculty of Nursing, Faculty of Pharmaceutical Sciences, and Faculty of Public Health. Besides, there is the academic integration of the Graduate School, which functions as a Faculty. According to a report by the Division of Academic Affairs in 2014, the number of students who studied in this University came from 77 provinces and 21 foreign countries. There were 16,263 Thai undergraduate and 79 foreign students. The number of Thai graduate and professional students was 3,644, whereas there were 80 foreign graduate students. There were 2,754 teaching staff including professors, associate professors, assistant professors, Thai lecturers and foreign lecturers. Additionally, the information stated about the University was taken in 2014.

The study (both pilot and main study) was conducted in the Department of English language, Humanities Faculty. Currently, the English Language Department has teaching staff of about 50, and 5 of them are foreign lecturers from the United Kingdom, the United States, and the Philippines. Lecturers at the English Department either have gained their Master degree in Thailand or abroad on TESOL, Linguistics, Translation or Literature. The department of English language, Humanities Faculty offers undergraduate programmes–Bachelor of Arts in English (B.A. English), Master of Arts programme in English (M.A. English) and Doctor of Philosophy in English (Ph.D. English). Each year a number of undergraduate students from various faculties need to take English subjects as part of their mandatory subjects. The substantial number of undergraduate students enrolling in the University each year has resulted in the large sized language classrooms with a number of students ranging from approximately 15–85 students in each class.

3.2.2 Participants

3.2.2.1 Population and sample of pilot study

The population of the pilot study was the native English lecturers teaching English subjects and Thai undergraduate students taking English courses at the University. The choice of students and teachers was due to convenience and willingness for participation in the research. For the pilot study, the sample comprised 4 native English lecturers (2 American and 2 British) and 195 Thai EFL undergraduate students enrolled in first, second and third year university courses in the following majors: Science, Business, Tourism and Psychology.

The native English lecturers who participated in this pilot study were two experienced American lecturers who had more than 5 years of experience teaching English to Thai students, a British lecturer who had more than 10 years of experience teaching English to Thai students in Thailand and a British lecturer who began teaching in the University 2 months. Previously, these four native English lecturers had been assigned to teach different English courses; „Communicative English for Specific Purposes‟, „English Conversation‟ and „Introduction to Business‟. For the Thai student samples in the classroom observations, a total of 57 Thai EFL students age 18 to 21 were observed for the use of cross–cultural communication strategies. They were first to third year students whose majors were Public Relations and Psychology. For the focus groups of Thai student samples, a total of 20 (10 male and 10 female) Thai EFL students took part in the focus group interviews.

3.2.2.2 Population and sample of main study

The population of the main study was the native English lecturers, Thai lecturers of English at the University and Thai undergraduate students studying at the University. The choice of students and teachers was also due to convenience and willingness for participation in the present research. For the current or main study, the sample comprised 2 native English lecturers (one American and one British) 2 Thai lecturers of English subjects and 349 Thai EFL undergraduate students

enrolled in first, second, third and fourth year university courses in the following majors: Public Health, Engineering, Social Science, Law, International Business, Business and Management, Political Science, and Tourism. These undergraduate Thai students aged 18 to 23 were observed for the use of cross–cultural communication strategies and communication strategies occurred while studying in the Thai EFL classroom. Due to a large number of students per class in the classroom observation, focusing on students‟ communication and interactions could be difficult, therefore, four volunteer students as participants were accounted for purposive sampling. In other words, they were being the respresentatives of each sample size. The application of CCC(s) and CS(s) applied by these sixteen students could be easily focused or observed apart from the whole class communication and interactions for the in-dept understandings despite various English language competencies each student possessed. With various English competencies of these students‟ participants, detailed information on CCC(s) or CS(s) application whilst communicating with their lecturer could be captured and indicated. This research was based on case study approach using thematic analysis as the method of analysis; hence, small samples which help generate themes can be applied (Bruan and Clarke, 2013).

The American lecturer who took part in this main study had more than 5 years of experience teaching English to Thai students. He had been assigned to teach two English courses: „Communicative English for Specific Purposes‟ and „Communicative English for Research Presentation‟. The British lecturer who participated in this main study has been teaching at the university for only 12 months. This lecturer has been assigned to teach three courses: „Introduction to Business‟, „Introduction to International Business‟ and „Production and Cooperation Management‟. These two native English lecturers were the main participants from the pilot study. In addition, there were 2 Thai lecturers of English who participated in the main study. They have been teaching English at the university for more than 5 years. Both of them had been assigned to teach several English courses which were „Fundamental English‟, „Communicative English