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With a qualitative study, our aim is to investigate the dynamic aspects of intercultural adaptation of Chinese lecturers in a Thai international university. Three Chinese participants involved in this study are from three age categories, ranging from 25 to 45 years old and have been observed from one to two years. Qualitative semi-structured interviews are also conducted with three Thai administrative teachers as a supplementary contrast for the Thai host’s role in the intercultural adaptation process of Chinese teachers. Our results show certain difficulties across six culture facets (Thai University administrative culture, Thai teaching culture, Thai interpersonal culture, Thai social culture, Thai eating habits, and Thai daily habits) and nonverbal facets which are linked to cultural values such as total harmony maintaining leads to conflicts/criticism avoidance and presenting a smile with students in class. It is hoped the findings will contribute to a better and more complete understanding of adaptation aspects of Chinese teachers who teach in Thai international universities and help them adapt more successfully. The results obtained might further be useful in compiling teacher intercultural training guides for teachers teaching Chinese as a second language or for those who just want to teach in Thailand and to assist Thai universities propose intercultural programs that will enhance the teaching prerequisite for Chinese language teachers.
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