MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY VO THI MINH NGOC TEACHERS’ AND STUDENTS’ PERCEPTIONS OF INTEGRATING CULTURE IN AN ENGLISH LANGUAGE CLASSROOM AT NGUYEN TH
INTRODUCTION
Rationale for the study
The integration of cultural influences into language remains a significant area of research, especially as mobility has become essential in students' lives Today, many students can travel abroad for educational purposes, allowing them to immerse themselves in diverse cultures Consequently, learning a foreign language has become standard in our increasingly globalized society.
To thrive in diverse cultural and educational environments, students need a solid foundation in intercultural awareness and competency Understanding both new and familiar cultures is essential for becoming a global citizen English, recognized as the most widely learned second language, has more non-native speakers than native ones Communication is inherently tied to cultural contexts, highlighting the importance of teaching English not only to enhance language skills but also to foster intercultural competence.
Culture and language learning are closely connected, yet the debate continues regarding the importance and extent of teaching culture alongside foreign language education.
Teaching a language without incorporating cultural studies is both erroneous and inadequate Understanding the cultural contexts associated with a language is crucial for effective educational outcomes (Lado, 1964) Consequently, there has been a notable increase in research focused on the intersection of culture and language teaching However, existing studies primarily address limited aspects of learner outcomes related to cultural understanding, often not prioritizing this area (e.g., Byrd, Cummings Hlas, Watzke, and Montes Valencia, 2011; Chen, 2013; Georgiou, 2011; Gomez Rodriguez, 2012; Pitkowska, 2015; Salem, 2013).
Cultural training in language education should encompass at least seven key objectives, as outlined by Rivers (1981) These objectives include fostering awareness of behavioral norms, understanding the influence of social variables like age, sex, and class on communication, and recognizing traditional actions in various cultural contexts Additionally, it is essential to explore cultural nuances in commonly used language, cultivate a critical perspective on the target culture, and develop skills for researching and organizing cultural materials Despite the recognition of these goals in various studies, the debate over the teachability of culture within language classrooms persists.
Krashen (1982) argues that classrooms are inadequate for teaching language and culture, suggesting they should focus solely on linguistic norms Supporting this view, Damen (1987) highlights that classroom learning is overly dependent on rule-based methods, limiting the teaching of culture to static facts rather than its dynamic nature Robinson and Nocon (1996) stress the importance of immersing in the target culture, asserting that classroom culture learning is merely “cognitive border crossing” that fails to address students' prior experiences Consequently, the foreign language classroom's disregard for students' existing knowledge and beliefs undermines its effectiveness as a teaching environment.
Modern views on cultural education in foreign language classrooms suggest that culture should not be taught in isolation from language Instead, learning a language inherently enhances understanding of the target culture and the behaviors of its speakers.
Studying culture is crucial for language learners, as highlighted by Pulverness (2003), who notes that language can seem meaningless without knowledge of the people and country associated with it McDevitt (2004) further emphasizes that language acquisition cannot be separated from cultural understanding, as learning a foreign language involves understanding the characteristics of its speakers Ultimately, language serves as a reflection of human nature, and acquiring a new language immerses students in the society they are exploring.
To be culturally responsive, teachers need to reflect on their own cultural beliefs and understand how these beliefs affect both student and teacher behavior They must evaluate their awareness of the cultural diversity present in their classrooms and determine how to embrace this diversity By recognizing and valuing culturally diverse students, educators can create an environment that fosters connections between students and the target language culture, ultimately enhancing the learning experience (Montgomery, 2001).
Even though culturally responsive teacher preparation is considered a part of foreign language teacher training, teachers have their own reasons for not adopting culture teaching in general English classrooms
A young teacher at Nguyen Thai Binh Secondary School has chosen the topic “Perceptions of students and teachers in integrating culture into an English classroom” for urgent practice This research analyzes the current perceptions of cultural integration in English classes and aims to propose suggestions for enhancing the teaching and learning process It is crucial for students to grasp the importance of cultural variables, as the teacher plays a vital role in helping them understand the differences and similarities between source and target cultures Without awareness, passion, and engagement, students may find the lessons uninteresting, hindering their ability to absorb cultural knowledge effectively.
To effectively incorporate cultural elements into English teaching, educators should study and identify the most suitable strategies for their students' age and proficiency levels By making necessary adjustments and selecting the best approaches, teachers can enhance their language instruction and create a more engaging learning environment.
Aims and objectives of the study
This study investigates the perceptions of students and teachers regarding the integration of culture into English classes at Nguyen Thai Binh School, utilizing survey methods to gather insights.
This research aims to assess the perceptions of students and teachers regarding the integration of culture into English classes at Nguyen Thai Binh School Additionally, it seeks to determine the extent to which English teachers incorporate cultural elements into their teaching practices.
Scope of research
This study focuses on the perceptions of students and teachers regarding the integration of culture into English classes at Nguyen Thai Binh Secondary School It involved 20 teachers and 120 students across four grades and was conducted over a six-month period, with data collected from 2019 to 2022.
Research questions
In order to achieve the above objectives, the following research questions are sought:
1 What are teachers and students’ perceptions towards the integration of culture in learning and teaching English?
2 Have Nguyen Thai Binh Secondary School English teachers integrated culture in EFL classes?
Significance of the Study
In Vietnam, English language curricula have been significantly revised to meet the rigorous standards of English education (Tran, 2016) The transition from a seven to a ten-year foreign language curriculum has posed challenges for both teachers and students in Vung Tau City The new English textbooks incorporate cultural elements in each unit to enhance students' understanding of the global context, as outlined in Decision No 01/Q-BGDT, 2012 by the MOET Recognizing that the meaning of words and discourse can vary with context, it is essential for communicators, teachers, and students to grasp these cultural nuances for effective language learning Mastery of grammar and vocabulary alone is insufficient; without an understanding of the native culture, learners may struggle to communicate effectively, often resorting to clumsy expressions influenced by their own cultural background Thus, language proficiency requires more than just linguistic skills; it necessitates a deep comprehension of the associated cultural meanings.
The study aimed to explore the perceptions of secondary teachers and students regarding the integration of cultural elements into English as a Foreign Language (EFL) classes While incorporating culture into English lessons is not a new idea, it is essential for both educators and learners to understand its significance in every context.
The research findings of this thesis will serve as a valuable reference for Nguyen Thai Binh Secondary School and other secondary schools in Ba Ria - Vung Tau province, providing a deeper understanding of cultural integration in English classes This insight will enable schools to make informed adjustments to enhance the effectiveness of English teaching at the secondary level.
Organization of the Study
This current study is structured into 5 chapters as follows:
Chapter 1 presents the introduction of the study which comprises the background of the study, the statement of the problem, purposes of the study, research objectives and questions, and significance of the study
Chapter 2 focuses on theoretical foundations of culture, language learning, the role of cultural integration in an English classroom and teachers and students’ perceptions
Chapter 3 provides a detailed description of the research methodology of this study which consists of research setting, research design, data collection and analysis procedures, pilot study and ethical considerations
Chapter 4 deals with results of the collected data from questionnaire and semi- structured interview and then analysis and discussions take place
Chapter 5 concentrates on some main issues in the research, conclusions, limitations and suggestions for further research
LITERATURE REVIEW
Overview of culture and language
Culture can be defined as the collective knowledge and beliefs that enable individuals to function in ways deemed acceptable by their society This encompasses the various roles that members of the community adopt and accept.
Culture is defined by Brown (2007) as a way of life that encompasses the context in which individuals exist, think, feel, and interact, serving as the "glue" that unites groups It includes the ideas, customs, skills, arts, and tools that characterize specific groups over time Sowden (2007) emphasizes that culture encompasses the social, artistic, and intellectual traditions linked to particular social, ethnic, or national groups Mead (1961) suggests that culture is learned, while Fox (1999) highlights its relative and changeable nature across different contexts Despite ongoing efforts to define culture, Tang (2006) notes that no single definition has gained universal acceptance The National Standards for Foreign Language Learning (1996) further describe culture as encompassing philosophical perceptions and behavioral practices.
8 tangible and intangible products of a society The relationship between perceptions, practices, and products within culture is illustrated below
(Source: The National Standards for Foreign Language Learning, 1996, p.43)
Language has existed since humans began communicating to fulfill daily needs, yet defining it remains a complex challenge While some definitions, like Patrikis (1988), describe language as signs that convey meanings, others, such as Kramsch (1998), emphasize its cultural value Renowned linguist Sapir (1968) characterizes language as a uniquely human method for expressing ideas, emotions, and desires through a system of voluntarily produced symbols Ultimately, language encompasses both verbal and nonverbal signs used to convey meaning, and it is often discussed alongside the concept of culture in language teaching literature.
Perspectives (Meanings, attitudes, values, ideas)
Practices (Patterns of social interactions)
Products(Books, tools, foods, laws, music, games,)
2.1.3 The role of culture in teaching and learning English language
According to Claire Kramsch in her work "Context and Culture in Language Education" (1993), any interaction with someone who speaks a different language is inherently a cultural act This implies that learning a language is fundamentally about understanding its associated culture Teaching language without cultural context can lead to confusion, as symbols may become meaningless or misinterpreted As a result, the term "language teaching" has evolved into "intercultural language teaching," emphasizing that "communicative competence" should be viewed through a cross-cultural lens Communication transcends mere language use; it becomes an effort to connect with others on a deeper level.
Vietnamese learners often achieve a good level of English proficiency, yet they face challenges in communicating with native speakers This difficulty arises primarily from cultural differences, as conversations frequently delve into personal topics such as age, profession, and salary, along with sensitive subjects like religion and politics, which are generally avoided in Western communication.
Westerners learning Vietnamese often express frustration over cultural differences, particularly regarding greetings Instead of typical salutations, Vietnamese people frequently inquire about age and family, which can make Westerners feel their privacy is being invaded This leads to the perception that Vietnamese individuals lack courtesy, resulting in abrupt conversations.
The challenge lies not in linguistic skills but in intercultural communicative competence, as Vietnamese individuals often lack familiarity with Western culture, while Westerners learning Vietnamese are similarly unacquainted with Vietnamese culture Thus, a deep understanding of culture significantly enhances the process of learning any foreign language.
Cross-cultural communication in the context of foreign language teaching and learning involves a conflict between two distinct knowledge systems The first system is rooted in established national knowledge, while the second system emerges from the ability to understand and acquire a foreign language.
In foreign language education, it is essential for both teachers and learners to grasp the culture of the target language's country, as culture encompasses the unique ways of thinking, lifestyles, customs, and behaviors of its people Understanding these cultural nuances fosters a cross-cultural approach that promotes mutual understanding, which is crucial for effective communication When mutual understanding is achieved, messages can be accurately interpreted, leading to appropriate responses Thus, mastering the culture of the language learning country is vital for enhancing communication skills.
According to a comprehensive study based on collected data, covering more than
This article examines the cultural differences between 70 countries, focusing on collectivist cultures, such as those in Vietnam and other Asian nations, and individualist cultures, like Australia, the United States, and parts of Europe In collectivist societies, group interests take precedence over individual concerns, while individualist cultures prioritize self-interest (Hofstede and Hofstede, 2005) Brislin (2000) notes that in individualist cultures, actions are driven by personal gain, whereas collectivist cultures emphasize group welfare, exemplified by the strong family ties in Vietnam Additionally, Bayraktaroglu and Sifianou (2001) suggest that collectivist societies foster a more tolerant and caring mindset For instance, the relationship between students and professors in China is characterized by cordiality and respect, contrasting with the more egalitarian and distant interactions found in England and Australia.
Teachers’ perceptions
The relationship between the culture of the target language and the language itself has long been a major subject of discussion in ELT Similar to this, language teachers
Educators are increasingly adopting the trend of teaching languages and cultures in their classrooms, striving to integrate relevant elements into their teaching methods This approach fosters innovative strategies and an environment conducive to developing intercultural competency By utilizing effective teaching methods and appropriate pedagogical materials, instructors can enhance the integration of these concepts in their curriculum.
To effectively address cultural challenges in teaching practices, it is essential to carefully assess the classroom environment and student profiles Without this consideration, students may feel inadequate in their engagement However, many language teachers often view culture as secondary to communication, focusing primarily on everyday speech patterns (Fantini, 1997) Additionally, research by Reid (1995/1996) indicates that only about one-third of language teaching programs include a course on culture While language teachers recognize the importance of integrating cultural elements into foreign language instruction, they face various practical challenges in doing so.
Teachers in English Language Teaching (ELT) programs must understand the target language culture, as their experiences significantly impact course materials and teaching methods Current national English projects fall short in equipping students with necessary communication skills within a cultural framework To enhance the integration of cultural elements in teaching, new programs and curricula are needed Additionally, as Holme (2003) noted, the extent to which teachers incorporate these cultural topics depends on their personal perspectives.
Teachers' backgrounds significantly influence their approach to integrating culture into language education (Bayyurt, 2006) Additionally, social perspectives contribute to the formation of patriotic identities, which can create ethnic divides due to limited access to opportunities associated with European lifestyles, such as travel and exploration (Faas, 2008) Therefore, it is essential to introduce foreign language learners to the relevant cultural contexts.
To foster a mutual understanding between communities, it is essential to engage directly with the language, addressing any negative perceptions of TLC By gaining a solid grasp of both their native and target languages, along with an appreciation of their cultural contexts, individuals can bridge gaps and enhance communication.
The course instructor plays a crucial role in helping foreign language students develop positive attitudes toward the target language community's culture by sharing personal experiences This approach fosters a connection between the two cultures When students draw parallels between new cultural forms and their own, it demonstrates their engagement with the societal views and implicit elements of the target culture.
Most researchers agree that language and culture are deeply interconnected (Kramsch, 1988; Seelye, 1984) While some language instructors recognize the ongoing interaction between linguistic and cultural elements, others advocate for teaching English in a culturally neutral context The perspectives of language teachers on the relationship between language and culture (TLC) significantly influence their teaching methods Additionally, the way cultural awareness and related concepts are defined in foreign and second language education is shaped by the instructor's personal beliefs.
Kramsch (1993) emphasizes that EFL learners must understand their own culture to achieve intercultural understanding The concept of "intercultural" highlights the necessity for learners to act as mediators between different cultures Intercultural communicative competence, as defined by Byram, Gribkova, and Starkey (2002), involves the ability to create shared understanding among individuals with diverse social identities and to communicate with them as complex beings with unique identities.
Students’ perceptions
Recent research indicates that teachers' methods significantly influence student learning (Beausaert, Segers, and Wiltink 2013) Students' perceptions of their learning environment play a crucial role in determining their learning outcomes (Brown 2009; Entwistle 1991) A harmonious relationship, or congruence, exists when a teacher's instructional style aligns with a student's learning approach (Vermunt and Verloop 1999).
There are investigations into intercultural communication that have collected student feedback on the subject of learning about different cultures For instance, Chang
A survey conducted by Chang (2004) involving 120 students revealed their views on the relationship between culture and language, the extent of cultural instruction in English classes, and their knowledge of both their own and target cultures Building on these insights, Chen (2011) examined the perceptions of 1050 high school students regarding culture teaching Overall, students expressed positive attitudes towards learning about cultures, recognizing the link between language and culture, and believed that understanding another culture would enhance their English learning While they appreciated the cultural instruction from their English teachers, they were less satisfied with the cultural content in current English textbooks Students preferred real materials such as movies, songs, and photos for cultural training, while activities like games and interactions with foreigners were well-known Topics related to daily living were the most favored, and true/false and multiple-choice questions were the preferred methods for assessing cultural learning Additionally, students indicated that English classes should encompass cultures beyond just English-speaking ones Their opinions on cultural learning were significantly influenced by factors such as gender, English proficiency, exposure to English media and foreign cultures, and future aspirations.
In addition, this survey is being conducted in secondary schools that are ‘the locus of most language learning in the world’ (Paran 2008: p.490) Since EFL is
In Vietnam, the compulsory education for most secondary school students encompasses a significant population, making this group highly valuable for educational research and curriculum development.
Some different views on culture in language learning
Culture is perceived uniquely by individuals, leading to diverse interpretations According to Holme (2003), language teachers in the communicative era focus on culture through five distinct perspectives: the communicative view, the classical curriculum view, the instrumental or culture-free language view, the deconstructionist view, and the competence view Holme elaborates on each of these perspectives to provide a comprehensive understanding of their implications in language education.
The communicative view emphasizes providing students with language for immediate use in specific contexts, using culture to enhance discussion skills In contrast, the classical curriculum view highlights culture's role in increasing the intellectual value of language The instrumental or culture-free language perspective raises concerns about the hidden political and cultural agendas within language The constructionist view suggests that language learners are influenced by the cultural context of texts, necessitating a deep understanding of implicit meanings Lastly, the competence view asserts that knowledge of a language's culture is crucial for grasping its nuances, positing that language and culture are interdependent in the learning process Holme notes that while the first three views regard cultural content as marginal, the latter two recognize the dynamic interaction between language and culture as essential for comprehensive understanding.
It can be hard to learn a language without knowing its culture Learning a language has in fact been considered as “inseparable from learning its culture” (Kuang,
2007, p 81) Roh (2001) went much further to state that the ultimate aim of foreign
Effective language teaching requires a deep understanding of both language and culture Brown (1986) emphasized that learning a second language often entails adopting a second identity, suggesting that language acquisition is closely tied to cultural understanding In 2007, Brown reiterated this idea, asserting that mastering a second language is fundamentally linked to embracing a second culture.
Language learning is deeply intertwined with culture, as noted by Damen (1987), who emphasized that understanding a language inherently involves understanding its cultural context Seliger (1988) further highlighted that culture significantly influences the pace and extent of second language acquisition, as learners' feelings, attitudes, and motivations towards the target language and its speakers affect their engagement with the material In today's post-method English language teaching environment, there is a growing awareness of the importance of cultural considerations (Sowden, 2007) Additionally, Swiderski (1993) pointed out that all facets of teaching and learning in both ESL and EFL contexts are fundamentally cultural.
In 1999, Atkinson emphasized the importance of culture in the field of Teaching English to Speakers of Other Languages (TESOL), arguing that it remains an underexplored concept His review of TESOL Quarterly articles revealed that culture is often overlooked, despite being a crucial element in language learning and teaching Atkinson asserted that culture influences teachers' practices, whether they address it directly or indirectly, making it an essential focus in TESOL.
Lessard Clouston (1997) echoed Mcleod's (1976) assertion that second and foreign language educators impart cultural knowledge alongside language instruction, emphasizing that students inevitably learn about the culture associated with the language they are studying.
The integration of culture in language education is a complex issue, as some argue that language teaching inherently involves cultural instruction While it may seem unnecessary for teachers to focus on culture, understanding its nuances is essential, as learning about culture is a lifelong journey Both educators and learners often struggle to identify the most critical cultural elements to address in the classroom, highlighting the need for further research in this area (Clayton, Barnhardt, and Brisk, 2008).
Damen (1987) emphasized the interdependence of language and culture learning, noting that their acquisition processes differ significantly Language teachers must recognize these differences to effectively support learners Without an awareness of cultural context in the language classroom, teachers risk leaving students unprepared to use the target language appropriately Consequently, this lack of cultural knowledge can lead to miscommunication and misunderstandings among learners.
Language teachers must engage with cultural studies, as it is essential for effective teaching (Brooks, 1959, as cited in Roh, 2001) Ignoring cultural issues can hinder students' linguistic and cultural communication skills, which is contrary to the goals of dedicated educators Dismissing the importance of culture in language learning is a poor justification, as cultural elements can be overlooked or inadequately addressed in the classroom Teachers who recognize the significant benefits of cultural learning can greatly enhance their students' experiences in acquiring and using a second or foreign language.
Previous Studies
A number of related studies in Europe (Lỏzỏr, 2007; Gửnen and Sağlam, 2012; Sercu et al., 2005) and in Asia (Chau and Truong, 2018; Ho, 2011; Nguyen, 2013; Zhou,
The studies conducted in 2011 are pertinent to this research as they explore teachers' perceptions and practices regarding intercultural integration through the lens of dynamic culture Notably, these studies reveal similarities, particularly in how teachers' perceptions—defined as their thoughts and actions (Borg, 2003)—were examined concurrently Furthermore, it was observed that, across various contexts, teachers generally held positive views on intercultural teaching; however, they often fell short in applying these principles in their actual teaching practices.
Teachers’ perceptions of intercultural integration have been studied by Chau and Truong (2018), Gửnen and Sağlam (2012), Nguyen (2013), Sercu et al (2005), and Zhou
Research indicates that teachers generally have positive perceptions of intercultural integration, recognizing its goals of enhancing both linguistic and intercultural competence They support the explicit inclusion of cultural teaching within language instruction However, the focus on intercultural teaching remains less emphasized compared to language teaching, primarily aiming to develop learners' intercultural knowledge Additionally, it has been noted that teachers may not fully understand their responsibilities regarding intercultural integration in English as a foreign language (EFL) instruction.
(2018) pinpointed that there existed an ignorance of intercultural objectives and well as the discrepancy between teachers’ perceptions and practices of intercultural integration
Teachers generally support the integration of cultures into English as a Foreign Language (EFL) instruction; however, they exhibit varying attitudes regarding the balance between language and culture, as well as their sense of responsibility in this context.
From reflection of teachers’ intercultural teaching practices or classroom observations, Chau and Truong (2018), Gửnen and Sağlam (2012), Ho (2011), Lỏzỏr
(2007), Nguyen (2013), Sercu et al (2005), and Zhou (2011) confirmed that teachers
Intercultural integration in education has been inadequately addressed, with a predominant focus on knowledge and teacher-centered approaches (Chau and Truong, 2018; Gửnen and Sağlam, 2012; Zhou, 2011) Furthermore, culture is often regarded merely as an additional component or filler within language lessons (Lázár, 2007; Ho, 2011) In Vietnam, this issue persists, highlighting the need for a more effective approach to intercultural instruction.
Research by Ho (2011), Nguyen (2013), and others in 2018 revealed that intercultural teaching was often accidental, implicit, and reliant on specific topics, primarily following textbook guidelines Consequently, it can be concluded that the integration of intercultural elements was not effectively executed.
The article discusses the integration of various cultures in education, highlighting the distinction between foreign and home cultures, as well as "big C" culture (civilization) and "small c" culture (behaviors, practices, values, and discourse structures) Research by Gửnen and Sağlam (2012) and Sercu et al (2005) emphasizes the dominance of English-speaking cultures, while other studies indicate teachers' preferences for cultural diversity, which includes home, target language, and additional cultures (Chau and Truong, 2018; Ho, 2011; Lázár, 2007; Nguyen, 2013; Zhou).
2011) More specifically, Lázár (2007) found that teachers were more inclined to teach
Ho (2011) discovered that "small c" culture is more significant than "big C" culture, contrary to previous studies The discrepancies in findings may be due to differences in learners, participants, and the size of the research population.
Supporting factors to intercultural instruction were defined by Gửnen and Sağlam
Research indicates that teachers' intercultural experience and training significantly influence the frequency of intercultural teaching activities (Lázár, 2007) Gửnen and Sağlam (2012) highlighted that English Language Teaching (ELT) teachers and those from non-ELT backgrounds prioritize different aspects of the target culture, yet their practices are largely determined by the curriculum Zhou (2011) found that teachers' intercultural competence, shaped by international experience, profoundly affects their teaching beliefs and practices Overall, key factors impacting teachers' intercultural teaching include professional education, intercultural experience, and curriculum, though the extent of their influence varies.
Theoretical framework of the study
This study aimed to explore the perceptions of teachers and students regarding cultural inclusion in English as a Foreign Language (EFL) classes, while also identifying challenges that secondary teachers face when integrating culture into their lessons The author proposed effective strategies to assist lower secondary teachers in enhancing the incorporation of culture in their classrooms, drawing on a theoretical framework based on previous studies and literature.
The theoretical framework of the present study is presented as follows
Figure 2 2 Theoretical framework of the study
Teacher cognition encompasses the beliefs and attitudes that educators hold regarding their profession Attitudes serve as mental orientations that shape how teachers perceive various circumstances, individuals, ideas, or objects In contrast, beliefs consist of a set of perceptions, premises, or assertions that an individual feels to be true.
Teachers' and students' perceptions of integrating culture in an
In contemporary education, subject-specific knowledge and pedagogical skills have become essential for teachers, surpassing traditional grammar and pedagogy knowledge Pajares (1992) emphasized the importance of understanding teacher belief systems, which offer insights into teaching that conventional research may overlook Phipps and Borg (2007) highlighted that teachers' perspectives significantly shape their assessment of learner needs, evaluation of resources, interpretation of the teaching process, and analysis of syllabuses Similarly, Borg (2011) noted that teachers' beliefs and attitudes serve as a filter, influencing their practices and behaviors as they engage with new information.
Research indicates that many teachers lack familiarity with the concept of Intercultural Communicative Competence (ICC), which affects students' perceptions of the international approach to English When students learn about ICC, they often experience mixed feelings or reject it altogether A study by Adaskou et al (1990) explored Moroccan teachers' views on cultural content in English education, revealing a consensus that such content should align with students' needs as identified by English language instructors and inspectors Additionally, Byram and Risager examined British and Danish teachers' perspectives on the cultural aspects of foreign language learning, further highlighting the importance of cultural awareness in education.
(1999) Belgian instructors of French, English, and German were interviewed by Sercu
In 2001, studies revealed that educators did not systematically teach intercultural competency in English education, often neglecting important "cultural values and social norms."
Sercu (2005) conducted an in-depth study examining the perceptions and beliefs of instructors from Mexico and various European countries, including Belgium, Poland, Bulgaria, Greece, Sweden, and Spain, regarding the teaching of intercultural competency The research focused on defining the profile of an "intercultural teacher" and provided a comparative analysis across the six nations involved in the study.
He discovered that instructors, regardless of their nation, did not think that "intercultural competence education" had a good impact on students' perceptions of different cultures;
Byrd, Hlas, Watske, and Valencia (2011) explored the beliefs and practices of US teachers and teacher educators, focusing on the factors that facilitate or hinder the integration of cultural considerations into language classes, in line with the Standards for Foreign Language Learning in the 21st Century Similarly, Galeano (2014) examined the attitudes of K–12 foreign language teachers in the US towards teaching culture.
Lange (2003) highlights that the integration of culture learning into language instruction is hindered by unclear goals, lack of curricular structure, insufficient assessment tools, and ineffective learning strategies Similarly, Sercu et al (2005) argue that educators often lack awareness of the comprehensive nature of foreign language teaching and are resistant to adopting an international perspective This study explores the perceptions of English language teachers in Vietnam regarding the cultural dimensions of English instruction, framing teacher cognition as a combination of conative and emotional elements.
To better understand the experiences of Vietnamese English teachers, it is essential to focus on two key aspects: teacher learning and teaching practices Teachers acquire pedagogical knowledge and practical skills through various avenues, including preservice teacher education programs, the socialization process within schools (Zeichner and Gore, 1990), and ongoing professional development programs (Borko).
Research indicates that many foreign and second language teachers feel unprepared to teach culture effectively (Byram and Risager, 1999) Additionally, teaching techniques courses often neglect cultural aspects (Byrd, 2007; Wilbur, 2007) Opportunities for interaction with diverse cultures are essential for enhancing cultural understanding (Byram and Risager, 1999; Kohler, 2015).
Reflection in teacher education coursework and involvement in extensive professional development programs present valuable opportunities for educators to enhance their understanding of culture.
Teacher practices encompass the habitual actions and professional skills that educators employ during instruction (Lampert, 2010) These practices represent the tangible aspects of teaching, as highlighted by Kennedy (2016) Research indicates that when teaching about culture, educators often emphasize the transmission of factual information (Byram and Risager, 1999) or highlight cultural differences (Menard-Warwick, 2009) Commonly referenced methods include teacher-led discussions (Duff and Uchida, 1999; Menard-Warwick, 2009) and text-based discussions (Ryan, 1998).
There is no universal agreement among ELT specialists on the definition of emotion, with varying interpretations across disciplines (Boler, 1999) Researchers approach emotions from diverse theoretical perspectives, including physiological, philosophical, and psychological viewpoints (Oatley, 2000) Vygotskian theory posits that emotions are integral to social-cognitive development, influenced by cultural and historical contexts (Kozulin et al., 2003) However, early emotion research was predominantly shaped by a psychological perspective, limiting the integration of these broader insights (Zembylas, 2003).
Izard (2010) highlighted the ongoing challenge of defining emotion, despite a general agreement on its structure and function Emotions are recognized as multi-component phenomena, comprising various overlapping elements that, when combined, elicit specific emotional responses (Scherer, 2000).
In the realm of emotional theory, 23 terms are commonly utilized, with many scientists referencing similar components Educational psychologists Sutton and Wheatley (2003) describe emotions using terms such as appraisal, subjective experience, physiological change, emotional expressions, and action tendencies Similarly, clinical psychologist Izard (2010) identifies comparable components, including neural systems, response systems, feelings or feeling states, expressive behavior, antecedent cognitive appraisal, and cognitive interpretation.
Summary
This chapter provides an overview of the relationship between culture and language, highlighting the perceptions of both teachers and students regarding the integration of culture into English education It also reviews previous studies conducted globally and in Vietnam on this topic Furthermore, the theoretical framework utilized in this research is outlined, with a discussion of the research methodology presented in chapter three.
METHODOLOGY
Research questions
This study aimed to investigate the integration of culture into secondary school English textbooks and to understand the perceptions of both students and teachers regarding this integration in the English classroom at Nguyen Thai Binh Secondary School.
1 What are teachers and students’ perceptions towards the integration of culture in learning and teaching English?
2 Have Nguyen Thai Binh Secondary School English teachers integrated culture in EFL classes?
Research design
Survey data collection methods provide a robust means of representing diverse populations, yielding insights that closely reflect the characteristics of the target group The large number of respondents typically involved in surveys enhances the accuracy of the data, making it a superior choice compared to other collection methods Surveys are particularly effective in capturing the features of extensive target populations, offering a unique breadth of capabilities that facilitate informed conclusions and critical decision-making.
Survey data collection methods offer various distribution options for respondents Online questionnaires can be delivered through email, fax, or the Internet, utilizing a hybrid approach to reach remote or hard-to-access participants effectively This flexibility is crucial for administering both online surveys and traditional methods.
26 paper surveys to collect responses and compile survey results into one data set, ready for analysis)
Anonymous surveys encourage respondents to provide candid and precise answers, leading to more reliable data The assurance of confidentiality fosters openness, allowing participants to express their true opinions without fear of judgment This method yields clearer and more honest responses compared to other research methodologies, especially when confidentiality is explicitly stated.
Research setting and participants
This research was conducted at Nguyen Thai Binh Secondary School in Vung Tau City, Vietnam, where the majority of the teaching staff hold a Bachelor's degree and possess over three years of experience in teaching English.
According to the official curriculum, the academic year comprises thirty- seven weeks including two semesters: namely, Semester 1 with nineteen weeks and Semester
Secondary school students have three English classes each week, adhering strictly to the curriculum distribution over eighteen weeks They are assessed through one oral examination, three fifteen-minute tests, a mid-term test, and a final exam at the end of each semester.
In the academic year 2018-2019, Vung Tau City implemented a ten-year English program for the first time, impacting all secondary teachers and students in Ba Ria Vung Tau As a result, students across all secondary schools in the region are now utilizing the new set of English textbooks.
The textbooks used in this new English language curriculum for Vietnamese secondary students are included many cultural elements based on its objective to assist
27 students in developing their capacity to speak effectively and freely in a multilingual environment
In recent years, the quality of English teaching and learning in Vung Tau City has significantly improved, with schools equipped with modern lab rooms and resources like cassette players, pictures, and books readily available in libraries Teachers are proactive and adaptable, striving to meet contemporary language teaching needs However, large class sizes hinder student interaction and communication, while the active nature of secondary students often leads to noise and indiscipline in the classroom Despite these advancements, language education in Vung Tau still encounters challenges stemming from external factors.
A survey was conducted at Nguyen Thai Binh Secondary School in Vung Tau, involving fifteen English teachers from the school, five teachers from other institutions, and one hundred twenty students Initially, a pilot study was carried out with five teachers from Nguyen Thai Binh, five from other schools, and twenty students to test the questionnaires and interviews for any issues Following this, five teachers and fifteen students from four grades were selected for individual interviews to provide further insights.
Particularly, all teachers and students of English were selected based upon their willingness to answer the survey
Tables 3.1, 3.2 and 3.3 present general personal information of the research subjects in terms of gender, educational background and the number of English teaching years
Table 3 1 Research students’ information about gender
Table 3.1 shows that the number of the female students (39%) was less nearly 2 times than the number of the male ones (61%)
Table 3 2 Research students’ information about educational level
Table 3.2 indicates that students were selected from 6th, 7th, and 8th grades in nearly equal numbers, while the number of 9th-grade students is double that of the combined total from the previous three grades, reflecting their status as seniors This distribution allows for a more comprehensive perspective in the study.
Table 3 3 Research teachers’ information about gender
Table 3.3 shows that the number of the female teachers was almost 6 times than the number of the male ones
Table 3 4 Research teachers’ information about working experience
Table 3.4 indicates that there are 60% teachers having taught English for over
Over the past decade, the study's participants predominantly consisted of experienced English teachers, with 25% having over sixteen years of teaching experience and another 25% possessing six to ten years of experience Additionally, nearly half of the participants had between eleven to fifteen years of teaching experience, while 15% had taught English for less than five years This indicates that most participants were well-versed in teaching English to secondary students.
30 the middle age; that is, they were quite active and not too conservative to change as well as new perceptions in English teaching and learning in the world.
Research instruments
The research utilized a questionnaire as the primary data collection instrument, which took teachers approximately fifteen minutes to complete Candel-Mora (2014) highlights that this method employs coding to identify patterns, facilitating insights by organizing and simplifying the data, thereby enhancing the understanding of the study's subject matter.
The study's questionnaire consisted of three sections: the first gathered demographic information from participants, the second assessed teachers' and students' perceptions of integrating culture into English teaching, including the materials used and methods for engaging students with cultural elements, while the third examined the challenges teachers encounter in EFL classrooms regarding cultural integration All items were rated on a five-point Likert scale, ranging from strongly disagree to strongly agree.
3.4.2 Validity and Reliability of the Instruments
The quality of the study is assured when the reliability and validity of the research instruments are taken into account to measure trustworthiness and accuracy of the data collected
One of the main data - collecting tools in this study was a questionnaire The questionnaire was adapted from the questionnaire in the study by Joen and Hahn
Initially, the content was created in English and evaluated for validity by an expert It was subsequently translated into Vietnamese and verified for accuracy by my English language supervisor Additionally, the semi-structured interview was first developed in English, then translated into Vietnamese, and also cross-checked by my supervisor to ensure the translation's precision.
Next, the Vietnamese questionnaire was piloted to increase the quality of the
A pilot study is essential for enhancing the reliability, validity, and practicality of research instruments (Oppenheim, 1999; Radhakrishna, 2007; Seliger and Shohamy, 1997) Data from the pilot study were analyzed using SPSS version 20 and assessed with Cronbach’s alpha to verify item reliability Items are considered reliable if the Cronbach’s alpha exceeds 0.70 (Fraenkel and Wallen, 2009).
Pilot study is an indispensable step in any studies because it is considered a “small scale version(s), or trial run(s), done in preparation for the major study” (Polit et al, 2001, p
Pilot studies are essential for identifying potential practical issues that may arise during research (Van Teijlingen et al 2001) They can utilize both quantitative and qualitative methods (Tashakkori and Teddlie, 1998), incorporating in-depth interviews or focus groups to refine the topics for larger studies.
In this study, the researcher also carried out pilot studies for those above- mentioned purposes
Before conducting a large-scale survey, a pilot study was carried out with five English teachers from Nguyen Thai Binh secondary school and five from other secondary schools Feedback was gathered on the survey's format and questions, with three respondents commenting on the survey's length and spacing between sections Additionally, two teachers recommended including years of experience to better understand their perceptions of integrating culture into the classroom and the challenges they face Based on this feedback, necessary adjustments were made to the questionnaire.
Following the pilot study's findings, the questionnaire format was revised, ensuring that English teachers at Nguyen Thai Binh Secondary School received consistent and timely support from the researcher throughout the research process.
Data collection and analysis procedures
The data of this study were collected through the following the instrument and analysed quantitatively and qualitatively as illustrated in Figure 3.1
Figure 3 1 Data collection and analysis procedures of the study
The actual process of collecting data was administered by the researcher as follows:
The Vietnamese questionnaire was distributed to teachers at an opportune time to encourage their participation in the survey (see APPENDIX A) Teachers dedicated approximately fifteen minutes to complete the survey, which included time for the researcher’s instructions and explanations The collected data were processed using SPSS version 20 and analyzed through descriptive statistics, including frequency, percentage, means, and standard deviation, to assess teachers' and students' perceptions of cultural integration in the classroom The five-point Likert scale, ranging from strongly disagree to strongly agree, was interpreted based on the mean (M) score.
1,00 – 1,80: Strongly disagree 1,81 – 2,60: Disagree 2,61 – 3,40: Normal 3,41 – 4, 20: Agree 4,21 – 5,00: Strongly agree
Ethical issues
Some ethical issues were addressed in this study as follows:
• The researcher submitted and presented the proposal study in front of the Thesis Examining Committee established by Graduate School of Ba Ria Vung Tau
University and the research proposal was approved
• For data collecting phase, the researcher asked the Graduate School of Ba Ria Vung Tau University for the introduction letter to carry out the survey
• The researcher presented the introduction letter to the principal of Nguyen Thai Binh secondary school in Vung Tau City for permission for collecting the data.
Summary
Chapter 3 presents the research methodology used to conduct the study First, it presented the research setting, consisting of research location and participants of the study The research design was the next part, followed by research instruments and data collection and data analysis procedures as well as pilot study Finally, ethical considerations were put into consideration In the following chapter, the results collected are reported and interpreted
RESEARCH RESULTS
Findings
The questionnaire utilized a five-point Likert scale, ranging from 1 (Strongly disagree) to 5 (Strongly agree), with an interval coefficient value of 0.80 Consequently, the data were analyzed based on the mean score interpretation.
The data were analyzed using percentage (%) to facilitate the comparison of teacher responses across various items Consequently, the original five-point scale was condensed into a simplified three-point scale, combining "Strongly disagree" and "Disagree" into one category, while "Normal," "Agree," and "Strongly agree" were grouped together.
4.1.1 Findings from students' survey(See APPENDIX B)
Students' perceptions are significantly influenced by their motivation, which plays a crucial role in learning English as a foreign language and impacts their views on cultural integration According to Jin-Jun (2012), enhancing students' learning motivation is essential, and this can be achieved by facilitating their success in the learning process.
In fact, students who feel the need for English as a foreign language have stronger learning motivation Therefore, to learn English successfully, learners should determine
Understanding the reasons behind learning is crucial for students, as it helps them set clear learning goals and prevents potential difficulties Motivation serves as a key driving force in the learning process, making it essential to encourage students to learn English by providing specific and compelling reasons.
Question 1 I chose to study English (the choice of studying English was my own)
Table 4 1 Results of student’ the choice of studying English was my own
Totally disagree Disagree Normal Agree
The answer to this question shows that most learners control over their choice in studying English, which consequently might have an impact on their attitudes towards the English cultures
Figure 4 1 Results of student’ the choice of studying English was my own
Question 2 I am studying English because it is a worldwide language
Table 4 2 Results of students’ studying English because it is a worldwide language
DisagreeNormalAgreeTotally agree
Totally disagree Disagree Normal Agree
Many students are unaware of the global significance of English, yet they recognize its importance as a key language worldwide Increasingly, students are investing time in learning English as a foreign language, with its inclusion in school curricula This trend has led to younger students starting their English education earlier, which enhances their motivation and ability to learn the language effectively.
Figure 4 2Results of student’studying English because it is a worldwide language
Question 3 I am studying English because it enables me to make friends through social media
Table 4 3 Results of student’ studying English because it enables me to make friends through social media
Totally disagree Disagree Normal Agree
Nearly 70% of students said that media provides them with easy access to technology such as computers, the internet or music players Media contributes to the
Totally disagree Disagree Normal Agree Totally agree
Enhancing students' awareness of the world and their general knowledge is crucial, as media provides a wealth of information When managed effectively, media can significantly influence students' understanding of important life issues Social networking sites serve as platforms for students to engage with friends and connect globally, increasing their exposure to diverse cultures.
Figure 4 3 Results of student’ studying English because it enables me to make friends through social media
Question 4 I’m studying English because it is the language to communicate with all people abroad
Table 4 4 Results of student’ studying English because it is the language to communicate with all people abroad
Totally disagree Disagree Normal Agree
A significant 71% of students believe that studying English would facilitate communication with people from other countries Recognizing the importance of the English language, many respondents expressed a desire for more opportunities to interact with native English speakers.
Totally disagree Disagree Normal Agree Totally agree
38 speaking friends, believing that native English-speaking friends could help them better their English proficiency and they can exchange culture in natural ways
Figure 4 4Results of student’ studying English because it is the language to communicate with all people abroad
Question 5 I am studying English because I want to know about the English culture
Table 4 5 Results of students’ studying English because I want to know about the
Totally disagree Disagree Normal Agree
Our research focuses on students' attitudes towards the culture associated with the language they are learning Specifically, students express a desire to learn English and show a willingness to embrace the target culture for social reasons.
DisagreeNormalAgreeTotally agree
4.1.2 Findings from teachers' survey (See APPENDIX C)
Question 1 I am aware the importance of integrating culture in teaching English
Table 4 6 Results of teacher’ the importance of integrating culture in teaching
Totally disagree Disagree Normal Agree Totally agree Total
Teachers aim to foster a global understanding of diverse cultures among their students, which is essential for motivating them to learn the language out of genuine interest By integrating cultural elements into their lessons, educators capture students' attention and enhance their engagement with the language.
Disagree Normal Agree Totally agree
Figure 4 5 Results of student’ studying English because I want to know about the
Figure 4 6 Results of teacher’ the importance of integrating culture in teaching
Mastering the pluricultural aspect of a foreign language can significantly enhance students' motivation towards various cultural elements Students may perceive the two cultures as vastly different, which can create challenges in their transition In such cases, it is essential for teachers to guide students by highlighting the similarities between the two cultures.
Scholars such as Gardner and Lambert have emphasized the importance of motivation in Foreign Language Education (FLE) Engaging in culture classes and related activities plays a crucial role in helping students understand their cultural backgrounds, which is vital for enhancing their motivation These activities not only inspire students to explore the culture of the target language but also stimulate their interest in it.
Question 2 I provide my students with appropriate language to be used in different communication situations
DISAGREE NORMAL AGREE TOTALLY AGREE
Table 4 7 Results of teacher’ providing my students with appropriate language to be used in different communication situations
Totally disagree Disagree Normal Agree Totally agree Total
Communication is the exchange of information and opinions that establishes relationships between individuals and communities, fostering cultural values A teacher's affirmative response indicates their understanding of this process By selecting appropriate language and teaching effective communication skills, teachers enhance students' ability to connect with others Furthermore, using precise and adaptable language not only reflects strength and determination but also boosts the confidence of those around you.
Figure 4 7 Results of teacher’ providing my students with appropriate language to be used in different communication situations
Individuals adapt their behavior in communication to align with societal norms and enhance social relationships, highlighting positive traits while minimizing negative aspects, which helps in shaping their personal value Through communicative activities, students gain insights into culture, society, and history.
Totally disagree Disagree Normal Agree Totally agree
42 transforming these exposures into living capital In psychological life, personal experiences grow and take shape while also contributing to social life
Question 3 I help my students learn about how to do things and behave in different social interactions
Table 4 8 Results of teacher’ helping my students learn about how to do things and behave in different social interactions
Totally disagree Disagree Normal Agree Totally agree Total
Figure 4 8 Results of teacher’ helping my students learn about how to do things and behave in different social interactions
Seventy-five percent of teachers recognize the importance of instructing students on appropriate behavior in various social interactions Each country has its own social norms that align with local customs, reflecting the humanistic values of its community members However, cultural exchange has introduced significant challenges related to cultural creation and development, as well as in assessing the value of different cultures.
Disagree Normal Agree Totally agree
In today's era of international integration, the significance of cultural exchange in everyday life is increasingly recognized However, many individuals, especially the youth, struggle to find ways to express themselves within the diverse multicultural landscape.
Question 4 I ask my students to share aspects of their own culture in English
Table 4 9 Results of teacher’ asking my students to share aspects of their own culture in English
Totally disagree Disagree Normal Agree
Results for the research questions
Based on the detailed analysis, the researcher gives a clear picture for two questions of the study as follows
Table 4.4.1 indicates that teachers collectively support the integration of culture into English teaching, reflecting their cognition, professional skills, and emotions Notably, the mean score for teachers' cognitive understanding is higher than the other aspects, while their professional skills also surpass the emotional component.
Totally disagree Disagree Normal Agree Totally agree
Table 4.4.1 The total mean of teachers’ perception
Table 4.4.1.2 The total mean of teachers’ cognition
Table 4.4.1.2 The total mean of teachers’ professional skills
Table 4.4.1.3 The total mean of teachers’ emotions
With students’ perceptions, the study only looks at their emotions, and the mean scores stated that they agree learning English through integrating with cultural knowledge
Table 4.4.1.4 The total mean of students’ motivations
The mean scores in table 4.4.2 express that the teachers usually integrate culture in EFL classes (mean = 3.73)
Table 4.4.2 The total mean of integrating culture in EFL classes
Discussion
The survey results highlight three key factors that teachers can leverage to enhance and sustain learners' motivation: professional skills, cognition, and emotions Notably, teachers' cognition and professional skills received higher mean scores compared to their emotional aspects This suggests that the knowledge, behaviors, and teaching activities encompassed in teachers' skills significantly influence students' attention, interest, confidence, and satisfaction The close alignment between the mean score of teachers' perceptions (3.97) and students' perceptions (3.73) indicates a clear causal relationship between these factors.
Teachers and students' perceptions play a crucial role in the learning process When teachers demonstrate knowledge and clarity in their teaching, students are more likely to engage and enjoy the lessons, which boosts their motivation to learn While teachers cannot force students to learn, they can implement strategies that foster environments conducive to learning, addressing both cognitive and emotional factors Although teaching is a challenging profession, it is highly regarded in society To be effective educators, teachers must develop a diverse set of skills beyond traditional methods, necessitating a multi-method approach in their teaching practices.
Every learner is driven by unique motivations that enhance their learning experience Autonomy in learning is influenced by various factors, including the learner's personality, abilities, subject characteristics, motivations, and the teacher's behaviors This study highlights the significant impact teachers have on student motivation Effective strategies for teachers to boost student motivation include sparking interest and curiosity, employing diverse presentation methods, making lectures engaging, and assisting learners in setting personal goals for successful learning.
Furthermore, the teachers are keen on sharing cultural knowledge when teaching English As a result, they frequently include cultural elements in their English classes
As a result, the vast majority of lecturers observed that pupils had an extremely enthusiastic perspective on language lessons that included braided cultural aspects
In the context of Vietnamese secondary schools, my research aligns with the findings of Chau, T H H., & Truong, V (2019), highlighting that teachers possess a strong awareness of intercultural integration Although the Ministry of Education and Training (MOET) has outlined the intercultural objectives for English as a Foreign Language (EFL) teaching, educators effectively engage students in intercultural communication Furthermore, teachers' graduate education significantly enhances their intercultural teaching methods, more so than their international experience or reliance on textbooks However, it can be argued that the implementation of intercultural integration remains incomplete due to ongoing awareness issues.
55 practice of intercultural teaching As a result, in order to employ intercultural material and carry out suitable intercultural activities, teachers require guidance and instruction in intercultural pedagogy.
Summary
This chapter analyzed data from the questionnaire and discussed the results in relation to the research questions The discussions centered on two key areas: students' motivations for learning English culture and teachers' cognition, professional skills, and emotions regarding the integration of culture in English teaching The following chapter will outline the conclusions, limitations, and future research implications.