INTRODUCTION
B ACKGROUND TO THE STUDY
Language permeates every aspect of our daily lives, serving as a powerful tool in shaping perceptions and defining societal culture (Krauss & Chiu, 1998) It reflects individual thoughts and beliefs while embedding diverse cultural values through everyday use Researchers such as Thanasoulas (2001) argue that language is a social institution both influenced by and influencing society, embodying cultural significance Similarly, Kramsch (2008) emphasizes that language functions as a system of signs with inherent cultural value, highlighting the close relationship between language and culture Consequently, integrating cultural information and values into language education is essential; experts like McKay (2000) and Jourdini (2007) advocate for teaching culture alongside language skills, emphasizing its importance in effective language learning.
In Vietnam, English Language Teaching (ELT) has traditionally focused more on developing the four language skills—listening, speaking, reading, and writing—and on linguistic components such as grammar, lexicon, and phonology, often neglecting the cultural backgrounds and values of different countries (Hoang, 2010; Nguyen V H., 2016; Ton & Pham, 2010) Many educators believe cultural teaching can be secondary to language instruction (Nguyen T M., 2008; Ho, 2011); however, language learning involves more than just mastering pronunciation, vocabulary, and grammar (Hymes, 1972) Acquiring a foreign language also entails understanding the worldview and cultural values of native speakers (Toohey, 2000; Savignon, 2007) To communicate naturally and effectively, learners must grasp the cultural connotations behind language use and adapt their speech accordingly, especially in today’s globalized environment where Vietnamese individuals increasingly work and interact in multicultural settings Therefore, effective foreign language use requires not only linguistic competence but also cultural knowledge to facilitate purposeful communication across diverse social and academic contexts.
Thereby, more and more culture-integrated English textbooks have been introduced to the educational environment in Vietnam (Chau & Truong, 2019) The textbooks titled
“Motivate!”, in particular, have been applied in the English teaching process for young learners at a language center in Ho Chi Minh City
Although numerous studies have examined cultural content in EFL textbooks, most focus on evaluating materials within their original educational contexts, which may not suit Vietnam's unique learning environment For example, Ihsan (2014) analyzed the cultural content of a senior high school English textbook titled “Look,” highlighting the need for contextually appropriate materials that align with Vietnamese learners’ linguistic and cultural backgrounds Incorporating localized content can enhance learners' engagement and improve their intercultural competence in the Vietnamese educational setting.
Ahead” in Indonesia This study paid its attention on revealing the cultures presented predominantly in the analyzed textbook based on the categorization of Cortazzi and Jin
This study highlights the classification of cultural content in English textbooks based on Adaskou, Britten, and Fahsi’s framework (1990), which includes aesthetic, sociological, semantic, and pragmatic senses It emphasizes the importance of integrating Source culture, Target culture, and International culture to promote cultural understanding in language learning materials The findings suggest that English materials developers should incorporate more diverse cultural contents in a non-judgmental manner to enrich students’ intercultural competence While the study provides a valuable theoretical foundation for analyzing cultural content, it overlooks practical aspects related to EFL teachers and learners, limiting its direct application in real-world ELT contexts.
Foreign studies have increasingly focused on examining language learners' attitudes toward culture and its integration into language education For example, Serap (2018) investigated Turkish university students’ perceptions of culture in language teaching, finding that participants generally held positive attitudes regardless of factors such as birthplace, gender, abroad experience, or high school background The study revealed that students appreciated the inclusion of culture through teachers, teaching aids, and course materials Notably, female students expressed more positive attitudes toward culture than males However, the study’s limitations included insufficient evaluation of textbook content, leading to broad and vague recommendations for English Language Teaching (ELT) Overall, these studies underscore the importance of culture learning but highlight its frequent neglect in practical application within language education.
Tran (2014) conducted a study on Vietnamese EFL teachers' beliefs about the role of culture teaching in English Language Teaching (ELT) and their classroom practices The research revealed that teachers hold positive attitudes toward incorporating culture into their lessons and believe that culture instruction is crucial for helping EFL learners achieve their learning objectives These findings provide valuable insights into current culture teaching practices, contributing to the enhancement of ELT quality in Vietnam and similar educational contexts.
Building on Tran (2014)’s research, Do (2016) conducted a study to explore teachers’ and students’ attitudes towards cultural content in "Tieng Anh 11" at Tran Khai Nguyen High School in Ho Chi Minh City The study, which utilized questionnaires, classroom observations, and interviews, found that the majority of participants held positive views on how cultural themes are integrated into the English textbook This suggests a generally favorable attitude toward the presentation of cultural content in "Tieng Anh 11," highlighting the importance of culturally enriched English language materials for effective teaching and learning.
The researcher highlights key suggestions and implications to enhance future studies aimed at increasing students' motivation to learn cultural content integrated into TA11 These recommendations aim to improve the quality of culture teaching within this context, fostering a more engaging and effective learning experience.
Existing studies reveal that few recent research efforts have evaluated the cultural content in EFL textbooks used in Vietnam Notably, none have examined teachers' and students' attitudes towards the cultural content in "Motivate! 2" or explored factors influencing learners' engagement with foreign cultures Additionally, previous research on culture teaching focused mainly on contexts-specific practices that do not apply to VUS and "Motivate! 2," while the link between culture instruction and language proficiency was largely overlooked or vaguely addressed These gaps highlight the need for further investigation, specifically exploring teachers’ and students’ attitudes towards cultural content in "Motivate! 2" at VUS in Ho Chi Minh City.
A IMS OF THE STUDY
This study explores how cultural content is presented in “Motivate! 2,” focusing on its effectiveness in illustrating cultural themes to learners It also examines teachers’ and students’ attitudes at VUS regarding the representation and delivery of cultural content within the textbook The findings aim to provide insights into the quality and impact of cultural education in the curriculum, contributing to improved teaching strategies and student engagement in multicultural understanding.
This study examines both intrinsic and extrinsic motivational factors that influence students’ attitudes toward learning about different cultures worldwide The findings aim to identify effective cultural teaching techniques to help students at VUS overcome challenges in cultural understanding and English learning These techniques are intended to boost students’ motivation and awareness of the cultural dimensions of language learning, ultimately strengthening their cultural competence and English proficiency simultaneously.
R ESEARCH Q UESTIONS
In order to accomplish the aims stated above, the study addressed the following research questions:
1 How is the cultural content presented in “Motivate! 2”?
2 What attitudes towards the cultural content representation and delivery through
3 What attitudes towards the cultural content representation and delivery through
“Motivate! 2” do students have? Which factors motivate students to learn the cultures of different countries in the world?
S IGNIFICANCE OF THE STUDY
This study is significant for its focus on evaluating cultural content and examining teachers' and students’ attitudes toward its representation and delivery through "Motivate! 2." By addressing recent research questions, it provides valuable insights into effective cultural content integration in language education.
This study offers a comprehensive review of existing literature on attitude, culture, and textbook evaluation to establish a solid theoretical foundation By analyzing these key areas, it sets the groundwork for developing the conceptual framework This foundation facilitates a detailed examination of cultural content representation in the "Motivate! 2" textbook, supporting effective cultural integration in language education.
Using questionnaires, classroom observations, and semi-structured interviews, the study provided valuable insights into the attitudes of teachers and students at VUS toward cultural input and culture teaching through "Motivate! 2." It also identified key factors that motivate students to engage with cultures from different countries, highlighting the effectiveness of the curriculum in fostering cultural awareness and interest among learners.
This study provides pedagogical implications and recommends flexible teaching strategies for cultural instruction within and outside the "Motivate! 2" course It emphasizes the importance of offering students valuable cultural knowledge and opportunities to practice culturally appropriate expressions in real-life communicative contexts These approaches aim to boost students' motivation for culture learning and enhance their cultural awareness By integrating cultural dimensions into language learning, students can recognize the significance of culture in language acquisition, ultimately improving their intercultural competence and English proficiency for more effective communication.
S COPE OF THE STUDY
This study examined the attitudes of teachers and students at VUS toward the representation and delivery of cultural content through "Motivate! 2." The findings highlight the importance of culturally relevant materials in enhancing language learning engagement However, the scope of the study requires further clarification to better understand its implications for curriculum development and instructional strategies.
This study focused on assessing the attitudes of teachers and young learners at VUS, examining three key components: affect, behavior, and cognition (Eagly & Chaiken, 1998; Schiffman & Kanuk, 2004; Van den Berg et al., 2006) Additionally, it explored both intrinsic and extrinsic motivational factors that influence learners’ attitudes, subsequently impacting their language acquisition and cultural understanding.
This study aimed to evaluate the cultural content in “Motivate! 2” by focusing on two key aspects: representation and delivery of cultural material The evaluation of cultural content representation was based on three main criteria—layout and design, activities, and subject and content—adapted from Litz (2005) checklists Sub-criteria were developed from various scholars’ frameworks, including Risager (1991), Cunningsworth (1995), and Reimann (2009), to ensure comprehensive analysis Additionally, the delivery of cultural content was examined in terms of goal achievement related to cultural competence and effective teaching strategies, helping to determine what, when, and how cultural information is conveyed in the textbook.
O RGANIZATION OF THE STUDY
The study consists of five main chapters, including (1) Introduction, (2) Literature Review,
(3) Methodology, (4) Findings and Discussion and (5) Conclusion and Recommendations, apart from the Acknowledgements, Abstract, References and Appendices
Chapter 1 includes background of the study, aims of the study, research questions, significance of the study, scope of the study and the organization of the study
Chapter 2 provides a detailed review of theories and concepts relevant to attitude, culture and textbook evaluation to generate a conceptual framework for the research
Chapter 3 describes the methodology employed in the study, including a description of the research context, target participants, research design, research instruments, and data collection with data analysis procedures
Chapter 4 comprises the analysis and discussion of collected data as well as the major findings of the study according to research instruments
Chapter 5 presents a brief summary of the findings, proposes some pedagogical implications and recommendations for further research.
LITERATURE REVIEW
A TTITUDE
The perception of the surrounding world influences how we respond to various entities around us Attitude plays a critical role in shaping these perceptions, highlighting the importance of attitudinal studies that have a rich historical background (Oppenheim, 1998) As a result, numerous researchers have defined and examined the concept of "attitude" to better understand its impact on human behavior and decision-making.
Attitude, from various psychological perspectives, is defined as a psychological inclination demonstrated through evaluating or assessing things in a particular way Early definitions by Fishbein and Ajzen (1975) describe attitude as a learned predisposition to respond favorably or unfavorably to an attitude object Similarly, Eagly and Chaiken (1993) in "The Psychology of Attitudes" characterize attitude as a psychological tendency manifested by evaluating an entity with some degree of favor or disfavor Building on previous theories, Hogg and Vaughan (2005) define attitude as a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events, or symbols Recent definitions further expand this understanding, emphasizing the complex and persistent nature of attitudes in social psychology.
In 2006, attitudes were defined as evaluative judgments that integrate cognitive and affective responses related to an object, emphasizing the importance of evaluative integration in conceptualizing attitudes This perspective highlights three key characteristics of attitudes: affect, cognition, and behavior, which have served as the foundation for various conceptual models of attitude Olson and Kendrick further contributed to the understanding of attitudes by exploring their multifaceted nature and impact on behavioral responses.
(2008), holding a similar view as Crano and Prislin (2006), considered attitudes to
“encapsulate positive and negative feelings, beliefs, and behavioral information about all ranges of “attitude objects,” from people to frozen pizza”
Attitude is a mental state of approval that influences how individuals behave toward facts, entities, or situations, shaped by their experiences, prior knowledge, feelings, and motives It is formed through an established foundation of knowledge, including past experiences and relevant cognitive and emotional information, which collectively guide attitude development Understanding this holistic perspective highlights how attitudes impact behavior based on a combination of personal insights and emotional responses.
The multicomponent model of attitude, as defined by Eagly and Chaiken (1993), views attitudes as comprehensive evaluations comprising cognitive, affective, and behavioral components These three components are internally linked and interact to form a cohesive attitude, meaning that a change in one component typically influences the others to maintain consistency within the person's overall attitude, as supported by Fishbein and Ajzen (1975).
The cognitive component of attitude encompasses the beliefs, thoughts, and attributes that individuals associate with an attitude object (Rosenberg & Hovland, 1960; Baker, 1992; Eagly & Chaiken, 1993; George, 2004) These beliefs can vary significantly among individuals, influencing their overall attitude and perception toward the subject (Triandis) Understanding this cognitive aspect is essential for comprehending how attitudes form and change over time.
In 1971, it was established that individuals develop cognitive patterns based on their prior experiences with an attitude object or their environment These mental frameworks serve to guide future behavior and are typically formed before the formation of positive or negative feelings toward the object (Summers, 1977) Understanding this sequence is crucial for comprehending how attitudes influence actions and emotional responses.
According to Baker (1992) and George (2004), the affective component involves positive or negative feelings and emotions toward an attitude object, such as expressions of love, hate, approval, or disapproval, shaping how individuals emotionally respond to various stimuli.
The behavioral component, as described by Breckler (1984), reflects how an individual's cognitions and affects influence their actions or reactions toward an attitude object This overt, behavior-based evaluative component is a highly effective way to understand and predict a person's likelihood of taking specific actions By examining behavior, we can gain valuable insights into an individual’s attitude strength and future responses, making it a crucial element in attitude research and prediction.
2.1.2 The relationship between attitude and motivation in language teaching and learning
Research indicates that attitude and motivation are critical factors influencing success in language learning (Dửrnyei, 2001; Boyd, 2002; Frey & Fisher, 2010) High motivation and positive classroom attitudes facilitate easier learning and encourage active student engagement, while low motivation and negative attitudes can hinder progress and cause students to disengage (Dửrnyei, 2001; Lennartsson, 2008) Failure to address these factors may result in reduced effectiveness in language teaching and learning outcomes.
Understanding the term “motivation” is challenging due to its complexity and multiple facets, as described by Gardner (2006) Different schools of thought have interpreted motivation in various ways; for instance, many psychologists see motivation as a process involving stimulation, guidance, maintenance, and end goals of target-directed behaviors (Chen, 2012).
Motivation, as defined by Harmer (2007), is an internal drive that compels individuals to take actions in pursuit of their goals It is rooted in inner forces such as willingness, desire, or want, which ignite, direct, and sustain a person’s behavior Understanding motivation is essential for fostering effective learning and achievement, as it significantly influences the willingness to engage and persist in tasks Recognizing the key role of internal drives can help educators and learners harness motivation to reach desired outcomes.
Motivation, according to Dửrnyei and Otto (1998), is a dynamic and evolving arousal that initiates, guides, amplifies, and evaluates cognitive and motor processes involved in acting on desires and wishes, influenced by biological, emotional, social, and cognitive factors that shape behavior Malik (2017) emphasizes that current cognitive approaches to motivation focus on individuals' feelings, thoughts, and beliefs that are transformed into actions Understanding that both affective factors and mental processes drive all choices and behaviors is crucial for motivating students in language learning To effectively foster motivation, educators must identify and address what genuinely motivates learners to meet their needs and enhance their engagement.
By taking learners’ motivation into account, researchers often mention two widely-known types of motivation, namely intrinsic and extrinsic motivation (Ryan & Deci, 2000; Kong,
Research by Geary (2008) highlights that two motivational categories significantly influence students' attitudes and learning outcomes These motivational factors are interconnected, working together to support and enhance language acquisition processes (Kong, 2009) While inherently different, motivation and attitude complement each other, shaping an individual's approach to learning and their interaction with their environment.
Intrinsic motivation, as described by Ryan and Deci (2000), is driven by a self-desire to explore new challenges, assess personal capabilities, and acquire knowledge, all fueled by internal satisfaction rather than external rewards Dửinyei (2001) emphasizes that intrinsic motivation arises from an inner desire for personal fulfillment, leading individuals to act without the need for external incentives This type of motivation is evident when individuals engage in activities solely for the pleasure of learning, exploring, and enhancing their potential, as supported by Coon & Mitterer (2010) and Gardner (2006).
C ULTURE
Culture is a complex concept with over 160 different definitions from researchers and professionals, making it notoriously difficult to define According to Thompson (1990), culture encompasses "the pattern of meanings embodied in symbolic forms, including actions, utterances, and meaningful objects, through which individuals communicate and share their experiences, beliefs, and conceptions."
Culture is conceptualized as a dynamic system of explicit and implicit rules established by groups to ensure their survival, encompassing shared attitudes, values, beliefs, norms, and behaviors that are experienced differently by each individual within the group (Matsumoto, 2000) Kim (2017) defines culture as the characteristics and knowledge of a specific group, including language, cuisine, social customs, and music Building on these perspectives, this study defines culture as a set of visible and invisible forms created by a particular group, which influence individuals’ behavior without directly shaping it.
2.2.1 The relationship between culture and language
Language is a fundamental tool for human communication, shaping perceptions of the world through texts that influence language systems It enables people to interact and exchange ideas and feelings effectively Each language possesses unique characteristics due to diverse ways of expressing thoughts, making language a vital vehicle for conveying group traditions and values that define community identity.
Language and culture are deeply interconnected, as Sapir (1970) emphasized that “language does not exist apart from culture” and is shaped by socially inherited practices and beliefs Brown (2000) supported this view, stating that “culture is an integral part of the interaction between language and thought,” with cultural patterns encoded in language and emphasizing that “the acquisition of a second language is also the acquisition of a second culture.” Wardhaugh (2002) further explained that “the culture of people finds reflection in the language they employ,” illustrating how language usage reflects societal values and customs Ultimately, language and culture are inseparable, with language serving as a mirror of a particular cultural identity and values.
2.2.2 Culture in language teaching and learning
Effective language teaching involves integrating culture into the classroom, as students acquire the cultural knowledge of the target language during learning (Byram & Esarte-Sarries, 1991) When culture is overlooked, learners may mistakenly assume that the foreign language functions the same way as their native language, leading to misunderstandings Therefore, teachers should teach culture explicitly or implicitly, presenting both students' own culture and the target culture to foster cultural awareness and appropriate communicative behaviors (Kramsch, 2008) Additionally, culture impacts language teaching linguistically and pedagogically, influencing meaning, discourse, and pragmatics, which requires careful selection of teaching materials and instructional strategies aligned with cultural content (McKay, 2003).
Culture learning involves acquiring both culture-specific and culture-general knowledge, skills, and attitudes essential for effective cross-cultural communication and interaction It is a dynamic, ongoing process that develops over time, engaging learners cognitively, behaviorally, and emotionally to enhance intercultural competence.
(Paige, Jorstad, Paulson, Klein, & Colby, 1999) Apparently, understanding the cultural context of daily conversational conventions means more than just being able to form grammatical sentences (Sarıgül & Ashton-Hay, 2005)
Most researchers focusing on cultural content in EFL textbooks have demonstrated a strong preference for the widely used categorization of culture into Big "C" culture and small "c" culture (Chastain, 1988; Tomalin & Stempleski, 1993; Pulverness, 1995; Lee K.-Y., 2009; Paige, Jorstad, Paulson, Klein, & Colby, 1999) This classification helps in understanding the distinction between prominent, institutional aspects of culture and everyday, interpersonal cultural elements Many studies suggest that EFL textbooks tend to emphasize Big "C" culture, such as history, art, and traditions, more than small "c" culture, which includes social habits and personal interactions Recognizing this trend is essential for developing more balanced and culturally authentic language teaching materials.
Big “C” culture encompasses history, institutions, literature, art, and music, serving as the foundational aspects of a society's cultural identity In contrast, small “c” culture includes culturally-influenced beliefs and perceptions, primarily expressed through language and cultural behaviors that influence social acceptability within a community According to Tomalin and Stempleski (1993), understanding both Big “C” and small “c” culture is essential for effective intercultural communication Paige and colleagues (1999) elaborated that small “c” culture reflects everyday practices and perceptions shaped by cultural influences, impacting how individuals navigate social interactions in the host community Emphasizing these distinctions helps learners develop a nuanced understanding of cultural contexts in language learning and intercultural exchange.
Big “C” culture encompasses tangible aspects such as holidays, festivals, history, art, and literature, represented by observable facts and statistics In contrast, small “c” culture refers to intangible elements like customs, values, norms, beliefs, and daily life practices that shape sociocultural identity According to Lee (2009), this distinction highlights how Big “C” culture is characterized by easily recognizable facts, while small “c” culture emphasizes deeper, invisible aspects like worldview, social norms, and beliefs Understanding both types of culture is essential for a comprehensive grasp of cultural dynamics and intercultural communication.
Big “C” culture, encompassing tangible aspects like literature, music, and sculpture, is often easier for language learners to grasp (Chlopek, 2008); however, these visible cultural elements alone are insufficient for a comprehensive understanding of the target culture, as they lack insight into underlying sociocultural values Teachers and learners should not underestimate the importance of small “c” cultural values, which influence perceptions, behaviors, and appropriate language use within the community by embodying core beliefs, norms, and assumptions Incorporating knowledge of small “c” culture into educational materials and teaching strategies is crucial for developing intercultural competence, especially in today's globalized world, as these subtle cultural aspects have a stronger impact on effective intercultural communication (Wintergerst & McVeigh, 2010).
Researchers have designed their own categories to examine cultural content in EFL textbooks because some cultural facets, classified as Big “C” and small “c” cultures, did not align with specific countries, posing challenges to applying Cortazzi and Jin’s (1999) framework For instance, Chen (2004) proposed a cultural framework based on Lessard-Clouston (1996), identifying seven themes under Big “C” (such as music, economy, history, politics) and nine themes under small “c” (including daily routines, lifestyle, customs, values) Similarly, Lee (2009) adapted a framework referencing Paige et al (1999) to analyze how culture is taught in Korean EFL textbooks, focusing on 22 themes related to Big “C” culture.
“C” (e.g arts, transportation, food, sports, music, etc.) and 26 themes for small “c” (e.g freedom, competition, self-improvement, equality, etc.) (See APPENDIX 2)
Lee (2009)’s cultural framework offers a comprehensive and detailed set of themes from intercultural, sociological, ethnographic, and sociolinguistic perspectives, making it a suitable model for comparing cultural content in “Motivate! 2.” However, its length and abstract themes—such as novelty-oriented, high involvement, regulations-oriented, and result-oriented—can make it difficult to apply directly Consequently, the framework was carefully examined to select and adapt relevant themes that align with the context of this study, focusing on both Big “C” and small “c” cultures.
The article highlights the integration of 245 texts and tasks that incorporate cultural information and values within “Motivate! 2,” adapting themes suitable for the in-use textbook Based on Lee (2009)’s cultural framework, the researcher focused on 16 themes representing Big “C” culture and 6 themes for small “c” culture, as detailed in APPENDIX 2.
According to Cortazzi and Jin (1999), materials in English textbooks are classified based on their cultural context into three categories: source culture materials, which focus on the learners' native culture; target culture materials, which introduce the culture of English-speaking countries; and international culture materials, which encompass global perspectives This classification helps in understanding and addressing the cultural relevance and communicative competence in language learning Incorporating these diverse cultural materials enhances learners' cultural awareness and supports effective language acquisition.
(1) Source culture materials refer to the content of English textbooks that presents learners’ own culture
(2) Target culture materials usually draw on one or two target cultures of countries where
English is predominantly spoken as a first language in countries like the US, the UK, and Australia However, exposure to these target cultures alone is insufficient for learners to develop intercultural competence Limited knowledge of native English-speaking countries’ cultures can result in meaningless utterances and miscommunication, highlighting the need for comprehensive cultural understanding in language learning (Erfani, 2014).
(3) International culture materials contain a wide variety of cultures of countries where
English is spoken as an international language
C ULTURAL CONTENT REPRESENTATION IN CURRENT EFL TEXTBOOKS
In today’s globalized world, foreign language education aims to equip learners with both linguistic skills and intercultural competencies to communicate effectively across cultures With increased intercultural encounters, incorporating cultural content in EFL textbooks is essential for developing learners' intercultural communicative competence Teachers should prioritize cultural understanding in language instruction to prepare students for diverse social interactions (Allwright & Bailey, 1991).
However, culturally-related contents in EFL textbooks are in fact mostly limited to “titles, unit chapters, and arbitrary content or tourist information” (Reimann, 2009) Previously,
Risager (1991) highlights that cultural background in EFL textbooks is often superficial, overgeneralized, and lacking depth, with values, personal feelings, and historical perspectives frequently omitted This leads to culturally integrated content that is oversimplified, subjective, or placed in inappropriate contexts As a result, the topics and textual materials in EFL textbooks tend to be one-sided and favor a specific cultural group, limiting students’ awareness of diverse perspectives.
In short, the limited nature of cultural content is a general problem of most EFL textbooks in the context of multicultural and multilingual world (Aliakbari, 2005; Reimann, 2009;
Despite the abundance of culturally-integrated textbooks, many focus primarily on a limited range of international cultures, often neglecting students’ own cultural backgrounds or providing only simplified cultural information This inadequate cultural representation in current EFL textbooks highlights the need for students to explore diverse cultures beyond native English-speaking countries Incorporating a broader spectrum of international cultures can enhance students’ intercultural communicative competence and deepen their global cultural understanding.
T EXTBOOK EVALUATION
According to Usaquén (2012), textbooks provide teachers with a structured framework to develop effective lesson plans and introduce authentic resources and engaging classroom activities For students, textbooks help foster curiosity, sustain interest in learning, and enhance engagement throughout lessons.
Textbook evaluation plays a crucial role in the EFL teaching-learning process, helping educators select materials that align with students’ needs and expectations By thoroughly assessing textbooks, teachers can ensure that the chosen resources effectively support language development and educational program goals This process is essential for identifying suitable materials that enhance student engagement and learning outcomes in EFL contexts.
According to Tomlinson (2003), materials evaluation is a process that measures the value or potential value of learning materials It involves making informed judgments about the effectiveness of these materials in impacting learners This evaluation helps ensure that educational resources are appropriately assessed for their contribution to the learning process, emphasizing their influence on users.
Textbook content evaluation is a comprehensive process that involves examining, describing, and assessing textbooks to uncover underlying assumptions and beliefs It also considers the needs and value of teaching, ensuring the material aligns with educational objectives (McGrath, 2002) This evaluative approach helps educators select and utilize textbooks that effectively support student learning and reflect core pedagogical principles.
Effective textbook evaluation requires identifying appropriate methods and criteria tailored to various contexts, as textbooks differ significantly in appearance, content, and learning approach (Sheldon, 1988) Since universal standards are impractical, researchers should develop systematic and clear checklists that are also efficient in terms of time and cost (McGrath, 2002).
The researcher sought a standardized and comprehensible checklist applicable to the study, leading to the selection of Litz’s (2005) widely-used textbook evaluation checklist This checklist includes seven essential criteria: practical consideration, layout and design, activities, skills, language type, subject and content, and overall consensus, ensuring a thorough and structured assessment framework.
The researcher examined various scholarly criteria and checklists, including those from Cunningsworth (1995), Kilickaya (2004), Khodabakhshi (2014), and Daneshfar & Abdollahi (2018), to evaluate effective textbooks Key considerations highlighted include "Practical Consideration," which assesses the textbook’s up-to-dateness, attractiveness, ease of accessibility, inclusion of supplementary materials like teacher’s guides and CDs, and its price reasonability Additionally, "Layout and Design" are crucial factors, focusing on the clarity and appeal of the layout, as well as the relevance and appropriateness of illustrative materials, to ensure an engaging and user-friendly learning resource.
The "Activities" section evaluates the sufficiency and distribution of communicative practice, focusing on four language skills exercises, and emphasizes the importance of varied instructional formats such as individual, pair, and group work It also highlights the integration of grammatical points and vocabulary in realistic contexts, along with the flexibility to modify or supplement textbook activities Meanwhile, the "Skills" section emphasizes the balanced integration of all four language skills, ensuring the complexity and difficulty level align with grammatical and lexical progression, and advocates for incorporating skills practice within authentic, real-life contexts to enhance language learning effectiveness.
Aside from the four previously mentioned criteria, “Subject and Content” is also crucial as it evaluates the diversity of information, embedded values, relevance to learners’ interests and needs, avoidance of biased assumptions or negative stereotypes, and the overall engagement level of the topics Additionally, the “Language Type” criterion assesses the authenticity and appropriateness of language for learners’ proficiency levels, ensuring a balanced progression between vocabulary and grammar, proper exemplification of grammatical points, and the practical use of language functions in real-life contexts.
The overall consensus emphasized the importance of selecting textbooks that align with the language learning objectives of the institution, considering their suitability for various class sizes, and their effectiveness in fostering students’ interest in continued language studies Additionally, the decision to adopt a particular textbook often depends on teachers’ preferences and their perception of the material’s relevance and suitability for their teaching context.
Especially, since one of the focuses in this study was on the cultural representation in
"Motivate! 2" employs Litz (2005)’s checklist as a framework to evaluate cultural content, comparing it with eight forms of cultural representation proposed by Adaskou et al (1990) Cultural information and values are embedded both explicitly and implicitly through illustrative materials, textual content, and teaching activities (Sugirin et al., 2011; Endah et al., 2017) Criteria such as “Practical consideration,” “Language type,” and “Overall consensus” show limited relevance to cultural representation, while the “Skills” criterion influences teaching and learning activities Consequently, the evaluation of cultural content in "Motivate! 2" focuses primarily on Layout and Design, Activities, and Subject and Content.
Using illustrative materials significantly enhances comprehension, as visuals combined with text are more effective than text alone (Ametller & Pinto, 2002) These illustrations play a vital role at all levels of language acquisition, positively influencing teaching and learning, although they can also have negative effects if not used appropriately (Kuen, 2010) Effective visuals add value to textual content by helping learners quickly grasp key concepts and enabling them to visualize difficult ideas or words, making learning more engaging and accessible (Jahangard, 2007; Kristiawan, 2012).
Effective illustrations are essential for enhancing comprehension and maintaining learners’ engagement, as they complement the text and clarify intended meanings (Kristiawan, 2012) Conversely, poor and irrelevant visuals can distort the flow of ideas, hinder understanding, and demotivate learners from acquiring knowledge (Lambert & Noel, 2015) Therefore, incorporating high-quality, content-relevant images is crucial for making educational content more captivating and supporting an effective teaching-learning process.
Cultural content is effectively integrated into language learning through various activities found in in-use textbooks and teacher-designed exercises To ensure these culture-focused activities serve their purpose, four of the eight principles for designing effective learning tasks, as proposed by Widodo and Pusporini, are applied These principles help create engaging, meaningful, and culturally rich language learning experiences that enhance students’ understanding and appreciation of diverse cultures.
This study considers the use of learners’ prior background knowledge and experience to enhance language acquisition It emphasizes the importance of aligning teaching strategies with students’ current English proficiency levels, interests, learning styles, and emotional factors The integration of language skills and the application of authentic materials are also key components, ensuring that instruction is relevant and engaging for diverse learning needs.
R ELATED STUDIES
The evaluation of cultural content in EFL textbooks is a global concern among researchers, prompting numerous studies and scholarly articles For instance, Xiao (2010) conducted a comprehensive analysis using textbooks and questionnaires to explore the cultural content in an English textbook and assess Chinese university English majors' attitudes and perceptions toward culture learning The study found that the listening textbook "Contemporary College English" plays a significant role in shaping students' cultural understanding, highlighting the importance of culturally relevant materials in EFL education.
Listening 3 predominantly focuses on Target cultural contents from the UK and the US, leading to a notable lack of Chinese and International cultures in the material Students expect more Chinese cultural integration in their textbooks, which mainly aim to enhance knowledge of English-speaking countries’ cultures The evaluation revealed a greater emphasis on Big “C” culture over small “c” culture, indicating a bias towards prominent cultural aspects Despite this, students recognize the importance of cultural learning and hold positive attitudes towards it, yet they feel hindered by unengaging teaching methods and insufficient cultural background in their textbooks They are willing to participate more if teachers incorporate cultural facts linked to current events and relevant topics The study suggests pedagogical strategies that increase teachers’ awareness of cultural content’s significance and promote effective methods to present cultural information, thereby reducing learning barriers and maintaining student engagement.
Research by Tran (2014) highlights Vietnamese and native English teachers’ positive attitudes toward incorporating culture in EFL classrooms, emphasizing its crucial role in enhancing students’ language proficiency and cultural awareness However, some teachers perceive English primarily as a communication tool, viewing cultural teaching as less important, which can lead to neglecting cultural competence and potential communication issues in cross-cultural contexts Time constraints and limited cultural content in textbooks are identified as significant barriers to integrating culture, resulting in a focus on linguistic skills over cultural understanding Additionally, a gap exists between teachers’ perceptions of culture teaching objectives and their actual classroom practices, suggesting a lack of training or knowledge on effective cultural integration and assessment of learners’ cultural competence.
Do (2016) investigated Vietnamese teachers’ and 11th-grade students’ attitudes toward cultural content and culture learning through “Tieng Anh 11” (TA11) at Tran Khai Nguyen High School in Ho Chi Minh City, highlighting the interconnection between language and culture The study noted the prevalent practice of embedding UK and US cultures in EFL materials, reflecting a common belief in many classrooms However, it emphasized the importance of introducing learners’ own culture and international target cultures where English is spoken, aligning with the contemporary focus on cultural authenticity in language education Data from questionnaires revealed that most students held positive attitudes toward cultural content in TA11 and appreciated culture learning through the textbook Based on its findings, the study recommended effective strategies to boost student motivation and improve cultural instruction, making it an essential reference that thoroughly reviews theories related to attitude and culture while providing diverse criteria for textbook analysis.
Do (2016)’s thesis provides a stable foundation to conduct the recent study
Although numerous studies and scientific articles have explored the analysis of cultural content in EFL education, only a limited proportion focus on teachers' and students' attitudes towards culture teaching through textbooks Notably, no research has yet examined the cultural content of the "Motivate! 2" textbook This gap in the literature motivated the researcher to conduct the present study, addressing the need for a comprehensive analysis of cultural materials in EFL textbooks.
C ONCEPTUAL FRAMEWORK
The following framework significantly provided a guidance for the researcher to conduct the study and accomplish the research aims
This study established a solid foundation by examining relevant theories and concepts of attitude It explored the relationship between attitude and motivation, refining the categories of intrinsic and extrinsic motivation To understand the internal and external factors motivating learners to acquire different cultures worldwide, the researcher analyzed the theoretical basis of influential factors shaping students’ attitudes toward learning English These investigative activities helped clarify and systematize the research, narrowing and specifying the key areas of focus.
This study thoroughly examined literature related to cultural content representation and delivery in EFL textbooks Specifically, it focused on three key criteria for cultural content representation: Layout and Design, Activities, and Subject matter, to ensure effective and engaging cultural integration in language learning materials.
Content were selected based on the widely-used checklist for textbook evaluation of Litz
In 2005, various checklists, guidelines, and criteria were developed to evaluate cultural content in EFL materials These frameworks were synthesized to facilitate the selection and adjustment of specific sub-criteria aligned with overarching cultural objectives This approach ensures that cultural content delivery in language learning materials is both comprehensive and adaptable to different teaching contexts.
"Motivate! 2" explores key goals and strategies for integrating culture teaching into language classrooms, emphasizing three culturally-oriented objectives: Knowledge, Understanding, and Behavior, as proposed by Lafayette and Schulz (1989) The study highlights various culture-teaching strategies designed to achieve specific learning outcomes and effectively incorporate cultural elements into language instruction These strategies serve as valuable references for developing questionnaire items and provide pedagogical implications for EFL teachers at VUS, aiming to enhance cultural awareness and communicative competence in language learning.
This conceptual framework is essential for guiding the entire study, aiding in the design of research tools and establishing a manageable process for data collection It provides a structured approach supported by relevant theories at each step, ensuring a comprehensive research methodology An illustration of the framework is provided in the figure below, highlighting its importance in organizing and executing the research effectively.
This chapter outlines the research study by first presenting the key research questions, followed by a detailed description of the study’s context and target participants It then describes the research design and the specific instruments used to collect data Finally, the chapter explains the procedures for data collection and analysis to ensure a clear understanding of the research methodology.
This study aims to explore the attitudes of teachers and learners at VUS towards cultural content in “Motivate! 2” and its effective delivery in language classrooms Additionally, it examines how internal and external motivational factors influence students’ willingness to learn about different world cultures The research addresses three key questions to deepen understanding of these dynamics and improve cultural integration in language education.
1 How is the cultural content presented in “Motivate! 2”?
2 What attitudes towards the cultural content representation and delivery through
3 What attitudes towards the cultural content representation and delivery through
“Motivate! 2” do students have? Which factors motivate students to learn the cultures of different countries in the world?
3.2 Research site and participants 3.2.1 Context of the study
This study was conducted at VUS (Vietnam-USA Society English Center), a prominent foreign language school in Ho Chi Minh City, using the "Motivate! 2" textbook to teach English to secondary school students To gather a sufficient number of participants, the researcher collected data not only from the main campus at 189 Nguyen Thi Minh Khai, District 1, but also from three additional campuses located in Binh Minh (District 9), Phan Xich Long (Phu Nhuan District), and Morning Star (Binh Thanh District).
Classroom observation was conducted across three classes using the examined textbook during the research period The focus was on young learners aged 11 to 14, enrolled in the "Young Explorer (YE)" program, which lasted for two and a half months with two sessions each week This observational study aimed to analyze effective teaching methods and student engagement within these age-specific classes to enhance language learning outcomes.
The researcher focused on lessons that integrated culture teaching, observing and noting the strategies used and students’ attitudes toward cultural content representation The study specifically examined how cultural learning activities, whether provided in the textbook or designed by teachers, impact student engagement and understanding By analyzing these lessons, the research aims to evaluate the effectiveness of cultural integration in language education and identify best practices for promoting cultural awareness among students.
The study involved 158 young teenagers from 11 classes, aged 11 to 14, with 4 to 9 years of English learning experience Despite COVID-19 restrictions, social distancing, and scheduling challenges limiting data collection, all students voluntarily completed the questionnaires Participants varied in age, gender, and English proficiency, primarily falling within elementary to pre-intermediate levels according to the CEFR standards outlined in “Motivate! 2” (see Appendix 1).
To ensure the reliability and validity of the student questionnaires, a pilot study was conducted with 14 students, while the main study involved 144 participants All respondents were learning English using “Motivate! 2,” enabling them to clearly and confidently express their attitudes toward the cultural content in the textbook This ensured that all participants fully met the criteria for inclusion in the study.
All student responses were kept strictly confidential to protect their personal identities and were used solely for data analysis and discussion purposes The students’ characteristics are summarized in the table below, providing context for the study.
Demographic characteristics of student participants
The total number of student participants (N = 144)
The survey results indicate that male students constitute a larger percentage than female students The majority of respondents were 12 years old, accounting for 45.8% of all participants, which aligns with the English proficiency level required by the textbook Other age groups represented smaller portions of the surveyed population.
Most students have studied English for 4 to 9 years, indicating early exposure to the language These students began learning English at a young age, giving them a solid foundation in Basic English skills Their extensive language learning experience highlights their long-term commitment to mastering English.
R ESEARCH DESIGN
In an effort to achieve the study’s aims and answer three research questions, both qualitative and quantitative approaches were employed
This study provides an overview of cultural content representation in "Motivate! 2" through textbook evaluation, focusing on sources of cultural information based on Cortazzi and Jin’s (1999) framework, which identifies Source, Target, and International cultures Given that "Motivate! 2" is authored by foreigners and used internationally, Vietnamese culture is categorized as International culture rather than Source culture, primarily associated with countries where English is spoken as a foreign language The research mainly examines the representation of Target culture and International culture materials across eight forms of cultural depiction proposed by Adaskou et al (1990) Additionally, the study aims to identify the themes related to Big “C” and small “c” cultures featured in the textbook.
"Motivate! 2" offers a comprehensive analysis of approximately 53 texts and 192 classroom activities, serving as essential tools to explore and showcase the background and core values of diverse cultures This textbook effectively uses these materials to foster cultural understanding and promote meaningful engagement among students.
A comprehensive survey, classroom observation, and interviews were conducted to assess participants' attitudes towards the representation and delivery of cultural content in “Motivate! 2” Dual questionnaires for teachers and students, developed using the Likert scale, focused on key evaluation criteria such as layout, design, activities, subject matter, content, as well as the goals and strategies of culture teaching To better understand the responses and identify factors that enhance students’ interest in learning about different cultures worldwide, additional close-ended questions were included in both questionnaires.
According to ệnalan (2004), surveys are essential tools for collecting information on phenomena that are not easily observable, such as people's behaviors, opinions, beliefs, ideas, perceptions, and attitudes They are also commonly used to gather background data about research participants, including age, gender, and language learning or teaching experience In this study, questionnaires were chosen as the primary survey method, complementing interviews, due to their ability to efficiently reach large groups simultaneously Using questionnaires offers significant advantages in foreign language research, such as allowing researchers to self-administer and distribute them widely, ensuring standardized and consistent data collection across all target subjects.
To assess the attitudes of teenagers and teachers at VUS towards the representation and delivery of cultural content in “Motivate! 2,” two sets of questionnaires were distributed to the respondents Due to the COVID-19 pandemic and the subsequent closure of all English language centers, on-site meetings were not possible Therefore, online questionnaires hosted on Google Forms were developed, incorporating multiple-choice questions and Likert scale statements, allowing participants to respond anonymously.
Unstructured observations provide a more accurate and clearer understanding of culture teaching and learning in foreign language classrooms, as Cohen et al (2005) highlighted that observational data allows researchers to gather ‘live’ insights from real classroom situations This information is systematically recorded using observation forms and later used to develop questionnaire and interview items During the observation process, the researcher adopted a non-participant role, carefully documenting students’ behaviors and attitudes without interfering in the teaching and learning activities (Seliger & Shohamy, 1990).
Conducting semi-structured interviews is essential for gaining a comprehensive understanding of teachers’ perceptions of culture teaching, as interviewed teachers have direct experience with their students and classroom settings While questionnaires allow for quick and large-scale data collection, their limitations—including restricted responses and potential dishonesty—highlight the importance of interviews for capturing in-depth, accurate insights During the interview process, researchers can encourage teachers to elaborate freely, providing detailed perspectives without relying on pre-set standardized questions (Cook, 2008) Therefore, in-depth interviews with teachers serve as a vital method to obtain direct, precise, and valuable information that enhances data analysis and discussion in culture teaching research.
R ESEARCH INSTRUMENTS
To elaborate on what cultural information and its underlying values are incorporated in
The "Motivate! 2" textbook features approximately 192 activities centered around the four basic language skills—listening, speaking, reading, and writing—alongside 53 descriptive texts, 13 tape scripts, and 8 cultural notes Each page across the nine units is enriched with diverse illustrations, enhancing learner engagement The textbook was meticulously analyzed based on three main criteria: Layout and Design, Activities, and Subject and Content, ensuring a comprehensive understanding of its effective pedagogical features and visual appeal.
The "Layout and Design" criterion evaluates the clarity and visual attractiveness of illustrations, ensuring they effectively engage learners and complement the textual content Additionally, the diversity of cultures depicted through visuals is analyzed to assess cultural relevance and inclusivity, enhancing learners' connection to the material.
The "Subject and Content" criterion evaluates the relevance and appropriateness of the material, ensuring it aligns with learning objectives The "Activities" criterion examines how class activities in "Motivate! 2" or those designed by teachers effectively engage learners' interests It also considers the diversity of activities incorporated from the target textbook and the integration of supplementary materials to enhance student motivation and engagement.
This study examined the relevance of topics and content in “Motivate! 2” to learner engagement and user appeal, emphasizing the importance of culturally appropriate material It also evaluated whether the content avoids cultural biases, negative stereotypes, and promotes a diverse representation of different cultures Ensuring that the subjects and themes resonate with learners while accurately reflecting cultural diversity enhances the overall effectiveness and attractiveness of educational content.
Especially, the topics and contents of 9 units were analyzed in two aspects, including the source of cultural information and themes under Big “C” and small “c” cultures With regard to the first matter, the evaluation was based on the identification of nations’ names or other words related to the nations such as cities, nationalities, or currencies of certain countries that are mentioned in the texts and tasks of 9 units in order to categorize those countries into either Target culture or International culture Secondly, any occurrences of either Big “C” or small “c” cultural theme based on Lee (2009)’s cultural framework in the texts and tasks of 9 units were recorded and adapted to be in accordance with the textbook content As a result, 22 themes under Big “C” and small “c” cultures are as follow:
16 themes under Big “C” culture: Film and TV, Music, Leisure activities, Geography, Holidays, History, Food, Arts, Literature, Law, Shopping, Uniform, Races, Technology, Regions, Sports
6 themes under small “c” culture: Future-orientation, Control over time, Self- reliance, Personal control over environment, Freedom, Equality
The pilot questionnaires were conducted to ensure both teachers and students’ thorough comprehension of the questionnaire items and identify any Likert statements or queries that contain ambiguity or lead to misinterpretation On the other hand, piloting the questionnaire allowed the researcher to accumulate valuable feedback from respondents about how the research instruments work and what problems exist (Brown H D., 2001) Clearly, the trial run not only double-checked the items in two sets of questionnaires before the main research being carried out but also made alterations and fine-tuned the final version of both questionnaires After the pilot study, any questionnaire items that caused misunderstanding or were too difficult for informants to answer were modified or discarded
In accordance with the intellect and English proficiency of the target participants, the questionnaires for teachers and students was designed slightly differently
The student pilot questionnaires were delivered to 14 young learners (N) in a same class to calculate the reliability of the questionnaire items Obviously, these students would not participate in the official research again The content of student pilot questionnaires was divided into 4 parts and briefly presented in the table
Table 3.4 The brief summary of student pilot questionnaire items
1 Personal Information Age, Gender, Years of learning English 1-3
2 Students’ attitudes towards the cultural content representation in “Motivate! 2”
3 Students’ attitudes towards the cultural content delivery through “Motivate! 2”
Goals achievement related to cultural competence 29-32
4 Factors motivate students to learn the cultures of different countries in the world Internal and External factors 36-37
During the pilot time, all the students were allowed to complete the questionnaires in class from 15 to 20 minutes and then returned the papers to the researcher Subsequently, the researcher inspected their responses carefully to eliminate questionnaires with incomplete or missing information Later, their answers were inputted into Microsoft Excel 2013 and then coded through SPSS 26 in an effort to compute the Cronbach’s Alpha coefficient to make certain of the reliability of each component in the pilot questionnaire Still, eight close-ended questions were excluded from the procedure of measuring scale reliability in order to be examined for their frequency and percentage in the data analysis section
Since Cronbach’s Alpha is used to measure the reliability or consistency between several items in a questionnaire, it demonstrates the degree of their inter-correlations ranging from zero to one, with the higher values showing greater internal consistency Hinton and colleagues (2004) proposed their guideline for assessing Cronbach’s Alpha consisting of excellent reliability (more than 0.900), high reliability (between 0.700 and 0.900), moderate reliability (from 0.500 to 0.700) and low reliability (below 0.500) With the rule of thumb of 0.700 suggested by Nunnally and Bernstein (1994), Cronbach’s Alpha should equal to or exceed the value of 0.700 for the studied subject to have an acceptable level of consistency However, values higher than 0.950 are not necessarily good, since they might be a denotation of redundancy (Hulin, Netemeyer, & Cudeck, 2001) Besides, according to Nunnally (1978), if the corrected item-total correlation coefficient of an item exceeds or equals to 0.300, that item meets the requirement
Simply put, the reliability of student pilot questionnaire items was calculated and displayed in five aspects; namely, Layout and Design, Activities, Subject and Content together with Goals achievement related to cultural competence and Culture teaching strategies a Layout and Design
According to Hinton et al (2004), the Cronbach’s Alpha coefficient for this criterion is 0.713, indicating acceptable reliability Additionally, all items in this criterion have corrected item-total correlation coefficients above the threshold of 0.300, confirming their consistency (see Appendix 3A) Therefore, these items are retained for use in the official questionnaire to ensure high reliability and validity.
Reliability statistics’ results for “Layout and Design”
Based on Hinton et al.'s (2004) four cut-off points for reliability, the Cronbach’s Alpha coefficient of 0.813 for our five-item questionnaire indicates a high level of reliability Additionally, all item-total correlation coefficients exceed the minimum threshold of 0.300, confirming the consistency of each item (see Appendix 3A) Therefore, no items were discarded from the student pilot questionnaire, as all meet the necessary reliability criteria.
Reliability statistics’ results for “Activities”
Table 3.7 shows that the Cronbach’s Alpha coefficient for this criterion is 0.819, indicating high reliability All item-total correlation coefficients exceed the minimum threshold of 0.300, except for Items 23 and 25, which fall below this cutoff Consequently, these two items will be removed, and the Cronbach’s Alpha will be recalculated to ensure improved internal consistency (see Appendix 3A).
Reliability statistics’ results for “Subject and Content” for the first run
The second run demonstrated that the Cronbach’s Alpha coefficient for this criterion was high, with a reliability score of α = 0.843, indicating strong internal consistency Additionally, all corrected item-total correlation coefficients met the necessary requirements, supporting the overall reliability of the instrument (see APPENDIX 3A) However, the results suggested the need to revise the statements of Item 23 and Item 25 to improve their internal consistency and overall measurement accuracy (see Illustration 1).
Reliability statistics’ results for “Subject and Content” for the second run
Illustration 1 Original and Modified statements of Item 23 and 25 after the pilot study for the student questionnaire
Original: Item 23: I like to learn more about the culture of non-native English-speaking countries (e.g Finland, Japan, South Korea, China, Italy, France, etc.)
Item 25: I like to learn more about visible aspects of culture (e.g historical sites, famous people, music and movies, arts, etc.)
Modified: Item 23: I like to learn more about the culture of countries where English is spoken as a foreign language (e.g Japan, South Korea, China, Italy, France, etc.)
Item 25: I like to learn more about the cultural aspects that can be easily observable (e.g historical sites, famous people, music and movies, arts, etc.) d Goals achievement related to cultural competence
The questionnaire demonstrated strong reliability, with a Cronbach’s Alpha coefficient of 0.747, indicating high internal consistency Additionally, all individual items showed corrected item-total correlation coefficients exceeding the minimum threshold of 0.300, confirming the stability and consistency of the final student questionnaires (see APPENDIX 3A).
Reliability statistics’ results for “Culturally oriented goals”
As revealed in Table 3.10, the Cronbach’s Alpha coefficient of “Culture teaching strategies” is 0.850, which can be considered as an indicator of a high level of reliability
D ATA COLLECTION PROCEDURE
The researcher aimed to explore the cultural background and underlying values embedded in "Motivate! 2" by analyzing how these elements are presented within the textbook To achieve this, they examined approximately 245 texts and culturally integrated tasks across nine units, evaluating them based on three main criteria derived from Litz’s (2005) checklist: Layout and Design, Activities, and Subject and Content This thorough analysis provides insights into how the textbook incorporates and reflects cultural aspects to enhance language learning.
The researcher categorized countries mentioned in “Motivate! 2” into Target or International culture based on the “Subject and Content” criterion to determine the dominant cultural source in the textbook Cultural themes were coded and adapted according to Lee (2009)’s framework to identify topics related to Big “C” and small “c” cultures within the texts and tasks The frequencies and percentages of cultural sources and themes were then summarized to show their prevalence in the material.
This study focused on observing three classes of young learners at NTMK campus of VUS, each observed over two periods totaling 160 minutes, excluding a 20-minute break The researcher specifically examined lessons related to cultural content in “Motivate! 2” to gain insights into culture teaching and learning in EFL classes Observations took place during lessons on Unit 1 in March 2021, Unit 3 in April 2021, and Unit 9 in May 2021, as these units provided clear cultural backgrounds During the observations, the researcher acted as a non-participant observer, recording classroom activities and interactions in observation forms to capture authentic classroom dynamics.
After gathering valuable insights into culture teaching and learning through classroom observations, questionnaires were administered to both teachers and students To ensure the validity and reliability of these questionnaires, the researcher conducted a pilot study with the voluntary participation of 14 students.
This study involved 10 teachers from the NTMK campus of VUS, utilizing a carefully designed research instrument to gather valuable feedback The feedback enabled the researcher to identify specific questions and Likert-scale statements that require revision or additional examples, thereby enhancing the overall clarity and effectiveness of the content.
Following the pilot study, the questionnaire items were reviewed and translated into Vietnamese by the supervisor to ensure clarity and reliability In May 2021, online questionnaires were distributed via Google Form to target respondents who did not participate in the pilot, at several VUS campuses Although the sample sizes—24 teachers and 144 students—were not extensive, they provided valuable insights into the study's focus Prior to completing the survey, participants received a thorough explanation of its purpose, instructions, and assurances of confidentiality and anonymity Student respondents were allowed 15-20 minutes to complete the questionnaires during class breaks or before lessons, and they could submit their responses online The researcher was available to answer any questions throughout the process, ensuring clear understanding and accurate data collection.
In order to obtain a comprehensive view and insights into the practical teaching of cultural content in “Motivate! 2”, the researcher conducted the interview to accumulate valuable data on the investigated subjects from teachers’ viewpoints There were 8 teachers at VUS willing to participate in the interview They were also in charge of teaching classes using the textbook “Motivate! 2”, which provided ample opportunities for the researcher to dig into the studied matters that other instruments could not supply However, due to teachers’ heavy workload and busy schedule, the researcher had to wait for the confirmation about their leisure before scheduling the time to carry out the interview Besides, with the intention of keeping their personal information confidential, the interview was executed individually at their most convenient time
Before asking the questions, the researcher clearly explained the aims of the interview to the participants and expressed the willingness to clarify or exemplify any queries that respondents found difficult to answer Especially, their identity and feedback were strictly kept confidential and merely utilized for the sake of the research After that, the researcher briefly introduced “Motivate! 2” to interviewees in terms of the key characteristic and its aims in an effort to keep respondents on track of the subject under investigation During the interview process, the same questions were asked but could be adjusted or modified depending on the evolution of the conversation Extensive questions would be added to expand interviewees’ responses While taking notes, the researcher also used a recorder with the permission of respondents to avoid mishearing and facilitate the process of interpreting and analyzing the data
Data collection procedure at VUS
D ATA ANALYSIS
The cultural content representation of “Motivate! 2” was analyzed under three main criteria yielded from Litz’s checklist (2005) including Layout and Design, Activities, Subject and
Content In each main criterion, there was a number of corresponding sub-criteria for further elaboration on different aspects of the in-use textbook Especially, to clarify the
“Variety” of “Subject and Content”, two sources of cultural background yielded from Cortazzi and Zin (1999)’s idea and themes under Big “C” and small “c” culture with reference to Lee (2009)’s cultural framework were exploited to provide a clearer view of the representation of cultural background in “Motivate! 2”
Brief comments and notes obtained from classroom observations contributed to the design of questionnaire items and interview questions at the next stages
The researcher first meticulously reviewed participants’ responses to ensure completeness and accuracy, resulting in the retained number of valid questionnaires Subsequently, data from both pilot and official questionnaires for teachers and students were entered into Microsoft Excel 2013 for organization, then coded and analyzed using SPSS 26 to ensure precise statistical processing.
Pilot questionnaires were given to 14 students and 10 teachers
Official online questionnaires were sent to 144 students and 24 teachers
Classroom observation for Unit 1, Unit 3 and Unit 9 at NTMK campus of VUS
The first part of two sets of questionnaires ranging from Question 1 to Question 3 was designed to gather personal information of respondents in terms of age, gender and years of teaching/ learning English Question 2 was posed to ask about the gender of responders by ticking into the box named “Male” or “Female”; thence, the data was coded in SPSS 26 with 1 referred to “Male” and 2 referred to “Female” While Question 1 and 3 were coded differently because of the dissimilar numbers of age and years of teaching/ learning English
Other parts with the use of five-point Likert scale and closed-ended questions were constructed to identify the attitudes of target respondents to the representation and delivery of cultural content in “Motivate! 2” based on three main criteria for textbook evaluation together with the goals achievement related to cultural competence and culture teaching strategies In these sections, the five-point Likert scale was employed with each position attached to numbers of 1, 2, 3, 4, 5 With the aid of the five-point Likert scale, the researcher could take account of the mean, standard deviation, percentage and frequency of participants’ responses and then, conducted reliable calculation by means of SPSS 26
Besides, in the pilot study, the coefficients of Cronbach’s Alpha and the corrected item- total correlation were considered essential to assure the internal consistency of the questionnaire items Not only did the Cronbach’s Alpha coefficient of a criterion equal to or exceed 0.700, but the item-total correlation coefficient of each component also met the required value of 0.300 in order to remain unchanged in the final version of both questionnaires, whereas unqualified items would be eliminated to calculate the Cronbach’s Alpha for the second time and then modified for the main research
Additionally, for obtaining in-depth information about the investigated subjects, some close-ended questions were utilized in the form of multiple response items, which allowed informants to choose more than one option leading to more than one variable in the data field of SPSS In an effort to code these multiple response questions, the researcher assigned particular values to corresponding variables More specifically, these values are mainly dependent on the maximum number of preconceived answers posed by the researcher For instance, in the student questionnaire, Item 9 provided 9 options for informants to pick out Since 9 is the maximum number of choices that a respondent can select, the number of variables for this Item is 9 As a result, particular values in this item ranged from 1 to 9 Hence, all the other items were coded in a similar way, grouped under a multiple response set of variables, and subsequently computed for displaying the frequencies and percentages of the options chosen by participants through SPSS 26
After conducting individual interviews with 8 teachers according to the schedule, the researcher painstakingly rechecked her notes with the audio recordings to make sure that no information was missing Later, prominent perspectives and comments were extracted to be grouped into the same corresponding categories in the analysis section.
S UMMARY
This chapter demonstrated a comprehensive description of the methodology employed in this study with the intention of investigating the attitudes of teachers and students at VUS to the representation and delivery of cultural content in “Motivate! 2” On the basis of the conceptual framework, three research instruments that served specific purposes were designed and depicted in detail All the accumulated responses from both groups of participants were noted down and then coded painstakingly to center on answering the research questions Besides, the procedure of data collection and data analysis were also given clear descriptions.