INTRODUCTION
Background of the study
Globalization has significantly contributed to the rise of English as a global language, with an estimated one billion people currently learning it By 2050, projections suggest that half of the world's population will have some level of proficiency in English, making it the primary language for international business, politics, and diplomacy, as well as in the realms of technology and the Internet Consequently, English serves as a vital connector among diverse cultures, enabling learners to communicate not only with native speakers but also with non-native speakers from various backgrounds.
Since the Doi Moi reforms in 1986, Vietnam's integration into the global market has significantly influenced the adoption of foreign languages and cultures, with English receiving particular emphasis across all educational levels The teaching of English as a Foreign Language (EFL) has become vital for Vietnam's economic, technological, and educational development Moreover, proficiency in English has emerged as a critical requirement for employment in numerous institutions nationwide.
Language and culture are deeply interconnected, making language learning an immersive experience that extends beyond vocabulary and grammar Understanding a foreign language inherently involves exploring the cultural nuances and diverse aspects of life associated with it Thus, one cannot effectively learn a language without engaging with its cultural context.
Emphasizing culture is crucial in foreign language education, particularly in the context of English as a Foreign Language (EFL) in Vietnam With increased opportunities for Vietnamese students to learn English and engage with diverse cultures, it is vital for teachers to enhance students' cultural awareness alongside language instruction This approach not only facilitates effective communication but also fosters meaningful relationships, highlighting the importance of integrating cultural dimensions into English Language Teaching (ELT).
Research indicates that the integration of cultural elements in English lessons in Vietnam, particularly at Quoc Hoc Gifted High School, has been largely overlooked As a leading institution, Quoc Hoc has formed partnerships with various schools in Thailand and Japan, and engages in annual exchange programs with prestigious universities worldwide, including NUS, APU, and Queensland University These initiatives provide Quoc Hoc students with valuable opportunities to connect with international peers To foster successful relationships, a solid understanding of cultural knowledge is essential, highlighting the urgent need to incorporate cultural teaching into language education.
Rationale of the study
The study is conducted for the following reasons:
The Communicative Language Teaching (CLT) approach has become central in English Language Teaching (ELT) in Vietnam, with a primary goal of enhancing students' cultural knowledge and skills Key elements of culture, particularly nonverbal communication, play a crucial role in effective interaction.
The Communicative Approach emphasizes the importance of integrating cultural dimensions into English lessons, as the relationship between language and culture is inseparable Without this cultural inclusion, the effectiveness of language instruction may be compromised (Larsen-Freeman, 2000, p 68).
Secondly, although communicative approach has been adopted, its effectiveness remains uncertain due to many reasons The problematic issues are analyzed by C
Teachers face several challenges in English language education, including low proficiency levels, large class sizes, inadequate facilities and resources, and rigid syllabi with prescribed textbooks Additionally, an exam-oriented educational system further complicates the teaching process.
In 2013, it was noted that students primarily learn English to pass exams rather than for effective communication As a result, teachers often lack confidence in encouraging their students to focus on all four language skills, which undermines their commitment to a communicative approach This situation ultimately restricts teachers from incorporating cultural elements into their English instruction.
Finally, the pilot textbooks for high school level, textbooks of the new version, having been in use since 2013 contain a section called Communication and Culture
The cultural dimension in English language teaching has gained significant attention, yet the impact of this new textbook design on how teachers address cultural aspects in their lessons remains unexplored.
The aims and research questions of the study
This study explores teachers' beliefs and practices regarding cultural aspects in English teaching, aiming to identify the challenges they face in integrating cultural elements into their lessons It presents strategies and activities designed to enhance the incorporation of cultural knowledge in English instruction Ultimately, the research demonstrates the viability of integrating cultural teaching within the English lessons at Quoc Hoc Gifted High School, contributing to the normalization of cultural education in the Vietnamese English Language Teaching (ELT) context.
English more comprehensive as it is by nature With the aims defined, the present study addresses the following research questions:
1 What are the teachers’ attitudes regarding the role of teaching culture in English textbook-based lessons at Quoc Hoc Gifted High School?
2 How do the teachers deal with the cultural aspects in their teaching practices at Quoc Hoc Gifted High School?
3 What are the challenges to the teachers’ integration of cultural aspects in their teaching in the context of English teaching and learning at Quoc Hoc Gifted High School?
Significance of the study
The integration of cultural dimensions in English as a Foreign Language (EFL) education in Vietnam is crucial yet underutilized, particularly at the high school level Recent findings indicate that while new English textbooks have introduced sections such as Getting Started, Communication and Culture, and Looking Back and Project, teachers face challenges in effectively incorporating these cultural aspects into their teaching practices The success of these new elements largely depends on teachers' understanding of the objectives of teaching culture and their instructional methods This study aims to enhance teachers' awareness of the significance of cultural education in EFL and to improve their approach to teaching the Culture section in the updated textbooks, ultimately shedding light on the effectiveness of these new features.
5 for high school students so that there will be immediate actions to be taken in order to improve the situation.
Scope of the study
This case study, conducted at Quoc Hoc Hue Gifted High School, involved three teachers instructing grade 11 students using the new textbook Tieng Anh 11 The research specifically examines the cultural aspects presented in the textbook, concentrating solely on the Culture section.
1 The influence of teachers’ perception of the objectives of foreign language education and attitudes towards the role of teaching culture in teaching English on their culture teaching practices of the lessons in the new textbook
2 The difficulties teachers and students encounter in implementing intercultural teaching and learning in English lessons and implications for the teachers.
Structure of the thesis
The thesis comprises five chapters, starting with Chapter 1 - Introduction, which outlines the research issue, rationale, objectives, and significance Chapter 2 - Literature Review provides the theoretical framework, defining key concepts and reviewing related studies Chapter 3 - Methodology details the research methods, participants, data collection, and analysis Chapter 4 - Findings and Discussion presents the research findings through tables and discusses them in relation to the research questions Finally, Chapter 5 - Conclusion summarizes the study, highlights implications, addresses research limitations, and offers recommendations for future research.
LITERATURE REVIEW
Introduction
This chapter introduces the concepts of 'perception' and 'culture', exploring the interplay between language and culture while highlighting the significance of culture in English Language Teaching (ELT) It outlines the objectives of teaching culture and provides background information on high school English students in Vietnam, along with an overview of the new version of the Tieng Anh textbooks by MOET The chapter concludes with a review of existing literature, identifying gaps in previous studies that the current research aims to address.
Literature review
‘Perception’ is defined in various ways by reputable dictionaries According to Oxford Learners’ Dictionaries, it can refer to (1) the way one notices things through the senses, (2) the ability to grasp the true nature of something, or (3) an idea or belief formed from one’s understanding Cambridge Dictionaries further define ‘perception’ as (1) a belief or opinion often shared by many, based on appearances, and (2) the quality of being aware of things through the physical senses, particularly sight.
Perception is defined as a belief or opinion commonly held by many, shaped by appearances, and refers to an individual's capacity to notice and comprehend subtleties that may elude others According to Merriam-Webster's Learner's Dictionary, it also encompasses the manner in which one thinks about or understands a person or situation.
Perception is defined as the ability to easily understand or notice something, often through the use of one of the senses It encompasses an individual's beliefs and understanding, as well as their unique way of noticing and interpreting information.
7 things through senses In the sense of the present study, ‘perception’ is understood as one’s belief or opinion about something resulting from how one sees and understands it
Understanding the various meanings of 'culture' is essential for teachers and policymakers to effectively incorporate this concept into the modern language curriculum.
Culture is a broad and abstract term defined in various ways by researchers Tylor (1871) describes culture as "that complex whole which includes knowledge, belief, art, law, morals, custom, and any other capabilities and habits acquired by man as a member of society." This anthropological perspective indicates that culture encompasses nearly all aspects of human life Similarly, Gudykunst (2003) connects culture to both spiritual and material dimensions, including achievements in art, religion, science, and technology Kroeber and Kluckhohn (1952) define culture as "the explicit and implicit patterns of behaviors, symbols and ideas that constitute the distinctive achievements of human groups." Furthermore, Samovar et al (2000) describe culture as "the deposit of knowledge, experience, beliefs, values, actions, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and artifacts acquired by a group of people over generations." Overall, these definitions reflect a holistic understanding of culture.
Crozet and Liddicoat (2000) provide a comprehensive definition of 'culture' that emphasizes its changeability and contextual nature They highlight that 'culture' is not a static concept but rather one that evolves based on various factors and circumstances.
Culture encompasses the shared ways of acting, believing, valuing, and thinking within a community, which are passed down through generations It is dynamic and evolves due to changes in living conditions or interactions with other cultures This definition emphasizes the aspects of sharing, inheritance, and interaction Kačmárová (2008) further interprets culture in a broad sense as a representation of national, ethnic, or religious backgrounds among people in a specific country, while in a narrower sense, it refers to the representation of language.
Four universal characteristics of culture are succinctly summarized by Haviland
Culture is a collective framework of shared ideas, values, and behavioral standards that unites individuals within a community This common cultural foundation enables members to understand and anticipate each other's actions in various situations, fostering cohesive interactions and responses.
Culture is acquired through learning rather than being biologically inherited Individuals absorb their culture by growing up within it, and the process of passing culture from one generation to the next is known as enculturation.
Culture is fundamentally rooted in symbols, as all human behavior arises from their use The realms of art, religion, and money are deeply intertwined with symbolic language, which serves as the cornerstone of human cultures.
Culture is inherently integrated, with various elements working together as a cohesive whole While anthropologists often dissect culture into distinct components for analysis, it is essential to recognize that all aspects of culture function in harmony, a concept known as integration.
It goes without saying that these four characteristics are likely to reflect comprehensively the nature of culture from its components, representation to its sense of property and inheritance
From a linguistic perspective, Kramsch (1998) defines ‘culture’ as “membership in a discourse community that shares a common social space and history, and common imaginings” (p 10)
In language teaching, 'culture' is divided into four categories: aesthetic, sociological, semantic, and pragmatic (Adaskou, Britten, & Fashi, 1990) This classification is beneficial for English language teachers as it highlights key topics commonly addressed in English language courses (Sárdi, 2002).
In language teaching, Tomalin and Stempleski’s (1998) definition of culture is pivotal, describing it as "the evolving way of life of a group of persons," which encompasses shared practices, products, and perspectives within specific social contexts (Vrbová, 2006) This definition is utilized as the working framework for this study They categorize culture into two groups: big 'C' culture, which includes history, geography, social institutions, literature, art, and music, and small 'c' culture, which pertains to daily life aspects such as customs, traditions, greetings, attire, food, and everyday habits (Heidari, Ketabi, & Zonoobi, 2014).
Cultural aspects in the thesis extend beyond English-speaking countries like the U.S., UK, Canada, and Singapore to include diverse cultures worldwide As highlighted in the introduction, English has evolved into an international language, facilitating communication among global communities with varied first languages and cultural backgrounds.
Therefore, the target culture in this sense refers to that of any country which is mentioned in the lessons
The relationship between language and culture is the main discussion of the next section
2.2.3 The relationship between language and culture
In order to highlight the importance of culture integration into foreign language teaching, it is crucial to take into consideration the relationship between language and culture
The significance of the relationship between language and foreign language teaching has garnered considerable attention from linguists and researchers Brown (2001) characterizes this connection as "interwoven" (p 165), while Jiang (2000) describes it as "inseparable" (p 328) Furthermore, Ho (2009, 2011a, 2011b) emphasizes that this relationship is "inextricable and interdependent" (p ).
Chapter summary
Numerous studies highlight the significance of cultural elements in English Language Teaching (ELT) and advocate for the incorporation of cultural competence in English as a Foreign Language (EFL) and English as a Second Language (ESL) curricula, particularly among Vietnamese educators and researchers.
Most research on the English language has focused on tertiary education, highlighting significant differences in students and curricula compared to lower educational levels Notably, there is a lack of studies examining high school teachers' perceptions of cultural content in the new version of English textbooks This current study aims to address this gap.
METHODOLOGY
Research questions
The study aims to explore English teachers' attitudes and practices regarding cultural aspects in English Language Teaching (ELT) It seeks to understand how teachers integrate cultural elements into their lesson plans and identify the challenges they face in doing so Ultimately, the goal is to promote the inclusion of cultural dimensions in English lessons at the selected school and in similar educational contexts.
In order to attain the intended objectives, the research is supposed to address the following questions:
1 What are the teachers’ attitudes regarding the role of teaching culture in English textbook-based lessons at Quoc Hoc Gifted High School?
2 How do the teachers deal with the cultural aspects in their teaching practices at Quoc Hoc Gifted High School?
3 What are the challenges to the teachers’ integration of cultural aspects in their teaching in the context of English teaching and learning at Quoc Hoc Gifted High School?
Qualitative research is characterized by its ability to explore problems and develop a comprehensive understanding of central phenomena (Creswell, 2012, p 16), making it an ideal approach for the current study Furthermore, case studies enhance this exploration by providing in-depth insights.
The chosen study method was ideal for the researcher's goal of gaining an in-depth understanding of a limited number of cases within their real-world contexts, as emphasized by Yin (2012) Additionally, Merriam (1998) notes that qualitative case studies are particularly effective for this type of exploration, especially when the context does not allow for a large number of participants.
“insight, discovery, and interpretation rather than hypothesis testing” (pp 28-29)
Case studies provide a rich and holistic understanding of phenomena, making them particularly effective for exploring teachers' perceptions of cultural aspects According to Merriam, they offer valuable insights that can be generalized to other situations through analytic generalization, as noted by Yin Despite challenges such as time constraints, financial limitations, and concerns over reliability and validity, the strengths of case studies outweigh their limitations Therefore, I have chosen a case study qualitative design as the framework for this research.
The study took place over two months during the second semester of the 2015-2016 academic year at a high school in Hue city, focusing on two groups of English teachers One group teaches English to non-English-majored students, using textbooks published by MOET, while the other group teaches English-majored students, utilizing their own compiled resources This research specifically examines the teaching practices of the first group, highlighting the distinction in materials and methodologies between the two teacher groups.
The lesson format differs significantly, potentially due to the higher English proficiency of English-majored students, who typically achieve better results in provincial, regional, and national exams for gifted students Consequently, the inconsistency in teaching materials within this group leads to their exclusion from the study.
The study focuses on teachers of non-English majored classes, utilizing a purposeful sampling technique known for its "information-rich" quality (Patton, 1990, as cited in Creswell, 2012) A homogeneous sampling strategy was employed to select participants with similar traits, specifically teachers from the English Department instructing non-English-majored students using the latest MOET textbooks Following Creswell's (2012) recommendation, the research involved three teachers teaching grade 11 students with the new Tieng Anh 11 textbook, each managing three to four classes with identical lesson content These colleagues willingly supported the study and participated in data collection.
The detailed description of the participants is provided in table 3.1 as follows:
Table 3.1 Description of the participants
Teachers Age Year(s) of experience Grades in charge
The primary focus of the research was the new version of Tieng Anh 11, as detailed in section 2.2.7 of Chapter two This analysis guided the researcher in selecting subsequent research steps, specifically choosing to examine the section on Culture.
The study adhered closely to the research questions, beginning with semi-structured interviews with three teachers to explore their opinions on the role of teaching culture in English lessons and the challenges they face in integrating cultural aspects Interviews are an effective primary data collection method, as they gather insights into individuals' practices, beliefs, and opinions (Harrell & Bradley, 2009) Although time-consuming and costly, this method allows for better control over the information obtained, enabling targeted questions to elicit relevant responses (Creswell, 2012) Unlike unstructured interviews, which offer limited control and free-flowing responses, or overly structured interviews that may lead to irrelevant answers, semi-structured interviews provide a balance by allowing some flexibility while maintaining standardized questions, ultimately delivering detailed insights into the topic (Harrell & Bradley, 2009).
The interview was designed with twelve questions in total Each question was followed by many other detailed questions in order to help provoke, limit and
The study effectively utilized participants' responses by allowing them to speak freely while minimizing interruptions The order of questions was flexible, adapting to the natural flow of conversation, which meant that questions already answered were omitted Each interview was designed to last approximately sixty minutes, and to facilitate understanding, the interview questions were translated into Vietnamese, with both English and Vietnamese versions included in Appendix 1 All interviews were audiotaped for transcription purposes, and interview protocols were employed to assist in note-taking.
The study involved observing how teachers address cultural aspects while teaching the Communication and Culture sections from units 7 to 10 of the textbook Twelve observations, four for each of the three grade 11 teachers, were conducted to focus specifically on this part of the curriculum This targeted approach was essential for understanding teachers' perceptions of cultural elements in their lessons, as it is within this section that educators intentionally demonstrate their teaching practices related to cultural content Observations provide valuable insights into real-time teaching behaviors and allow for a deeper exploration of how cultural themes are integrated into the classroom, especially for individuals who may struggle to articulate their thoughts (Creswell, 2012, p 214).
In my research, I assumed the role of a nonparticipant observer, utilizing field notes and observation sheets to document my findings, which are included in Appendix 2 The observation sheets were specifically designed based on Tomalin's (2008) four facets of culture teaching in English Language Teaching (ELT).
After collecting the data, it was organized for analysis by transcribing interview protocols, recordings, observation notes, and sheets The typed data was categorized into file folders and stored on the computer Subsequently, the data was hand-coded and analyzed, with findings presented through tables and narrative discussions Finally, the results were interpreted to derive meaningful insights.
This chapter outlines the research methodology, starting with the research questions and design, followed by a description of the study context It then details the participants and the data collection procedures The chapter concludes with an overview of the data analysis.
Context of the study
The study was conducted over two months during the second semester of the 2015-2016 academic year at a high school in Hue city, focusing on gifted students These students are divided into two categories: those studying English as part of a general education curriculum alongside subjects like Maths and Physics, and English-majored students who focus primarily on English Correspondingly, there are two groups of English teachers: one group teaches non-English-majored students using textbooks published by MOET, while the second group utilizes a distinct set of resources, tailored to their curriculum, although based on the topics from the non-English-majored textbooks This study specifically examines the first group of teachers.
The lesson format differs significantly, possibly due to the higher English proficiency of English-majored students, who tend to achieve better results in provincial, regional, and national exams for gifted students However, the inconsistency in teaching materials used among this group leads to their exclusion from the study.
Participants and Materials
The study focused exclusively on teachers of non-English majored classes, employing a purposeful sampling technique to recruit relevant participants, as highlighted by Patton (1990) and Creswell (2012) A homogeneous sampling strategy was utilized to select teachers from the English Department who taught non-English-majored students using the latest MOET textbooks Following Creswell's (2012) recommendation, the research involved a case study with three teachers, all responsible for teaching grade 11 students using the new Tieng Anh 11 textbook Each teacher managed three to four classes, ensuring they covered the same material As colleagues, they willingly supported the research and participated in data collection.
The detailed description of the participants is provided in table 3.1 as follows:
Table 3.1 Description of the participants
Teachers Age Year(s) of experience Grades in charge
The primary focus of this research was the new version of Tieng Anh 11, as highlighted in section 2.2.7 of Chapter two The analysis conducted in this section guided the researcher in selecting subsequent steps, specifically leading to a focused examination of the Culture section.
The study adhered closely to its research questions, beginning with semi-structured interviews to explore teachers' opinions and challenges regarding the integration of cultural aspects into English lessons These interviews, conducted individually with three teachers, serve as an effective primary data collection method, allowing for in-depth insights into their practices and beliefs (Harrell & Bradley, 2009) Although time-consuming and costly, this approach offers better control over the information gathered, enabling targeted questions to elicit relevant responses (Creswell, 2012) Unlike unstructured interviews, which can lead to unpredictable responses, or overly structured ones that may miss the essence of the questions, semi-structured interviews provide a balanced framework that encourages both standardized questions and flexibility, facilitating a comprehensive understanding of the topic (Harrell & Bradley, 2009).
The interview was designed with twelve questions in total Each question was followed by many other detailed questions in order to help provoke, limit and
The study effectively utilized participants' responses by allowing them to speak freely while minimizing interruptions The sequence of questions was flexible, adapting to the natural flow of conversation, which meant that questions could be omitted if addressed earlier Each interview lasted approximately sixty minutes, and to facilitate clear communication, the interview questions were translated into Vietnamese, with both English and Vietnamese versions included in Appendix 1 Additionally, all interviews were audiotaped for accurate transcription, and interview protocols were employed to assist in note-taking.
The study involved twelve classroom observations, with four conducted for each of the three grade 11 teachers, focusing specifically on the Communication and Culture sections of units 7, 8, 9, and 10 in the textbook This targeted approach was essential to understand teachers' perceptions of cultural aspects in their lessons, as these sections allow for a deeper insight into their teaching practices regarding cultural content Observations provide the advantage of capturing real-time behaviors and interactions, particularly for individuals who may struggle to articulate their thoughts verbally (Creswell, 2012, p 214).
As a researcher, I served as a nonparticipant observer during the 30-process study, utilizing field notes and observation sheets to document my findings These observation sheets were structured around the four facets of culture teaching in English Language Teaching (ELT) as outlined by Tomalin (2008), and are included in Appendix 2.
After collecting the data, it was systematically organized for analysis Interview protocols, recordings, observation field notes, and sheets were transcribed and categorized into file folders on the computer The data was then manually coded and analyzed, with findings presented through tables and narrative discussions Finally, the results were interpreted to derive meaningful insights.
This chapter outlines the research methodology, starting with the research questions and design It then describes the study's context, followed by details about the participants and the data collection process The chapter concludes with an overview of the data analysis.
FINDINGS AND DISCUSSION
Introduction
The study aimed to investigate teachers’ perceptions of cultural aspects in their English teaching practices, focusing on their attitudes towards the role of culture in lessons, their methods for integrating cultural elements, and the challenges faced in this integration The ultimate goal was to enhance the teaching of culture in high school English classrooms in Vietnam, utilizing the cultural content from the new version of textbooks This chapter presents the research findings through a structured data analysis, organized according to the research questions, beginning with an introduction, followed by the findings, and concluding with a summary.
Findings
4.2.1 An overview of the data analysis process
This chapter focuses on the themes derived from the data collected in the study, addressing the research questions through a qualitative case study design Data were primarily obtained from in-depth interviews (see Appendix 1) and observations (see Appendix 2), with interviews yielding a wealth of information while observations served to clarify and verify the findings The qualitative analysis of the data was organized under specific themes, and to maintain participant confidentiality, unique letters of the English alphabet were used as codes to label the interviewees Teachers’ responses were categorized into various themes based on the interview and research questions.
In more detail, research question 1 was solved under two themes emerging from the
The article presents 32 responses to interview questions regarding teachers' perspectives on the importance of integrating cultural knowledge into English lessons Key insights from the responses reveal four main themes related to teaching culture in English: methods of instruction, various aspects of cultural teaching, and the time allocated for cultural education Additionally, responses to further interview questions highlight four themes addressing teachers' cultural knowledge and teaching strategies, the availability of teaching materials, time limitations, and students' existing knowledge and skills.
Observational data was categorized based on themes identified during the interviews, enabling effective triangulation between the two data sources, as detailed in Table 4.1.
Table 4.1 Information (from the observations) grouping
Activities Cultural facets dealt with Teacher’s approaches / techniques
Clarify the answer for interview questions to figure out how time affects teachers’ culture teaching answer
2 & 3 - how teachers deal with cultural contents and whether teachers
Answer questions 2, whether consistent with their oral answers
Answer questions 2 - Their real teaching
(challenge) to see time devoted to the section relevant to its important role had difficulty with teaching activities and their effectiven -ess
4.2.2 The teachers’ attitudes regarding the role of teaching culture in English textbook-based lessons at Quoc Hoc Gifted High School
To address the initial research question regarding teachers' perceptions of the significance of teaching culture in English textbook-based lessons, a series of interview questions were developed The results of these inquiries are detailed in the following sections.
4.2.2.1 The importance of teaching culture and cultural knowledge
Teachers unanimously emphasized the importance of culture in language education, asserting that cultural knowledge is essential for effective teaching and learning of English They recognized teaching culture as a fundamental aspect of English instruction, holding it in equal regard to vocabulary, grammar, and skills Two-thirds of the teachers identified successful communication through skill mastery and cultural understanding as the primary goal of English education, while the remaining teachers highlighted the dual objectives of achieving good exam results and enhancing cultural knowledge.
34 two of them both shared the same explanation for the importance of teaching culture in teaching language That is to avoid culture shock as they explained:
“…communicating in English without understanding about the country’s culture is likely to lead to misunderstanding or culture shock…” (Interview 1, March 12, 2016)
“…having cultural knowledge together with communication skills will help students get along well with the life in foreign countries…” (Interview 2, March 15,
In the same way, Teacher C emphasized:
Effective communication in English poses significant challenges for students, who often find themselves capable of discussing common topics but struggle with less familiar subjects.
She emphasized that both language skills and cultural knowledge are equally essential for effective communication in English She argued that these two elements are interconnected; students with strong language skills but insufficient cultural understanding struggle to engage in meaningful conversations Conversely, students rich in cultural knowledge but lacking language proficiency find it challenging to express themselves effectively.
A, in addition, referred to cultural sympathy for other cultures as the result of having adequate cultural knowledge As for her, it was an extremely essential quality especially in the age of globalization as it could foster mutual understanding and improve international relationships
4.2.2.2 The essential need for the integration of cultural dimension in English lessons
In response to question 3 in the interview, teachers A and C claimed that without including the knowledge of the target culture, teaching and learning English could
To achieve ultimate educational objectives, it is essential to integrate language teaching with cultural understanding Teacher A emphasized that combining language instruction with cultural insights equips students with comprehensive language proficiency, enabling them to understand diverse cultures and communicate their ideas effectively Similarly, Teacher C highlighted that teaching language in isolation is ineffective, as language and culture are intricately connected Only by incorporating both elements can educators attain the desired outcomes in their lessons.
C, teacher B held a rather different viewpoint She believed that such ultimate aims could be obtained but she paid greater attention to the positive effects that culture incorporation brought about According to her, involving cultural aspects in English lessons created a more interesting atmosphere where students could express their own opinions as well as compare two cultures, for instance
All three teachers agreed on the importance of teaching culture as a vital component of English Language Teaching (ELT) Their insights highlight the necessity of integrating cultural education into language instruction The next section will address the relevance of these beliefs to their actual teaching practices.
4.2.3 How in reality the teachers dealt with the cultural aspects in their teaching practices at Quoc Hoc Gifted High School
To address the second research question, both interviews and observations revealed that all three teachers relied heavily on the textbook format when teaching cultural content (see Appendix 3) The detailed findings are presented in the following sections.
4.2.3 1 Teaching culture in teaching English
In exploring teachers' perceptions of 'teaching culture' in English education, all three educators viewed it as a broad concept Teacher A highlighted various aspects, including customs, traditions, and daily habits of a country's people Likewise, Teacher B emphasized the importance of history, music, and routines in understanding cultural context.
The article emphasizes the importance of teaching 36 habits and behaviors as cultural aspects in education Teacher C noted the differences in culture across various countries, while both Teacher A and Teacher C stressed the necessity of imparting cross-cultural knowledge They believe that this knowledge is crucial for enabling students to communicate effectively with individuals from diverse backgrounds.
The study revealed a strong alignment between teachers' responses and their actual teaching practices regarding cultural instruction Analysis of question 5 highlighted that all teachers predominantly employed similar methods akin to those used for teaching reading skills This consistency was evident during the observation of four lessons per teacher, focusing on the culture sections of four textbook units It was found that each unit was taught in a nearly identical manner by all teachers, with only minor variations in activities, resulting in a uniform lesson format as depicted in Table 4.2.
1 Lead-in - Ask Ss if they know anything about further education in Singapore
2 Look at the Singapore’s education journey and
- Ask Ss to look at the diagram and work with
- Work with a partner, looking at the diagram
37 briefly describe the stages following secondary education partner describing the stages
- Invite individual Ss to present their descriptions in front of the class and describe the stages
3 Read the text and answer the questions
- Explain some unfamiliar vocabulary items
- Ask Ss to read the text and answer the questions in pairs or in groups
- Check Ss’ answer as a class
- Read the text and answer the questions
1 Look at the photo of Taj
1 Where do you think it is?
2 What do you think you can see there?
- Ask Ss to look at the photo of Taj Mahal and answer the questions
- Encourage Ss to share any information or facts they know about this site
- Call Ss to answer individually
- Look at the photo and answer the questions individually
2 Read the text and match the highlighted words in
- Ask Ss to look at the highlighted words and the context in which they are
- Look at the highlighted words in the text and guess
38 the text with the definitions provided used
- Encourage Ss to work out the meaning of each new word from the contextual clues in the text
- Check Ss’ answer as a class their meanings in context
3 Answer the question - Ask Ss to read the text again
- Check Ss’ understanding of some other key vocabulary items
- Ask Ss to answer the questions individually then compare their answers in pairs or groups
- Check Ss’ answers as a class
- Read the text and answer the questions individually
- Compare their answers with classmates’
“If you had the opportunity to travel, would you visit
Taj Mahal? Give reasons for your decision.”
- Have Ss work in groups and express their opinions about the site
- Ask individual Ss to present their opinions to the class
1 Read the text and complete the table
- Show a picture of Songdo city and ask Ss whether they know anything about that city
- Have Ss read the text and do the exercise
- Call Ss to answer individually
- Read the text and do as required
2 Read the text and decide whether the statements are true, false or not given
- Get Ss to read the text again and do the exercise
- Call Ss to answer individually and explain their answer by finding the evidence from the text
- Read the text again and do the exercise
3 Discuss in pairs the question: “Would you live in Songdo if you had a chance? Why or why not?”
- Ask Ss to work in pairs discussing the question
- Call some pairs to report their opinions to the class
- Work in pairs, discuss the question
- Report their opinions to the class
1 Lead-in - Ask Ss to work in pairs, reading the instruction and the title of the text and guess what they are going to read about
- Work in pairs and do as teacher asks
2 Read the text and decide whether the statements are
True, False or Not given
- Ask Ss to read the text and do the task
- Get Ss to check answers in pairs
- Read the text and do the task
3 Discuss the questions: a What is the key to
Nagano’s success in its efforts to improve people’s health and longevity? b If Vietnam wants to follow Nagano’s model, what is the first step to take?
- Have Ss discuss the questions in pairs
- Call some pairs to report their discussion
- Discuss the questions in pairs
Discussion
The data analysis revealed key findings that addressed the research questions, highlighting that all three teachers recognized the essential role of teaching culture in their English lessons for various reasons They concurred that teaching culture should encompass a country's historical achievements, art, music, beliefs, values, and daily life, while also enhancing students' cultural skills Furthermore, the teachers employed similar methods for teaching reading, typically involving a reading passage followed by comprehension questions However, there was a discrepancy between the teachers' responses and their actual classroom practices concerning the integration of cultural elements in English instruction Additionally, several challenges emerged in incorporating cultural dimensions, including inadequate knowledge and teaching methods, poor materials and facilities, time limitations, students' restricted knowledge and skills, and unsuitable curriculum design This section will further discuss three themes based on the research findings: teachers' attitudes towards the role of teaching culture in textbook-based lessons, their actual teaching practices regarding cultural aspects, and the challenges they face.
50 teachers’ challenges in integrating cultural dimension in teaching English On the whole, they are discussed in relation to the literature, and the findings
4.3.1 Teachers’ attitudes regarding the role of teaching culture in English textbook-based lessons
The findings indicate that teachers recognize the significance of cultural elements in language instruction, highlighting the intertwined relationship between language and culture (Brown, 2001; Ho, 2009, 2011a, 2011b; Jiang, 2000) This awareness suggests that teachers view culture teaching as essential for successful communication in English, reflecting a positive teaching perspective among high school educators in Vietnam This aligns with the objectives established by the Ministry of Education and Training (MOET) in the new curriculum.
To achieve a deeper understanding of English and American cultures, it is essential to recognize cross-cultural differences that enhance communication skills This awareness not only helps to effectively represent the Vietnamese people, their rich history, and culture but also fosters pride in Vietnam's language and heritage.
Prior to the adoption of the Communicative approach, language certificates were prioritized over communicative skills, leading teachers to focus on helping students achieve high exam scores in reading and grammar (V Hoang, 2013) As a result, students often became "fluent fools," excelling in tests but lacking effective communication abilities (T Hoang, 1999; Bennett, Bennett & Allen, 2003, as cited in Ho, 2009) Fortunately, the introduction of a new curriculum emphasized the importance of communication, incorporating not only the four English skills but also vocabulary, grammar, phonetics, and cross-cultural understanding into teaching objectives.
51 the current study had adopted the updated perspectives which suit the demands of language education in the modern age
The teacher's role in education is crucial, particularly in teaching English A positive attitude towards cultural aspects can enhance their teaching effectiveness, leading to gradual improvements in the English learning environment in Vietnam.
The teachers' viewpoints on the benefits of teaching culture align closely with research findings For example, Teacher A and Teacher B emphasized the importance of helping students avoid culture shock, echoing Oberg’s (1960) assertion that cultural knowledge is crucial for overcoming such challenges This perspective is supported by Teacher A and Teacher C, who noted that cultural knowledge enhances effective communication and reduces misunderstandings, as highlighted by Bada (2000) and Tran (2010) Furthermore, Teacher B and Kitao (1991) reinforced the idea, shared by all teachers in Rajab’s (2013) study, that teaching culture fosters student interest and self-understanding, enabling them to adapt their behavior in their own cultural contexts Additionally, the teachers unanimously endorsed the goals of teaching culture articulated by Tomalin and Stempleski (1993), Tomalin (2008), and Valette (1986), agreeing that it should encompass three dimensions: cognition, attitude, and skill.
The findings of research question 1 align with previous studies, including those by Atay et al (2009), Han (2010), Rajab (2013), Yeganeha and Raeesia (2014), and Tran and Dang (2014), which demonstrated that all participating teachers were fully aware of the critical importance of the subject matter.
The integration of cultural dimensions in English language education is vital, as most teachers acknowledge its importance However, the challenge lies in whether these educators effectively implement cultural teaching practices in their classrooms, highlighting the need for further efforts in this area.
4.3.2 Teachers’ real teaching practices in dealing with cultural aspects
Teachers recognize the vital importance of culture in language education, believing that effective language teaching should encompass all four facets outlined by Tomalin (2008) This understanding highlights the potential for integrating culture into English language teaching (ELT) in Vietnam As emphasized in the review, language instruction is inseparable from cultural education, and the success of language acquisition is significantly influenced by the teaching of culture Therefore, innovating English teaching methods to include cultural dimensions is essential for achieving successful ELT outcomes, particularly in today's globalized world The role of English teachers is crucial in this transformation, as their perceptions, beliefs, and attitudes serve as key drivers for meaningful change.
The analysis of observation sheets and teacher interviews reveals that the effectiveness of teachers' practices was hindered by various factors, particularly the lesson design in textbooks Teachers A and C noted that culture lessons were often taught in a manner similar to reading lessons, which may have led to greater success in reading rather than in conveying cultural understanding This approach did not consistently adhere to the specific format required for teaching culture, highlighting the need for diverse methods to incorporate cultural content into language lessons, as outlined by Trinh (2015).
Teaching culture in Vietnamese English classrooms can be effectively approached through various methods proposed by Stern (1992), including lectures, dialogues, discussions, culture quizzes, contacting foreigners, and acting games While these techniques are primarily designed for tertiary level students, they can also be adapted for high school learners However, the lack of adequate training for teachers regarding the cultural dimension in textbooks poses a challenge, as highlighted by Han (2010), who noted that teaching materials often restrict cultural content to what local educational institutions provide This limitation can hinder teachers' ability to select appropriate topics and methods for their lessons Therefore, it is essential for teachers to adopt a flexible approach by integrating diverse teaching methods and activities, which can enhance student engagement and lead to improved knowledge and skills in cultural understanding.
Also under the influence of the textbook lesson design, none of the lessons which were observed involved all the facets of teaching culture suggested by Tomalin
(2008) The point is that while all three teachers believed that all the facets were important and should be included in culture teaching, which was consistent with the
In Rajab's (2013) study, participants' understanding of cultural knowledge and values did not translate into their teaching practices While cultural knowledge and values are theoretical, cultural skills and behaviors are more closely tied to practical application, as students demonstrate acceptance of cultural differences and utilize their cultural knowledge in daily life Observations revealed that lessons primarily focused on cultural knowledge, with cultural skills being addressed less frequently due to textbook content limitations Although cultural skills were noted to occur regularly, they occupied minimal instructional time, often limited to lead-in or post-lesson activities This issue is compounded by the teaching methods employed by Han's educators.
In 2010, research emphasized cultural knowledge transmission as the primary teaching technique, focusing solely on cultural aspects However, all three teachers noted that incorporating four facets of culture could offer students a more comprehensive understanding, as these facets encompass nearly all aspects of life Thus, it is reasonable to conclude that a culture lesson prioritizing only one, two, or three facets would be incomplete.
The findings highlighted a significant issue with the curriculum design, particularly regarding the Communication and Culture sections, which were intended to be taught within a 45-minute timeframe This duration was deemed insufficient by Teachers A and C, who often struggled to complete their lessons and occasionally had to extend them into subsequent sessions In contrast, Teacher B reported no timing issues Notably, during the Communication and Culture lesson of Unit 9, Teacher A was unable to cover both parts in one session, necessitating a follow-up in the next class Additionally, the new textbooks aim to enhance students' communication skills and cross-cultural understanding, further emphasizing the need for adequate time allocation in the curriculum.
Teachers face challenges in achieving language competence and integrating communication and cultural aspects within a limited timeframe To effectively address both language skills and cultural education, it is essential to allocate more time for teachers to focus on these areas, particularly on cultural understanding, as anticipated.
4.3.3 Teachers’ challenges in integrating cultural dimension in teaching English
Chapter summary
This chapter presents a comprehensive analysis of the research findings, addressing three key research questions that emerged from the interviews and observations Consistent responses from participants highlight significant themes, aligning with previous studies and uncovering universal issues The subsequent chapter will focus on concluding the thesis.