Rationale of the study
Globalization has significantly heightened the importance of English as a foreign language (EFL), emphasizing the need for both linguistic proficiency and cultural competence As English becomes the primary means of cross-cultural communication, effective English language teaching is essential for fostering successful interactions However, mere fluency does not ensure effective message transmission, often leading to misinterpretation and miscommunication Consequently, foreign language education must incorporate diverse global cultures and connect with learners' cultural backgrounds to enhance understanding and communication.
Cultural and linguistic knowledge are equally essential for effective communication As noted by Byram (1997) and Smith et al (2003, p 89-126), fostering intercultural communicative competence in English language learners relies on understanding diverse backgrounds, which serves as the basis for making informed assumptions.
Scholars like Byram and Morgan (1994) and Secru (2005) emphasize the significance of intercultural competence (IC) in foreign language education, highlighting that teaching English as a foreign or second language transcends mere language instruction; it fundamentally involves imparting global cultural understanding.
Culture significantly influences English language teaching, positioning teachers as essential instruments for imparting knowledge and cultural insights to students Recently, Vietnamese EFL educators have recognized the vital importance of integrating cultural elements into language instruction, acknowledging the need to enhance foreign language learning through a cultural lens.
Despite increased recognition of the importance of cultural education among Vietnamese EFL teachers and scholars, classroom practices remain inadequate, with a predominant focus on linguistic instruction in universities This shortfall hinders the effective promotion of students' intercultural competence and their preparation for intercultural communication Consequently, enhancing intercultural competence becomes a crucial responsibility for language teachers, necessitating a shift in teacher education and training programs to incorporate additional objectives and focus areas.
My interest in the topic has driven me to explore the intercultural competence of EFL teachers at the University of Economic and Technical Industries, particularly in relation to their teaching of the "New Headway, Pre-intermediate, Third Edition" course book.
Aims and objectives of the study
Aims of the study
The aim of this study is to investigate intercultural competence of EFL teachers at University of Economic and Technical Industries and their self-report in culture teaching.
Objectives of the study
- To assess the intercultural competence of EFL teachers at University of Economic and Technical Industries
- To find out EFL teachers’ self-report in culture teaching practices
- To find out how EFL teachers’ intercultural competence is reflected in their self-reported pedagogical practice in classroom
Scope of the study
Within the framework of this minor thesis, the study only focuses on university EFL teachers’ attitude of intercultural competence in teaching for non-English major students.
Significance of the study
The researcher aims to investigate English language teachers' perspectives on incorporating culture into their classrooms As globalization continues to rise, the demand for English as a medium of communication with individuals from diverse countries is becoming increasingly important.
This study offers a comprehensive framework for training English language teachers to effectively integrate culture into their teaching practices, while also enhancing their understanding of the theoretical foundations of language and culture education.
Secondly, the study provides the insights into English language teachers’ intercultural competence and their application in practice.
Research Methodology
Research Questions
1,What are the perceptions of EFL teachers at UNETI about intercultural competence?
2, How do EFL teachers self-report their intercultural competence in teaching practice?
3, How is teachers’ intercultural competence reflected in their self-reported pedagogical practice in classroom?
Research methods
This study utilizes a mixed-methods approach, integrating both quantitative and qualitative techniques for data collection and analysis It examines the perspectives of seventeen teachers to compare their understanding and attitudes regarding intercultural competence Data is gathered through two primary instruments: a questionnaire and semi-structured interviews.
Design of the study
The thesis consists of three parts, namely Introduction, Development and Conclusion
Part A , Introduction, presents the rationale, the aims, the scope, the method and the design of the study
Part B, Development, is divided into three chapters: Chapter 1, Literature Review, examines essential constructs and relevant research; Chapter 2, Methodology, outlines the participants, data collection tools, and data analysis methods; and Chapter 3, Findings and Discussions, presents the results and interpretations derived from the data analysis.
Part C is Conclusion of the study In this part, the major findings, some recommendations, limitations of the research as well as suggestions for further study are presented
The appendixes are the last part of the study following the reference.
LITERATURE REVIEW
Language and culture correlation
To effectively explore the relationship between culture and language, it is essential to define both concepts Language is widely recognized as a system of arbitrary vocal symbols utilized for human communication, as noted by Sapir (1921, p 8).
Language is a uniquely human and non-instinctive method of communication that utilizes voluntarily produced symbols to convey ideas, emotions, and desires According to Thompson (2008), it serves as a system that employs sounds or symbols for expressing our thoughts, feelings, and experiences Additionally, Salzman (1993) supports this definition by highlighting language as an integral aspect of human genetic endowment, distinguishing it as one of several communication systems used by diverse populations.
Culture encompasses the intricate amalgamation of knowledge, beliefs, art, morals, law, customs, and various skills and habits that individuals acquire as members of a society, as defined by Tylor in 1874.
Culture can be categorized into three main dimensions: the sociological dimension, which encompasses a nation's history, geography, economics, and political development; the artistic dimension, which includes literature, music, and art; and the anthropological dimension, focusing on behavioral patterns such as customs, daily life, standards of living, and religion A widely accepted definition of culture describes it as the collective beliefs, customs, values, behaviors, institutions, and communication patterns that are shared, learned, and transmitted through generations within a specific group Additionally, culture can be classified into "large or capital-C culture" and "small-c culture," highlighting different aspects of cultural expression and significance.
Krech（1962）explained the major functions of language from the following three aspects:
1 Language is the primary vehicle of communication;
2 Language reflects both the personality of the individual and the culture of his history In turn, it helps shape both personality and culture;
3 Language makes possible the growth and transmission of culture, the continuity of societies, and the effective functioning and control of social group
Language serves not only to express thoughts and convey information but also plays a crucial role in various social functions, such as greetings and religious ceremonies Its significance extends to the development and transmission of culture, allowing us to store meanings and experiences that enhance communication Some scholars even emphasize the vital importance of language in facilitating effective interactions.
The relationship between language and culture is complex and requires a dialectical perspective, as they are inextricably intertwined Researchers like Crozet & Liddicoat (2000) and Risager (2005) emphasize that language reflects human attitudes, beliefs, and worldviews, embodying cultural realities Conversely, language is a crucial component of culture, perpetuating and influencing it Saint-Jacques (2012) notes that language serves as a window into the culture of its speakers, highlighting the necessity of cultural understanding for effective communication, regardless of vocabulary mastery Numerous authors, including Seelye (1974) and McKay (2000), have underscored the importance of integrating culture into foreign language education, a topic extensively explored by scholars like Byram and Higgs.
Language and culture are deeply interconnected, as highlighted by Bennett & Allen (2003, p.237), who state that "the person who learns language without learning culture risks becoming a fluent fool." This underscores the importance for educators to recognize cultural differences, enabling them to guide students in avoiding inappropriate behaviors when interacting with native speakers.
Intercultural competence
Language education has experienced from a focus of “linguistics competence” to communicative competence” and then to “intercultural competence” Chomsky
In 1965, research on "linguistic competence" highlighted that students should learn a language through its grammatical structures, vocabulary, and pronunciation, with less emphasis on socio-cultural context However, by the late 20th century, the emergence of pragmatic reform shifted the focus to the performance of speech acts Language educators recognized that effective communication requires more than just well-structured sentences; students also need to understand how to apply these sentences in real-life contexts.
Communicative competence (CC), first introduced by Hymes in 1972, encompasses various systems of rules governing communicative behaviors Van Ek (1986) later applied CC to foreign language teaching (FLT), identifying six key abilities Generally, CC includes four main components: grammatical, sociolinguistic, discourse, and strategic competence (Savignon, 1983; Alptekin, 2002) However, scholars have critiqued CC for its emphasis on speech acts and discourse at the expense of cultural competence, which is crucial given the differences between the target language and the learner's first language Crozet and Liddicoat (1999) argue that communicative language teaching fails to effectively connect language and culture, hindering intercultural understanding Consequently, there is a pressing need to shift the focus of foreign language instruction from communicative competence to intercultural competence (IC).
There are different definitions of intercultural competence The conceptualization of intercultural competence mainly deals with the ability to communicate and interact across culture of language learners According to Byram
Intercultural competence, as defined in 1997, refers to the ability to effectively communicate and interact across cultural boundaries Deardoff (2004) emphasizes that this competence encompasses the skills, knowledge, and attitudes necessary for appropriate communication in intercultural contexts Supporting this view, Paige et al (2003) describe intercultural competence as the capacity to engage and communicate effectively with individuals from diverse cultural backgrounds.
Cultural identity plays a crucial role in intercultural competence, alongside effective communication and interaction skills According to Byram, Gribkova, and Starkey (2002), it encompasses the ability to foster shared understanding among individuals from diverse social identities and to engage with them as multifaceted individuals with unique identities and perspectives.
Intercultural competence enables learners to act as mediators between their home culture and the target culture, utilizing the target language to communicate effectively with native speakers (Risager, 1998) This competence encourages learners to adopt an external perspective, allowing them to analyze and adapt their behaviors, values, and beliefs (Byram & Zarate, 1997) By interpreting diverse perspectives, learners can recognize societal assumptions and engage with the complexities of multiple identities, thus avoiding the pitfalls of stereotyping (Byram et al., 2002) Additionally, the ability to reflect on cultural differences and adjust behaviors accordingly is crucial for navigating intercultural interactions (Dellit, 2005).
Intercultural competence in language learners extends beyond policies, materials, or studying abroad, as noted by Byram & Zarate (1997) It is essential for teachers to be aware of and understand intercultural competence to facilitate student progress (Sercu, 2002) Educators play a crucial role in helping learners recognize the connections between their own culture and others, fostering their interest and curiosity about diverse cultures.
“otherness”, and an awareness of themselves and their own culture from other people’s perspectives
In conclusion, culture is fundamental to intercultural competence in language education, as relying solely on linguistic and communicative skills is inadequate for language learners in multicultural environments The complexity of intercultural competence has led to various definitions, all emphasizing the ability to communicate effectively and appropriately across cultures and languages The following section will explore five prominent models of intercultural competence.
Byram’s perception of intercultural competence
Byram's (1997) model of intercultural competence (IC) identifies five key components, known as "savoirs," essential for language learners These components include attitudes, knowledge, interpreting and relating skills, discovery and interaction skills, and critical cultural awareness or political education Each of these elements is connected to the values individuals develop through their membership in various social groups within society.
1 Savoirs (Knowledge): of social groups and their products and practices in one's own and in one's interlocutor's country, and of the general processes of societal and individual interaction
2 Savoir être (Attitudes): curiosity and openness, readiness to suspend disbelief about other cultures and belief about one's own
3 Savoir comprendre ( Skills of interpreting and relating): ability to interpret a document or event from another culture, to explain it and relate it to documents from one's own
4 Savoir apprendre/ faire (Skills of discovery and interaction): ability to acquire new knowledge of a culture and cultural practices and the ability to operate knowledge, attitudes and skills under the constraints of real-time communication and interaction
5 Savoir s’engager (Critical cultural awareness/political education): an ability to evaluate critically and on the basis of explicit criteria perspectives, practices and products in one's own and other cultures and countries
Figure 1 Byram’s model of intercultural communicative competence
Byram’s model (1997) highlights five essential elements related to culture: cultural relativism, critical awareness, empathy, curiosity, and cultural identity It illustrates the interconnectedness of linguistic competence, sociolinguistic competence, discourse competence, and intercultural competence According to Byram, intercultural competence is crucial for individuals engaging with people from diverse cultures through foreign languages, serving as a mediator in cross-cultural interactions.
Byram's five saviors (1997) empower language learners to recognize and address misunderstandings in cross-cultural interactions, articulate differing interpretations, identify areas for further learning, and proactively prevent future miscommunications.
IC offers an invaluable opportunity to engage language learners in learning about other cultures It gives language teachers a chance to integrate the teaching of language and culture.
Review of related studies
The significance of teaching intercultural competence is increasingly acknowledged in the second and foreign language curricula and educational policies across Europe, Australia, and North America In Europe, the Council of Europe's Common European Framework of Reference for Languages emphasizes the development of intercultural competence, aligning with Byram’s model This framework serves as a foundational guide for language syllabuses, curriculum guidelines, and assessments, outlining the knowledge and skills necessary for learners to achieve six levels of communicative proficiency By prioritizing culture, the CEFR aims to facilitate plurilingualism and intercultural development among language learners.
The National Standards in Foreign Language Education Project in the United States provides a framework for second language learning through five key standards known as the five Cs: communication, cultures, connections, comparisons, and communities Educators are urged to adapt their communicative competence-focused teaching methods to foster students' intercultural competence While numerous countries' national curricula for language education have embraced this intercultural approach in theory, practical implementation remains a challenge, as noted by Garrido & Alvarez (2006) and Sercu.
(2006) argue that both cultural teaching in the broad sense and intercultural competence teaching have not yet become a common practice in second and foreign language classrooms
European research indicates that the cultural teaching practices employed by language teachers often fall short of achieving the outcomes outlined in existing theoretical literature (Sercu, 2006; Sercu, Mendez Garcia & Castro Prieto, 2005).
In Australia, the Intercultural Language Teaching and Learning in Practice
The Intercultural Language Teaching and Learning Project (ILTLP), developed by the University of South Australia in 2007, enhances teachers' understanding of intercultural language education It equips language educators to effectively incorporate intercultural principles into their classroom practices and assessment strategies.
Research on foreign language teachers' perceptions of intercultural competence (ICC) reveals significant gaps in its implementation in the classroom Sercu (2005) surveyed teachers of English, German, and French, finding that many had not adopted student-centered strategies for teaching ICC due to a lack of preparation, appropriate materials, and sufficient time or training This highlights the need for better resources and professional development to enhance teachers' beliefs and practices regarding ICC, as supported by studies from Paige et al (2003) and Sercu (2005).
Research by Duff & Uchida (1997), Lazaratton (2003), and Young et al (2009) highlights significant concerns regarding the integration of intercultural competence into language curricula, primarily due to insufficient curricular support, inadequate textbook materials, and the lack of ICC testing.
Nguyen Thi Mai Hoa, a prominent researcher in Vietnam, emphasizes the significance of intercultural competence in effective communication In her 2007 study, she identifies key factors contributing to communication failures, including the absence of clear guidelines, limited time, large class sizes, and inadequate intercultural skills.
METHODOLOGY
Setting and participants
The Faculty of Foreign Languages at the University of Economic and Technical Industries (UNETI) offers English learning programs specifically designed for non-major students Each classroom is equipped with modern teaching aids, including projectors, to enhance the learning experience The faculty boasts a team of 44 English teachers; however, it currently does not employ any foreign instructors.
The study involved 17 teachers from the Basic English Department, all instructing second-year students in Basic English Their qualifications range from a minimum of a Master's degree (MA) to a Bachelor's degree (BA) in English language teaching According to the Common European Framework of Reference for Languages (CEFR), their English proficiency levels are at least C1, and each teacher has a minimum of two years of teaching experience.
Data collection instrument
Dürnyei (2001a) suggests that integrating qualitative and quantitative designs can enhance research by addressing the limitations and biases of each method (p 242) Consequently, this study employs a mixed-methods approach, utilizing both survey questionnaires and semi-structured interviews as primary data collection tools.
A survey questionnaire is employed to assess teachers' understanding of intercultural competence, their self-reported teaching practices, and the correlation between their intercultural competence and its application in English teaching According to Seliger and Shohamy (1989), one of the primary advantages of questionnaires is their self-administrative nature, allowing data collection from a large participant group in a short timeframe Additionally, this format encourages teachers to confidently express their viewpoints.
The survey questionnaire is structured into three main sections to address key research issues, adhering to Cohen et al (2007) guidelines, which advocate for a progression from objective facts to subjective attitudes and justifications The arrangement of parts and research questions aligns with these recommendations Primarily featuring closed questions, the design includes clear and concise instructions to facilitate analysis and encourage higher response rates (Redline et al., 2002) Additionally, open-ended questions are incorporated to gather in-depth insights into teachers' perspectives Since the participants are English language teachers, translation into Vietnamese is unnecessary.
The questionnaire used in this study, is inspired and adapted from Sercu et al.’s
The study utilizes elements from Sercu et al (2005) international questionnaire due to its thematic relevance, systematic organization, and the suitability of its statements for addressing the research questions Part A includes four questions: the first two investigate teachers' definitions of culture and intercultural competence (IC), while the third examines teachers' perceptions of culture teaching The final question assesses participants' intercultural competence.
Part B includes four questions designed to investigate the cultural activities utilized in classrooms, assess the creation of a multicultural environment, identify the cultural elements presented, and examine the methods of implementing culture teaching in educational settings.
Part C examines how teachers' intercultural competence (IC) influences their teaching practices through question 9 This question includes 20 statements that gauge teachers' perceptions of the significance of cultural teaching in their educational methods Participants are requested to express the importance they place on integrating cultural elements into their teaching practices.
Semi-structured interviews utilizing open-ended questions provide both interviewers and interviewees with greater flexibility in communication This format allows researchers to gain deeper insights into individual perspectives, as participants can articulate their thoughts in their own words (Kayrooz & Treviit, 2005, p.110) Consequently, these interviews can uncover critical information that traditional survey questionnaires may overlook The study incorporates a semi-structured interview format consisting of nine questions (See Appendix B).
This article investigates teachers' definitions of culture and intercultural competence, focusing on their approaches to teaching culture and their own intercultural skills in English instruction It further examines teachers' awareness of the significance of intercultural competence in the educational process Lastly, the article reflects on how teachers' intercultural competence influences their teaching practices.
Data collection procedure
In the initial phase of this study, quantitative data were gathered using a survey questionnaire (Appendix A), with participants completing the survey and invited for follow-up interviews Those interested in participating provided their contact information The second phase involved collecting qualitative data through face-to-face semi-structured interviews with four participants who agreed to be interviewed These interviews were scheduled at the participants' convenience and were audio recorded and transcribed for analysis.
Data analysis
This section outlines the data analysis phase of the study, focusing on the tools utilized, namely questionnaires and interviews The findings from both the questionnaires and interviews are systematically presented and organized for clarity.
Data completeness is verified to ensure that most questions receive answers, while questions are assessed for clarity to confirm respondents' understanding and accuracy Completed questionnaires are then entered into the Statistical Package for Social Science Software (SPSS) for analysis The data is securely saved, followed by a comprehensive analysis to ensure the design meets standards of validity and reliability.
A descriptive analysis of the data collected from the closed-ended questions in the questionnaires is conducted using frequencies and percentages Additionally, two open-ended questions require a different analytical approach to achieve the questionnaire's objectives Participants' responses are recorded and grouped by similarity, followed by counting and ranking the responses based on their frequency of mention.
Qualitative data analysis involves several key steps to understand teachers' perspectives on culture and intercultural competence in cultural teaching practices Initially, each transcript is thoroughly reviewed to grasp the overall context Subsequently, manual coding is performed to identify emerging themes, which are assigned descriptive terms These individual themes are then grouped into broader categories to reveal thematic patterns within the interview data A comprehensive list of identified themes is compiled, and meaningful analytical units from the transcripts are categorized accordingly Ultimately, the data is analyzed and synthesized to provide insights into English language teachers' intercultural competence and its practical application.
FINDINGS AND DISCUSSION
From quantitative data
Quantitative data analysis is conducted using the Statistical Package for Social Sciences (SPSS) to examine teachers' intercultural competence The study explores the relationship between teachers' established beliefs and their practices in cultural teaching, highlighting the significance of these factors in educational contexts.
3.1.1 Teachers’ perceptions of culture and intercultural competence
Table 3.1 Definition of Culture from the Respondents’ Point of View
Table 3.1 reveals that respondents perceive culture as encompassing all three defined aspects, with an average score of 4.570 Notably, teachers place greater emphasis on the geo-political aspect (Mean 4.419) and the behavioral aspects of culture (Mean 4.364), which they aspire to impart to their students While some educators provided their own interpretations of "culture," these definitions still reflect a fundamental understanding of the concept.
Culture is 1 2 3 4 5 Mean a The geo-political aspects of a nation (e.g history, geography, economics and political developments)
4,419 b The artistic dimension (e.g literature, music, art, etc.) 5,9% 11,8% 17,7% 23,5% 41,1%
(e.g Customs, daily life, standard of living, religion, etc.)
4,364 d All three of the above 0% 0% 11,8% 17,7% 70,5% 4,570
Effective intercultural communication involves understanding how different cultures relate to each other, recognizing both their differences and similarities This field of research focuses on how individuals comprehend one another across various group boundaries It emphasizes the importance of non-judgmental communication and the need to analyze and adapt one’s behavior when interacting with people from diverse backgrounds By fostering an open-minded approach, we can enhance our ability to connect with others and navigate cultural complexities.
Table 3.2 Definition of IC from the Respondents’ Point of View
The survey results indicate that respondents prioritize teaching students effective communication skills (Mean 4.304), while understanding one's own culture is less emphasized (Mean 3.806) Respondents highlighted the importance of being familiar with other cultures' beliefs and behaviors, which aids teachers in helping students express their own cultural identities Additionally, many view intercultural communication competence (ICC) as a collaborative effort among cultures to coexist peacefully through mutual understanding.
To investigate teachers' perceptions of cultural teaching objectives from an intercultural perspective, eight objectives aligned with Byram’s (1997) intercultural competence model were evaluated Participants rated the importance of these objectives on a 4-point scale, revealing that the majority view all eight as significant Notably, the objective deemed most important is enhancing students' interaction skills, specifically the ability to communicate effectively with English speakers, with 29% rating it as important and 58.8% as very important Additionally, the awareness and attitudes dimensions are also recognized as essential cultural teaching objectives.
Promoting awareness and understanding of diverse values, beliefs, and ideologies among both Vietnamese and English-speaking communities is essential It fosters a curious, tolerant, respectful, and open attitude towards other cultures and their differences, enriching our global perspective and enhancing intercultural relationships.
“Culture teaching” is Not important
Providing information about daily life
Promoting understanding of different process of individual and social interactions in English and Vietnamese culture
Developing a curious/ tolerant/ respectful/open attitude towards other cultures and cultural difference
Promoting the ability to acquire new cultural knowledge from documents/events from English cultures
Promoting the ability to conduct effective communication with English speaking people
Promoting the ability to understand and critically interpret documents/events from English speaking culture
Promoting awareness and understanding of different values, beliefs, and ideologies of both
Vietnamese and English speaking people
Fostering students’ respect for world cultural diversity
Table 3.3 Teachers’ beliefs about cultural teaching objectives
The three least important objectives in intercultural competence teaching include providing information about daily life in English-speaking countries, promoting the acquisition of cultural knowledge from English documents and events, and fostering the ability to critically interpret these cultural elements These objectives primarily focus on the knowledge and skills necessary for discovery and interpretation, yet it is noteworthy that many aspects of the skills dimension of intercultural competence are considered less significant.
Teachers participating in the study rated their intercultural competence using a modified 20-item instrument on a 6-point scale, with scores ranging from 0 (Not at All) to 5 (Very High) The average composite score of 3.24 suggests that teachers perceive their intercultural competence as slightly above average The instrument assesses four key dimensions: knowledge, awareness, skills, and attitudes Each dimension's score is calculated by averaging the responses, with all dimensions falling slightly above average Notably, attitudes scored the highest at 3.51, while knowledge received the lowest score of 3.02, indicating a general trend of average intercultural knowledge, awareness, skills, and attitudes among the teachers.
3.1.2 EFL teachers self-report their intercultural competence in teaching practice 3.1.2.1 Frequency of Dealing with Particular Cultural Aspects
Question 5 asks the respondents to indicate how extensively they deal with particular cultural aspects of cultural teaching according to frequency of use from (1) never to (3) often
Table 3.4 Frequency of Dealing with Particular Cultural Aspects
Different ethnic and social groups 1.933
Daily life and routines, food and drink etc 2.393
Other cultural expressions (music, drama, art) 2.097
International relations (political, economic and cultural), with students’ own country and other countries
We can indicate from the above table that respondents deal most extensively with “daily life and routines”, “education and professional life”, “youth culture”, and
The study revealed that traditions, folklore, and tourist attractions received average scores of 2.393, 2.314, 2.294, and 2.216, respectively Additionally, the findings highlighted the importance of international relations—spanning political, economic, and cultural aspects—between students' home countries and other nations.
The mean scores for different ethnic and social groups are 1.985 and 1.933, indicating limited focus in education Notably, the subjects that teachers emphasize align closely with those highlighted in textbooks Consequently, classroom instruction primarily revolves around textbook content, while topics like international relations and diverse ethnic and social groups receive minimal attention.
3.1.2.2 The chance to create a multicultural environment in the language classroom
Questionnaire respondents provided insights on how teachers can foster a multicultural environment in their classrooms, focusing on cognitive and attitudinal learning aspects The four statements presented are centered around teacher actions and are ranked by frequency of implementation: often, occasionally, and never.
6 Do you have the chance to create a multicultural environment in your language classroom?
Never Occasionally Often Mean a I use videos, CD-ROMs or the internet to illustrate an aspect of a multicultural environment
29,4% 52,9% 17,7% 2.020 b I invite a person(s) originating from an
English speaking country (ies) to my classroom
5,9% 11,8% 82,3% 1.241 c I bring objects originating from an English speaking country to my classroom
11,8% 58,8% 29,4% 1.802 d I decorate my classroom with posters illustrating particular aspects of the
Table 3.5 Responses about having the chance to create a Multicultural
Environment in the Language Classroom
Table 3.5 reveals that respondents predominantly utilize the internet or CD-ROMs to showcase multicultural elements in their classrooms, with a mean score of 2.020 This indicates that teachers are striving to incorporate modern technologies into their lesson presentations However, decorating classrooms with posters representing specific cultural aspects or bringing in items from different cultures occurs less frequently The least common practice reported by teachers is inviting a native speaker into the classroom.
3.1.2.3 Frequency of applying intercultural competence teaching
Knowledge a I ask students to discuss the way in which
Vietnamese people and Vietnamese culture is perceived by English speaking people
% 11,8% d I ask students to explore different perspectives
Vietnamese and English speaking people may have on a particular event/phenomena
% 11,9% j Besides cultures of English speaking countries, I also touch upon cultures of other countries
Skills of discovery and interaction b I ask students to explore connotations and implications implied in documents/events from
English cultures % % g I ask students to use their cultural knowledge and skills to explain documents/events from English cultures
Attitudes c I ask students to share what they find fascinating or strange about English cultures
% 17,7% k I encourage students to questions their own values, beliefs, and perspectives which are perceived differently by people from other cultures
Skills of interpreting and relating e I ask students to explore areas of misunderstandings in communications between Vietnamese and
English speaking people and explain the causes
% 17,7% i I ask students to discuss the origins of stereotypes that Vietnamese people have for English cultures
Awareness f I ask students to discuss how their own values and beliefs influence the way they perceive other cultures
% 17,7% h I ask students to explore values, beliefs, and ideological perspectives implied in events/documents from English culture
Table 3.6 Frequency of applying intercultural competence teaching
Teachers are requested to indicate the frequency of their use of 11 teaching activities that align with the five dimensions of intercultural competence outlined in Byram’s (1997) model Specifically, activities labeled a, d, and j focus on enhancing students' knowledge, while items c and k aim to foster intercultural attitudes Additionally, activities b and g are designed to cultivate skills of discovery and interaction, items e and i target skills of interpreting and relating, and activities f and h promote intercultural awareness.
The research indicates that the teaching of intercultural competence is not consistently implemented in the English as a Foreign Language (EFL) classes of participating teachers Out of 11 identified teaching activities, only three are frequently utilized by over half of the teachers: 53% encourage students to share their thoughts on intriguing or unusual aspects of English cultures, explore misunderstandings in communication between Vietnamese and English speakers, and examine differing perspectives on specific events or phenomena These activities are essential in fostering students' attitudes, knowledge, and skills related to the interpreting and relating dimensions of intercultural competence.
Many teachers participating in the study rarely implement the eight key teaching activities that enhance intercultural competence Notably, only 17.7% of teachers encourage discussions about the origins of stereotypes related to English culture, while 11.8% engage students in exploring the connotations of English cultural documents or events Approximately 40% of teachers occasionally integrate cultural teaching activities into their practice Interestingly, 52.9% of educators actively discuss English culture with students and promote reflection on their own values and beliefs However, only 35.3% facilitate discussions on how Vietnamese culture is perceived by English speakers, and many do not often encourage students to reflect on how their values influence their cultural perceptions Overall, while teachers acknowledge the importance of cultural teaching activities, their implementation remains infrequent.
3.1.3 Teachers’ IC reflected in their practice of teaching
The last question contains 20 statements using a five-point Likert scale from
From qualitative data
3.2.1 Teachers’ perceptions of culture and intercultural competence
Most interviewees view culture as a simple concept that can be defined in just a few words, while a minority believe it is a comprehensive experience Nevertheless, the majority of participants strive to understand the complex and multifaceted nature of culture.
Statements Mean d Before you can teach culture(s) or do anything about intercultural dimension of language teaching, students have to possess a sufficiently high level of proficiency in the language itself
3.629 j When you have a limited number of teaching periods, culture teaching has to give way to language teaching
3.589 n Teaching intercultural competence is important only if it is necessary for the students (e.g travelling)
3.304 q Language problems lie at the heart of misunderstandings in international contacts, not cultural differences
2.938 culture by listing elements that they consider to be embedded in it, such as this interviewee’s response:
“ Culture means language, traditions, thoughts, way of living, and lifestyle”T1
Interview data shows a consensus among respondents who define culture as a blend of social aspects, behavioral patterns, and artistic dimensions The analysis of semi-structured interviews reveals that teachers categorize culture into three distinct areas: as factual knowledge, as a skill, and as a bi-directional belief.
Teachers often emphasize the importance of world knowledge when discussing culture, highlighting key aspects such as history, geography, religion, and political conditions in English-speaking countries While some educators focus on these factual elements, others view folkloristic features, including traditions and lifestyles, as vital components of culture They mention significant festivals like Christmas, Easter, and Halloween, as well as daily life, which encompasses unique habits and routines related to school, work, leisure activities, and family life.
“the ways of life in different countries; how they live, how they act in different situations, how they celebrate their festival” T4
Cultural products, including art, film, and music from English-speaking countries, are essential elements of culture that interviewees recognize Their perceptions of culture are shaped by their willingness to incorporate these artistic dimensions into their teaching practices When teachers understand the benefits of using films and music in the classroom, they are more likely to view culture through this lens, rather than overlooking it or feeling uncertain about how to integrate it into their lessons.
When discussing a character in the classroom, students engage by asking numerous questions and sharing additional information from popular culture, such as references to "Star Wars" and "The Scent of a Woman." This interaction helps them connect more deeply with the language they are learning.
Modes of thought represent a crucial aspect of culture, encompassing the inner mental processes shared by individuals within the same cultural group Educators highlight the significance of values, norms, and beliefs that shape people's behaviors and lifestyles Notably, two participants emphasize that ways of thinking and interpreting the world are integral components of cultural identity.
Procedural knowledge emphasizes learning appropriate behaviors within the cultural context of a target language, ensuring that individuals do not inadvertently offend others by breaking social rules and conventions Two participants highlighted the importance of behavioral habits in specific social situations, with one teacher noting the significance of understanding these norms.
The way individuals communicate varies significantly across different environments, including places of worship, shops, restaurants, pharmacies, and during visits with friends or relatives, as well as in educational settings.
Teachers emphasize the significance of using polite phrases and standardized linguistic responses, highlighting the contexts in which specific expressions are appropriate.
In addition to the previously discussed social practices and sociolinguistic practices, three interviewees emphasize that culture encompasses more than just knowledge and skills related to target cultures They believe that awareness of one's own cultural background is essential for making informed comparisons when encountering other cultures Understanding the motivations behind the behaviors of both their own culture and foreign cultures can facilitate a deeper comprehension of the similarities and differences that exist between them.
Teaching cultural differences in the classroom is essential, as it helps students understand that what may be considered inappropriate in one culture could be acceptable in another For instance, I encourage my students to share how weddings and days of rest are celebrated in their cultures, fostering a comparison with their home traditions This approach promotes cultural awareness and respect among students.
Culture as Bi-direction belief
Two interviewees emphasize that culture encompasses more than just knowledge and skills related to target cultures They highlight the importance of understanding one's own culture as essential for establishing a balanced connection between different cultures.
Awareness of one's cultural background is essential for students as they consciously compare their culture with others Understanding the reasons behind the behaviors of both familiar and foreign cultures fosters a deeper appreciation of their similarities and differences.
We assist individuals in identifying the differences and similarities between their own culture and the target culture By providing both positive and negative examples, we encourage them to make comparisons with their cultural background This approach enables a deeper understanding of the reasons behind the behaviors of people from other cultures.
Cultural content encompasses not only English-speaking cultures and the perspectives of students' own cultures but also includes the beliefs and values derived from these diverse cultures This interplay highlights the importance of understanding various cultural viewpoints and their impact on students' learning experiences.
Summary of the Research and Main Findings
This study investigates English language teachers' perceptions of teaching intercultural competence (ICC) and their professional identities, focusing on how they define "culture" and the role of ICC in their classrooms It emphasizes the need for professional development that aligns with teachers' beliefs and practices, as their perceptions significantly influence their teaching methods The research, grounded in Byram's framework, highlights the importance of integrating culture into language education, advocating for teachers to qualify their cognitive skills Findings reveal that while teachers recognize the significance of teaching cultural topics (TCs), many view culture primarily as factual knowledge A minority embrace a more nuanced understanding of culture as a dynamic interplay, fostering students' cultural awareness and empathy The study categorizes teachers' cultural objectives into knowledge, skills, and attitudes, aiming to promote tolerance and peaceful coexistence Despite acknowledging the importance of culture, teachers often employ a teacher-centered approach, focusing on factual information rather than deeper cultural engagement Ultimately, the findings indicate a need for a shift towards more student-centered pedagogies that integrate language and culture effectively.
Limitations of the study
The study has several major limitations Firstly, it is a small-scale study with a limited number of teachers at the Faculty of Foreign Language at UNETI
Closed-ended questions in questionnaires have notable limitations While they effectively elicit fixed responses from participants through multiple-choice options, they restrict the opportunity for elaboration or justification of those choices Consequently, participants who do not engage in follow-up interviews miss the chance to offer deeper insights into the issues being investigated.
A significant limitation of the study lies in the reliance on teachers' self-reported cultural teaching practices, which are based on their own descriptions and student feedback Additionally, the administration of the questionnaire poses challenges, as the limited time allocated to teachers may influence their responses, resulting in insufficient data that does not fully capture their understanding and teaching practices.
This study aims to explore English language teachers' perceptions of teaching intercultural competence (IC) in English Language Teaching (ELT) at UNETI It investigates how teachers view themselves as professionals and their understanding of the concepts of "culture" and "IC." Additionally, the study examines how EFL teachers self-report their intercultural competence in teaching practice and how this competence is reflected in their pedagogical approaches in the classroom To address existing limitations and gain more comprehensive insights, further research is recommended.
Future research should involve a larger sample size of teachers and include data collection from students to enhance reliability and validity Additionally, exploring students' perspectives on their needs and expectations for cultural teaching and learning is crucial, as this understanding significantly contributes to the effective integration of cultural dimensions into English as a Foreign Language (EFL) instruction.
Future research should focus on observing teachers' practices in culture teaching during EFL classes, as this approach will offer a more accurate and comprehensive understanding of the timing, content, and methods used in cultural instruction.
Future research should emphasize the preparation of EFL teachers for teaching intercultural competence This includes designing and implementing teacher training and professional development programs that focus on intercultural teaching Additionally, gathering teachers' feedback on how these programs assist in integrating cultural elements into their EFL classrooms will be crucial for enhancing teaching effectiveness.
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Thank you for your kindness and participation in the study on the Intercultural Competence of EFL teachers at the University of Economic and Technical Industries, focusing on the "New Headway, Pre-intermediate, 3rd edition" course book This research aims to enhance our understanding of English language teachers' intercultural competence and examine how they self-report their experiences in the classroom Additionally, it seeks to explore the relationship between teachers' intercultural competence and their practical performance Your insights through this questionnaire will contribute significantly to understanding your perceptions.
“Intercultural Competence of EFL teachers at University of Economic and Technical Industries when teaching the course book “New Headway, Pre-intermediate, 3 rd edition”
A Teachers’ perceptions of Culture and Intercultural Competence
Question 1: According to you, what is culture? Choose one answer for each statement from 5 to 1; 1 is “least agree with” and 5 is “most agree with”
Do you have another definition?
Question 2: How do you define “Intercultural Competence”?
Choose one answer for each statement from 5 to 1; 1 is “least agree with” and 5 is “most agree with”
Intercultural competence involves effectively communicating with individuals from diverse cultures while maintaining a non-judgmental approach This field of research explores how people understand one another across various group boundaries, focusing on the relationships between different cultures in terms of their similarities and differences It also emphasizes the importance of analyzing and adapting one's behavior during interactions with others to foster better understanding and collaboration.
Do you have another definition?
Culture encompasses the geo-political aspects of a nation, including its history, geography, economics, and political developments It also includes the artistic dimensions such as literature, music, and art Additionally, culture reflects the behavioral patterns of people, which encompass customs, daily life, standard of living, and religious practices Ultimately, culture is a complex interplay of these three elements.
Question 3: To what degree do you believe the following objectives are important for cultural teaching in EFL education?
3 “Culture teaching” is Not important
Important Very important a Providing information about daily life
Understanding English-speaking countries is essential for fostering effective communication and cultural awareness By exploring the interactions within both English and Vietnamese cultures, individuals can develop a curious, tolerant, and respectful attitude toward diverse cultural differences This promotes the ability to acquire new cultural knowledge from English documents and events, while also enhancing skills to critically interpret these cultural materials Ultimately, this understanding cultivates awareness of various values, beliefs, and ideologies, enriching one's perspective on global interactions.
Vietnamese and English speaking people h Fostering students’ respect for world cultural diversity
Question 4: Please rate your ability, knowledge, or willingness ［ Please circle the answer ］ (0= Not at all, 1= Very low, 1=Low, 3=Average, 4=High, 5= Very high)
Very low Low Average High Very high a I am familiar with the cultural norms and expectations of English culture (e.g., food, eating manner, clothing, greetings, public
0 1 2 3 4 5 behaviours, etc.) b I can describe some important historical/social/political events that have shaped English cultures
0 1 2 3 4 5 c I can contrast communicative behaviours of
Vietnamese and English speaking people in social setting (e.g., family, school, office, etc.)
0 1 2 3 4 5 d I can describe the history of relationships between Vietnam and English speaking countries
0 1 2 3 4 5 e I can describe how some events in Vietnam are perceived by people from English speaking countries
0 1 2 3 4 5 f I am interested in knowing unfamiliar aspects of English culture (e.g., history, traditions, and people’s values, etc.)
0 1 2 3 4 5 g I am willing to understand differences between Vietnamese and English speaking people in their behaviors, values, and beliefs
0 1 2 3 4 5 h I am interested in knowing the different ways that English speaking people see a particular event in Vietnam
0 1 2 3 4 5 i I am willing to question my values and beliefs which are perceived differently by people from other cultures
0 1 2 3 4 5 j I am able to identify how some misunderstandings happen in interactions between Vietnamese and English speaking people
0 1 2 3 4 5 k While interacting with English speaking people, I adjust my behaviour, body language, and gesture according to what is considered appropriate by them
0 1 2 3 4 5 m I am able to find out unfamiliar cultural information I come across in oral or written communication situations
0 1 2 3 4 5 n Before I talk or write to English speaking people, I think about how they, with different cultural backgrounds, will feel about or react to what I am going to say or write
0 1 2 3 4 5 o I think I should not immediately judge people from other countries, because their behaviours might just be the result of cultural differences
0 1 2 3 4 5 p I can recognize when some Vietnamese people communicate inappropriately to
0 1 2 3 4 5 q I am able to understand an English document in its own cultural context 0 1 2 3 4 5 r I demonstrate awareness of seeing myself as a "culturally conditioned" person with personal habits and preferences
0 1 2 3 4 5 s I am aware of the diversity in English cultures (e.g., differences in race, class, gender, and profession, etc.)
0 1 2 3 4 5 t I demonstrate awareness of English speaking people’s reactions to me which reflect their cultural values
0 1 2 3 4 5 u I demonstrate awareness of how my values and ethics are reflected in specific situations in my interaction with people from other countries
B EFL teachers self-reported Intercultural competence in teaching practice using the course book “New headway, Pre-Intermediate, Third edition”
Question 5: Please, choose one answer for each statement (1= Never; 2= Occasionally; 3= Often)
How extensively do you deal with particular cultural aspects?
The cultural landscape of a nation is shaped by its history, geography, and political system, influencing the diverse ethnic and social groups that coexist within it Daily life, including routines, food, and drink, reflects the unique youth culture and educational experiences that define professional life Traditions and folklore contribute to the rich tapestry of tourist attractions, while literature and various cultural expressions such as music, drama, and art showcase the values and beliefs held by the society Additionally, international relations—political, economic, and cultural—play a crucial role in connecting students' own country with others around the world.
Question 6: Please, choose one answer for each statement:
6 Do you have the chance to create a multicultural environment in your language classroom?
In my classroom, I rarely utilize videos, CD-ROMs, or the internet to highlight multicultural aspects Occasionally, I invite individuals from English-speaking countries to share their experiences I sometimes bring objects from these countries to enhance cultural understanding Additionally, I often decorate my classroom with posters that showcase various elements of English-speaking cultures.
Question 7: Please, choose one answer for each statement:
7 What kind(s) of culture teaching activities do you practice during classroom teaching time?
Never Occasionally Often a I ask my students to think about the image which the media promote of the English speaking culture(s) b I tell my students what I heard (or read) about the
In my classroom, I engage students by sharing my fascination with various aspects of English-speaking cultures and encouraging them to explore these cultures independently I prompt them to envision what life would be like in English-speaking countries and share my own experiences to provide context Additionally, I invite students to discuss their experiences in these countries and describe elements of their own culture in English Role-playing activities allow them to immerse themselves in the language, while I also comment on how English-speaking cultures are portrayed in our learning materials Students are encouraged to compare their cultural aspects with those of English-speaking cultures, and I openly discuss any negative feelings I may have towards certain cultural elements Finally, we address common stereotypes associated with English-speaking cultures, fostering a deeper understanding and critical thinking.
Question 8: How often do you apply the following cultural teaching practices in your teaching?
Never Sometimes Frequently Always a I ask students to discuss the way in which