(LUẬN văn THẠC sĩ) improving the students’ intercultural awareness through guided discussion an action research approach with 11th form english major students at luong van tuy gifted high school

Rationale

Globalization and technological advancements are transforming education, particularly in foreign language teaching, by dismantling barriers and fostering internationalization and cross-cultural understanding Modern language programs must extend beyond linguistic instruction to encompass the broader cultural contexts in which languages exist There is a growing agreement that integrating cultural learning into language education is essential, as it helps students recognize and appreciate diverse interpretations of personal and social experiences (Sellami, 2000).

Globalization has shifted the focus of English language teaching from achieving communicative competence based on native-speaker standards to fostering intercultural communicative competence This new approach aims to equip learners to become intercultural speakers or mediators, capable of navigating complexities and embracing multiple identities while avoiding the pitfalls of stereotyping individuals through a singular identity perspective.

Language teaching should focus on developing both intercultural and linguistic competencies, preparing students for meaningful interactions with individuals from diverse cultures This approach aims to foster understanding and acceptance of different perspectives, values, and behaviors, highlighting that such interactions can be inspiring, enriching, and educational experiences.

Stern (1983) emphasizes that language learners must understand the interplay between language and culture to achieve intercultural communication competence, which is now a primary objective in foreign language education (Han, 2013) Kramsch (1998) identifies intercultural awareness as the "fifth skill," essential for navigating cultural relativity alongside traditional language skills In today's globalized world, fostering intercultural awareness is crucial for preparing language learners for success in a rapidly changing social, cultural, and technological landscape This concept highlights the importance of understanding both one's own culture and that of others (Kramsch, 1993) Despite the growing emphasis on intercultural communicative competence in language teaching, the methods for developing this competence among students, particularly in Vietnamese high schools, remain largely unexplored This action research aims to enhance students' intercultural awareness through guided discussions.

This action research focuses on implementing guided discussion techniques with 11th-grade English major students at Luong Van Tuy High School for Gifted Students The aim is to enhance students' intercultural awareness through interactive classroom activities.

Aims and objectives of the study

This action research is aimed at exploring how students’ intercultural awareness was changed as a result of guided classroom discussions.

Research questions

To fulfill this aim, the following research questions were raised:

To what extent do guided discussion activities change the students’ intercultural awareness?

Method of the study

This study aims to enhance students' intercultural awareness through the implementation of a new teaching strategy, utilizing an action research approach for data collection.

- Pre-treatment and post-treatment questionnaires administered to the students

In the action research cycle, three key research instruments are utilized to assess the pre-research phase, analyze the processes and outcomes of the actions taken, and facilitate reflection on the entire action cycle.

Scope of the study

To enhance students' intercultural awareness, EFL teachers can implement various techniques This study specifically examined the effectiveness of guided discussions in increasing students' intercultural consciousness.

In a study conducted with 35 Grade 11 English major students at Luong Van Tuy High School for Gifted Students, guided discussions were implemented over six classroom sessions The data collected from these sessions were analyzed to enhance the intercultural awareness of the students Based on the findings, several solutions were proposed to improve the quality of cultural education in high school settings.

Significance of the study

This study aims to provide English teachers with a comprehensive understanding of enhancing intercultural awareness among 11th-grade English major students at Luong Van Tuy High School for Gifted Students By engaging in guided discussions, teachers can help students develop their intercultural competence Additionally, students will explore fascinating cultural differences from around the world, which will enhance their communication skills and lead to more effective conversations.

Structure of the thesis

The study consists of three major parts:

The introduction of Part A outlines the study's rationale, aims, and objectives, along with the research questions and methodology employed It also defines the scope and significance of the research, details the study's design, and includes a review of relevant previous studies.

Part B, Development, includes three chapters:

Chapter 1, Literature Review, reviews the theories on intercultural awareness; definitions of intercultural awareness; the role of intercultural awareness; developing intercultural awareness

Chapter 2, Methodology, outlines the study's setting, participants, and materials utilized throughout six research sessions This chapter also details the data collection instruments employed by the researcher and the methodology followed in conducting the study.

Chapter 3 , Data analysis and findings, the researcher used quantitative and qualitative method to study and analyze the figure and information collected

Part C, Conclusion, gives a summary of the study, its limitations of the study and plan for the next cycle.

LITERATURE REVIEW

Definitions of intercultural awareness

Scholars have defined intercultural awareness in various ways To explain difficult concept of intercultural awareness Kramsch claims:

Language should be understood as a social practice, making culture central to language teaching This perspective emphasizes that cultural awareness is essential for achieving language proficiency Rather than being an optional component, culture is integral to the teaching of speaking, listening, reading, and writing skills.

Kramsch (1993) emphasizes that language competence requires a deep understanding of the associated culture and its relationship to one's native culture She argues that both cultural and intercultural awareness are crucial for effective language use The Common European Framework for Languages (2002) defines intercultural awareness as the interplay of knowledge, awareness, and understanding between one's native culture and the target culture This awareness also encompasses the regional and social diversity within both cultures and recognizes how each culture is perceived from the perspective of the other, often manifesting in national stereotypes.

Intercultural awareness, as defined by Yassine (2006), involves recognizing and understanding both one's own culture and the cultures of others This awareness emerges when individuals move beyond the assumption that their cultural viewpoint is superior or singular, prompting them to appreciate and assess diverse perspectives.

Intercultural awareness, as defined by Baker (2012), involves a conscious understanding of culturally based forms and practices that influence intercultural communication, along with the ability to apply this understanding flexibly in real-time interactions Scollon & Scollon (2001) further elaborate that intercultural communication (ICC) encompasses interpersonal exchanges characterized by cultural variance, which can affect values, beliefs, thought patterns, and behaviors, leading to differing expectations and interpretations among individuals Additionally, the definition offered by Korzilius, Hooft, and Planken can also be considered to enhance our understanding of ICC.

(2007), because it is more practical and understandable when compared with other more complex and implicit definitions:

Intercultural awareness involves the capacity to empathize and adopt different perspectives during communication It entails understanding the viewpoints of conversational partners from diverse cultural backgrounds, allowing for a more nuanced appreciation of their experiences and perspectives This skill is essential for effective cross-cultural interactions, as it fosters understanding and consideration of varied cultural contexts.

Intercultural awareness extends beyond simply learning facts about different cultures; it involves essential skills such as observing, identifying, and recording cultural elements in both one's own and the target culture According to Chris Rose (2004, cited in Yassine 2006), effective intercultural awareness requires comparing and contrasting cultures, negotiating meaning, tolerating ambiguity, and accepting differences Additionally, it entails defending one's perspective while recognizing the validity of others' viewpoints and remaining open to various interpretations.

Intercultural awareness, as defined by Byram et al (2002), is the process of enhancing one's understanding of both personal and global cultures to foster international and cross-cultural comprehension This study adopts this definition to emphasize the goal of improving students' intercultural understanding through guided discussions as a specific pedagogical intervention.

Intercultural Awareness, as defined by Byram (2000), is the ability to effectively engage with individuals from diverse cultures, necessitating a transformation in one’s attitudes and worldview (Seelye, 1994) This concept encompasses an understanding of the varying values, attitudes, and behaviors of others, alongside the skills to navigate these differences without judgment To communicate effectively across cultures, students must develop the necessary knowledge, skills, attitudes, and critical cultural awareness (Parmenter, 2003) Intercultural language learning transcends mere language instruction; it represents a holistic approach that shapes curriculum decisions and influences teaching methodologies (Asian Education Foundation, 2005) In foreign language classrooms, Intercultural Awareness is reflected in activities that address behavioral and speech patterns, including conversation topics, conversation management, responses to culture shock, and non-verbal communication.

Intercultural awareness involves recognizing how cultural contexts and backgrounds shape communication It enables individuals to anticipate potential miscommunication and effectively mediate between diverse culturally influenced communication styles.

Intercultural awareness is essential for effective communication, encompassing both self-awareness of one's own culture and an understanding of other cultures This dual awareness helps individuals recognize that cultural values, beliefs, and perceptions can differ significantly, leading to potential misunderstandings during interactions For instance, a Vietnamese person's perception of an American may be influenced by stereotypes, such as viewing them as work-focused and casual, which contrasts with the Vietnamese emphasis on relationship-building during meals Misinterpretations often arise when individuals project their own cultural norms onto others, highlighting the importance of cultural awareness to accurately interpret both verbal and non-verbal behaviors in diverse interactions.

In conclusion, intercultural awareness is essential for fostering social change in a globally connected world, where understanding the dynamics between diverse cultural groups is crucial This awareness is characterized by the recognition of uneven development across cultures and the need for ongoing efforts to enhance global social cohesion As Chen (2007) highlights, intercultural awareness encompasses the cognitive dimensions of communication, emphasizing the importance of understanding cultural conventions that influence thoughts and behaviors.

Intercultural awareness in language learning is often regarded as a 'fifth skill,' complementing the traditional skills of reading, writing, listening, and speaking This perspective serves as a valuable starting point for grasping the complexities of cultural relativity, as highlighted by Claire Kramsch.

Generally, language itself is defined by a culture We cannot be competent in the language if we do not also understand the culture that has shaped and informed it

To effectively learn a second language, it is crucial to have an understanding of the associated culture and its relationship to one's native language and culture This highlights the importance of both cultural and intercultural awareness As noted by Kramsch, intercultural awareness should be viewed not merely as a skill but as a comprehensive competence comprising various skills and attitudes.

The role of intercultural awareness

In today's globalized world, as noted by Friedman (2005), geographical boundaries are becoming less relevant, leading to increased interaction between Eastern and Western societies It is essential to recognize cultural differences and enhance intercultural communication skills to work effectively across cultures Stadler (2009) emphasizes that crucial aspects of intercultural communication, such as understanding Asian clients' cultures, proper greetings, respect, and gift-giving, are often overlooked, potentially causing challenges in international business To foster cultural awareness and intercultural competence, it's important to teach these skills through concrete examples Immersing language learners in the target country's culture provides context and demonstrates how customs are practiced in real life This presentation will explore effective activities to boost learners' intercultural awareness.

Intercultural competence enhances learners' awareness of both their own culture and the culture of the language they are studying By reflecting on the similarities and differences between cultures, students can explore often overlooked aspects, leading to a deeper understanding of their identity This process fosters a growing awareness of how they relate to individuals from different cultural backgrounds, ultimately enriching their learning experience.

In a foreign language classroom, selecting the appropriate activities can encourage learners to reconnect with their lives and uncover aspects they can take pride in.

Learners play an active role in the educational process, focusing on their contributions and experiences within the classroom Engaging with the target culture through hands-on experiences fosters a discovery process that enhances understanding of both the target and home cultures (Sellami, 2000) This approach not only facilitates foreign language acquisition but also promotes personal development and community engagement Incorporating intercultural awareness in language education encourages learners to reflect on their identity and fosters personal growth by reconciling their beliefs with those of different cultures (Fenner, 2008; Porto, 2009) The iceberg model illustrates that while surface aspects of culture—such as food, fashion, and language—are visible, the deeper elements like attitudes, beliefs, and values often lead to misunderstandings if not acknowledged Awareness of these fundamental differences is crucial for effective communication and relationship building.

Recognizing our cultural dynamics can be challenging, as culture often operates at an unconscious level from the moment we are born Our experiences, values, and cultural backgrounds shape our perceptions and actions To truly understand the influence of our culture on our behavior, we may need to step outside our cultural boundaries Seeking feedback from international colleagues can provide valuable insights into our cultural traits and enhance our self-awareness.

Misinterpretations often arise from a lack of awareness of our own cultural norms, leading us to project these expectations onto others For instance, a direct gaze can be perceived as disrespectful in Japan, highlighting the importance of intercultural awareness in interactions Different cultures interpret behaviors uniquely; what is acceptable in one may be inappropriate in another Misunderstandings occur when we apply our meanings to others' realities For example, Italians may view Americans as overly focused on work, while Americans may see Italians as leisurely This difference stems from varying cultural values: in Italy, meals are social events that foster relationships, whereas in the U.S., they can be business-oriented, serving as opportunities to discuss deals and contracts.

Focusing solely on one variety of English is increasingly unsustainable; instead, it is essential to embrace the diversity of English by enhancing skills in multilingual and intercultural communication Key competencies such as accommodation, code-switching, negotiation, and mediation are vital for effective interaction Intercultural awareness, as outlined by Baker (2009 a; 2012), aims to identify and define these important skills and knowledge areas.

Intercultural awareness, as outlined by Byram (1997), extends the concept of intercultural communicative competence by emphasizing that effective intercultural communication transcends mere vocabulary, grammar, and phonology Unlike traditional cultural awareness, which often views cultures as distinct entities, intercultural awareness acknowledges the complex, intercultural dynamics inherent in the socio-cultural context of English as a lingua franca.

According to Straub (1999) as cited in Thanasoulas (2001), learners need to be provided with some kind of meta-language in order to talk about their culture and

To foster essential intellectual objectivity in cross-cultural analysis, it is crucial for students to develop critical thinking skills This development occurs when they engage with the foundational aspects of their own culture in comparison to those of the language they are learning.

Developing intercultural awareness

Intercultural awareness means the transformation from “ethnocentrism” to

Ethnorelativism is the capacity to understand and appreciate issues from another person's perspective, fostering empathy and acknowledging that communication dynamics can drive intercultural transformations within individuals and society.

One of the most well-established models of intercultural competence was developed by Byram in 1997 (Sinicrope, Norris and Watanabe, 2007) Byram proposed a five-factor model of intercultural competence (Byram, 1997, Chapter 2):

1 The attitude factor which refers to the ability to see oneself in relation to others,

2 Knowledge about one’s own and other cultures, and in addition knowledge about the process of social interaction

3 The skills of interpreting and relating,

4 The skills of discovery and interaction, and

5 Cultural awareness which describes the ability to use perspectives, practices, and products, in one’s own culture and in other cultures to make evaluations

In order to improve students’ intercultural awareness, should pay attention to enhance intercultural awareness skills What are these attitudes and skills that make up the competence? Among them are:

- dealing with or tolerating ambiguity

- limiting the possibility of misinterpretation

- defending one's own point of view while acknowledging the legitimacy of others

Intercultural learning distinguishes itself by raising awareness of the importance of intercultural communicative competence, making it a more achievable goal This competence extends beyond mere knowledge; it can be cultivated through materials focused on cultural and intercultural themes, creating a loop input effect Developing intercultural awareness requires familiarity with the beliefs and practices of a new language and culture, as well as introspection regarding one's own values and beliefs There are various methods to enhance intercultural skills, which can be implemented outside the classroom or integrated into language classes for meaningful discussions.

Discussion is a powerful teaching tool in classrooms when implemented thoughtfully Properly designed discussion tasks foster creativity and facilitate meaningful interactions, enhancing learners' understanding Such tasks encourage progressive knowledge-seeking inquiry and expansive learning, allowing students to actively synthesize new information with their prior knowledge and experiences This process not only generates new knowledge but also deepens their understanding of the learning journey.

Class discussions significantly improve student comprehension by providing context, broadening perspectives, and emphasizing diverse viewpoints They reinforce knowledge, boost confidence, and foster a sense of community in the learning environment While the opportunities for engaging discussions can differ based on the subject and course format, the motivation to facilitate these discussions remains constant.

Understanding discussion as a multifaceted learning approach, rather than merely an instructional tool for encouraging dialogue, significantly influences the design of discussion tasks According to Hacker and Niederhauser (2000), effective learning is achieved through the intentional design and application of instructional strategies by educators.

The learning-through-discussion framework aligns with Bereiter's (1994) progressive discourse, emphasizing the development of individual thinking, the consideration of alternative viewpoints, and the negotiation of meaning among participants By implementing thoughtfully designed discussion tasks, educators can facilitate students' achievement of critical inquiry, debate, and reflective learning goals.

This article outlines four key discussion tasks intended for classroom application, detailing the roles of teachers and the learning strategies that participants should implement The focus of this research will be on the effective use of guided discussion tasks.

Guided or directed discussion tasks aim to enhance learners' critical thinking skills, improve their oral expression, and provide valuable experience in both asking and answering questions (Ngeow & Kong, 2003).

Stage 1: The teacher poses a discussion question to the whole class Guidelines are given on discussion etiquette and criteria for evaluation Each learner contributes an original answer in response to the discussion question

Stage 2: Learners offer responses or questions to each other's contributions as a means of broadening the discussion's scope

Stage 3: Learners present their views or the views of their groups, either orally or in writing at the end of the guided discussion task

Enhancing cultural awareness involves recognizing both the positive and negative facets of cultural differences While cultural diversity can lead to challenges, especially in organizations that require uniformity in thought and action, it also introduces complexity that can complicate consensus-building Conversely, when organizations embrace cultural diversity, they can expand their problem-solving approaches and enhance their identity, ultimately fostering valuable new skills and behaviors.

In becoming culturally aware, people realize that:

- We are not all the same

- Similarities and differences are both important

- There are multiple ways to reach the same goal and to live life

- The best way depends on the cultural contingency Each situation is different and may require a different solution

A supportive social environment that embraces multiple cultures fosters enthusiasm and positive attitudes, especially among the younger generation This cultural integration promotes harmony and establishes a logical behavioral framework Conversely, challenges or hostilities in integrating cultures can force individuals to choose one identity over another, leading to uncertainty about their cultural identity The ideal outcome of such integration allows individuals the freedom to make their own choices regarding their cultural affiliations.

Denying the existence of diverse cultures hinders intercultural awareness To achieve this awareness, individuals must demonstrate a positive attitude towards learning about, understanding, and respecting both the similarities and differences among cultures.

Intercultural communicative competence (ICC) is essential for foreign language students, equipping them with the necessary attitudes, knowledge, and skills for effective interactions across cultures This framework fosters meaningful intercultural learning, enabling students to navigate diverse cultural contexts successfully (Byram, 1997; Deardorff, 2006; Fantini).

The literature on intercultural communicative competence emphasizes the importance of preparing learners to engage effectively with individuals from diverse linguistic backgrounds and worldviews To achieve this, educators are encouraged to design foreign language lessons that prompt students to reflect on their beliefs about the target culture while actively exploring its products, practices, and perspectives Once students have developed their attitudes and knowledge, they should engage in tasks that foster the intercultural skills necessary for building reciprocal relationships across cultures Teachers can enhance the curriculum by offering opportunities for students to practice analysis, interpretation, communication, and interaction related to the target culture's products and practices.

According to Byram (1997), students will undoubtedly bring their predetermined ideas into intercultural conversations

The language teacher plays a crucial supportive role in helping learners understand their own culture while also connecting with the social realities of others It is essential for language educators to cultivate skills, attitudes, and values alongside imparting knowledge about specific cultures This includes addressing topics such as human rights, equality, dignity, gender issues, bias, prejudice, stereotypes, racism, and ethnic diversity By integrating these themes, teachers enable students to engage meaningfully in discussions about cultural diversity and foster a more inclusive worldview (Byram et al., 2002, p.16).

"teachers need to see themselves as “transformative intellectuals” rather than mere

Guided discussion

Guided discussion is an effective active learning strategy that fosters student reflection on personal experiences and encourages exploration of diverse perspectives This technique enhances students' analytical skills and deepens their understanding of course material as they engage with guiding questions By facilitating collaborative content creation, educators transition from traditional lecturers to facilitators of knowledge, promoting a more interactive and meaningful learning environment.

Guided discussion pedagogy is an effective active learning technique that enhances student engagement by exposing them to diverse perspectives and encouraging the exploration of their assumptions This method improves listening and conversational skills while fostering a deeper connection to the subject matter As students actively participate in discussions, they contextualize new knowledge within their existing understanding, leading to a more comprehensive grasp of the course material By affirming students as co-creators of knowledge, guided discussions facilitate collaborative learning and critical thinking.

Guided discussions allow teachers to customize their instruction based on the specific needs of their students By facilitating these discussions, educators can effectively support groups in utilizing the target language correctly.

Guided discussions play a crucial role in supporting students throughout various stages of topic exploration These activities should be tailored to specific student groups based on their individual goals and needs Teachers must thoughtfully consider the objectives of each guided session and select participants accordingly The primary aim is to enhance students' intercultural awareness while fostering greater independence in their learning process.

Due to the absence of intercultural awareness in high school English language curriculum objectives and the lack of related activities in the prescribed textbooks, I opted to implement guided discussions as a pedagogical approach in this action research project.

1.5 Related previous studies on improving students’ intercultural awareness through guided discussion

A number of studies have investigated how to improve students’ intercultural awareness Some recent studies have been selected and discussed here

Strasheim (1981) emphasizes the crucial role of integrating culture and language teaching in enhancing overall human knowledge He asserts that proficiency in language and cultural awareness are essential for a nation's security, defense, and economic prosperity Furthermore, he advocates for global understanding to be an essential part of basic education.

Hadley (1993) emphasizes the importance of promoting intercultural understanding to help students become sensitive to different cultures, enabling them to live harmoniously within the target language community Stern (1992) supports this idea, stating that a key objective of culture teaching is to foster an understanding of the native speaker's perspective This process involves learners becoming attuned to the mindsets of individuals and groups within the target language community.

Wieto (2010) argues that intercultural sensitivity has limited effectiveness in addressing deep-rooted inequities She emphasizes that multicultural education should be viewed as a means of "arrogance reduction," which involves both individual and structural changes This approach aims to directly confront the biases, attitudes, and behaviors of educators, alongside the policies and practices in schools that are influenced by these factors.

Making mistakes is a common part of language learning; however, it is not an acceptable justification for cultural errors Such mistakes often stem from learners' insufficient understanding of the target culture (Chen Ru & Chen GuoJuan, 2005) Therefore, engaging in intercultural learning—both of one's own culture and that of others—is essential for effective communication and cultural competence.

Previous research on intercultural awareness is varied, yet there is a lack of studies focusing on the effectiveness of guided discussion activities in enhancing students' intercultural awareness This study aims to address this gap by improving the intercultural awareness of 11th-grade English major students.

Previous studies

The purpose of the chapter is to present the specific procedure of the study

This chapter outlines the study's context, participants, and materials utilized during the sessions It also discusses the rationale for employing action research and details the research procedures Additionally, the chapter presents the instruments used for data collection and analysis.

Luong Van Tuy High School for Gifted Students in Ninh Binh prioritizes English education, recognizing its significance in student training Named after a local hero, the school provides optimal conditions for effective English learning, including the establishment of an English speaking club to enhance students' listening and speaking skills Students attend eight English classes weekly, having passed a rigorous entrance exam by the Ninh Binh Department of Education and Training, ensuring that only the most exceptional candidates are admitted from across the region.

This research focused on the 11th-grade English major students at Luong Van Tuy High School for Gifted Students in Ninh Binh province, comprising 35 students—29 girls and 6 boys—aged 17 With seven to eight years of English education in elementary and secondary school, these students demonstrated a solid grasp of grammar However, they exhibited limited understanding of social communication and intercultural competence, despite their enthusiasm for social knowledge.

METHODOLOGY

CONTEXT OF THE STUDY

The research was conducted at Luong Van Tuy High School for Gifted Students in Ninh Binh, where English is a vital subject for student development Named after a local hero, the school prioritizes optimal conditions for English education To enhance students' listening and speaking skills, an English speaking club has been recently established Each week, students engage in eight English periods in specialized classes Admission is based on a competitive entrance exam by the Ninh Binh Department of Education and Training, ensuring that only the most exceptional students from across Ninh Binh are enrolled.

This research focused on the 11th-grade English major students at Luong Van Tuy High School for Gifted Students in Ninh Binh province, comprising 35 students, including 29 girls and 6 boys, all aged 17 Despite their strong foundation in English, with seven to eight years of study at the elementary and secondary levels, the students demonstrated limited knowledge of social communication and intercultural competence.

During the second term of the academic year, students completed 57 main periods and 19 consolidation periods of English over a span of 19 weeks, focusing on the final 7 units of the "11 English textbook," with each unit spanning 5 to 6 periods.

This study utilizes materials sourced from 11 English textbooks published by the Ministry of Education and Training, alongside various supplementary resources tailored by educators.

RESEARCH DESIGN

2.2.1 Rationale for using action research method

The research was conducted as a classroom action research There are some definitions of action research proposed by experts It was defined by Elliot (1991, p

54) that action research integrates teaching and teacher development, curriculum development and evaluation, research and philosophical reflection into a unified conception of a reflective educational practice “Insider”, i.e teachers, is empowered by a unified education practice Regarding to teachers, Wallace (1998) states that action research is a way of reflecting on the teacher’s teaching (or teacher-training, or management of an English department, or whatever the teacher does in ELT) It is done by systematically collecting data on his/her everyday practice and analyzing it in order to come to some decision about what the future should be

Kemmis and McTaggart (cited in Nunan, 1988) assert that action research is fundamentally a collaborative endeavor While it can be conducted individually by teachers within their own classrooms, its primary goal is to enhance understanding rather than to alter the phenomenon being studied They emphasize that the driving force behind action research is the need for systemic change.

Cohen and Manion (1985) emphasized that action research is fundamentally situational, focusing on identifying and addressing problems within a specific educational context Their perspective highlights that the primary goal of action research is to enhance the current conditions of the educational environment Similarly, Mills (2003) described action research as a systematic inquiry conducted by teacher researchers to understand school operations, teaching methods, and student learning outcomes This process aims to gain insights, foster reflective practice, implement positive changes in the school setting, and ultimately improve student performance.

Action research, as defined by Dick (2002), is a simultaneous process of action and inquiry that allows teachers to engage in self-reflective practices This approach enhances their understanding of their teaching methods and the contexts in which they operate, ultimately promoting rationality and fairness in their practices (Carr and Kemmis, 1983) Its effectiveness is particularly evident in classroom settings, making it a valuable tool for educators seeking to improve their instructional strategies.

According to Gay and Airasian (2003), this method enables teachers to explore their teaching practices more deeply, gaining insights into their actions and those of their students It fosters a better understanding of the learning process and the teacher's role in education Typically, teachers collaborate to find solutions for identified issues, positioning themselves as equal partners in determining effective strategies and areas needing improvement in their classrooms.

Action research is primarily conducted by practitioners and focuses on addressing real-world problems through its findings The research emphasizes flexibility in the treatments and approaches being investigated, allowing for adaptable solutions to emerge.

This research was conducted as classroom action research to enhance educational change and improve intercultural awareness Following the procedures outlined by Kemmis and McTaggart (1988, cited in Burns, 2009), the project aimed to systematically implement and assess strategies for fostering intercultural understanding in the classroom.

Action research, while defined in various ways, is primarily focused on improving one's teaching practices This aligns perfectly with the aim of this study, which seeks to explore how guided discussions can enhance students' intercultural awareness Consequently, action research has been selected as the most suitable approach for this investigation.

Kemmis and McTaggart (cited in Burns, 2009) describe action research as a dynamic and complementary process that unfolds through four key steps: planning, action, observation, and reflection Each of these steps plays a vital role in the overall action research model, contributing to a comprehensive understanding of the research process.

1 Identifying problems and planning the action;

2 Implementing the action and observing the effect of the critically informed action in the context in which it occurs;

3 Reflecting the result of the observation, and

4 Revising the plan for the following step

This model can be illustrated in diagram as follow:

Figure 2: The model of action research

Prior to the intervention, I conducted a preliminary investigation using a pre-treatment questionnaire to assess students' understanding of intercultural competence The action was implemented in six key steps: identifying the problem, planning the action, executing the action, observing its effects, reflecting on the outcomes, and revising the plan Due to time constraints, the study was limited to a single cycle, rather than the two or three cycles that would have yielded more comprehensive results.

The following is the timetable I followed during six weeks of the action implementation:

Table 2 The timetable of the action implementation

1 Do pre-treatment questionnaire and choose the topic related interculture students like most

Do pre-treatment questionnaire and choose the topic related interculture students like most

Students: Prepare in groups of 6-7 students about selected topic The researcher: Write teaching diary

2 Guided discussion topic: Intercultural communication

Discussion Students: Prepare in groups of 6-7 students about selected topic The researcher: Write teaching diary

Discussion Students: Prepare in groups of 6-7 students about selected topic The researcher: Write teaching diary

Discussion Students: Prepare in groups of 6-7 students about selected topic The researcher: Write teaching diary

5 Guided discussion topic: Giving gift etiquette

Discussion Students: Prepare in groups of 6-7 students about selected topic The researcher: Write teaching diary

6 Do post-treatment questionnaire and the student interview

Do post-treatment questionnaire and the student interview

Students: Prepare in groups of 6-7 students about selected topic The researcher: Write teaching diary

For each week, the teaching lasted four periods (45 minutes per period) Students worked in different groups as well as in their base groups to fulfill the given tasks

To assess the effectiveness of guided discussion activities in enhancing students' intercultural awareness, I conducted a preliminary study one week prior to implementing the action plan The data gathered from the pre-treatment questionnaire informed the development of a targeted action plan aimed at addressing the challenges students face in raising their intercultural awareness.

Based on the results of the pre-treatment questionnaire, I selected guided discussion activities to incorporate into my teaching These activities were meticulously prepared by the teacher prior to each lesson to enhance student engagement and learning outcomes.

Step 1 Choosing topic for guided discussion activities

Recognizing that traditional classroom discussions often lack effectiveness and engagement, I opted for guided discussions that align closely with students' interests on topics from the textbook To enhance intercultural awareness, I incorporated supplementary materials, as the textbook alone was insufficient Based on my experience and student preferences, we selected four relevant topics for our discussions.

Step 2 Preparing the discussion activities

I developed discussion activities tailored to the key concepts in three specific units Prior to implementing these activities in class, I ensured that students received essential language and expressions pertinent to the lessons.

The implementation of the action lasted six weeks, and there was a three- period speaking class for each week

In my role as both a practitioner and an observer, I implemented an action plan aimed at enhancing students' intercultural awareness Initially, I collected a variety of teaching materials and introduced new language structures and vocabulary, ensuring to correct mistakes promptly During subsequent discussion activities, I emphasized the importance of student input, fostering an interactive learning environment.

The students worked in groups and in class, read the instructions carefully and worked out what they had to do

DATA COLLECTION

To assess the improvement of students' intercultural awareness, a variety of data collection tools were employed, including a pre-treatment questionnaire, interviews, and a post-treatment questionnaire.

The pre-treatment and post-treatment questionnaires facilitated the collection of comprehensive data from all 35 students, allowing for an in-depth exploration of their responses.

1) students’ attitudes towards interculture and

The pre-treatment questionnaire aimed to assess students' attitudes towards intercultural competence and was divided into four distinct parts The first part consisted of three open-ended questions to gauge students' perspectives on intercultural competence Part two included five questions focused on evaluating students' skills and performance related to intercultural issues during guided discussions In part three, five situational questions were presented to assess students' knowledge of intercultural awareness Finally, part four comprised ten questions designed to explore students' interests in topics related to interculture.

The post-treatment questionnaire consisted of 25 items divided into two sections: the first assessed students' knowledge of intercultural competence following the intervention, while the second gathered students' feedback on guided discussion activities Responses were measured on a five-point scale ranging from "Strongly disagree" to "Strongly agree."

Before the first guided discussion activities began on the initial day of the research project, students completed a pre-treatment questionnaire (Appendix A) Following the final guided discussion activities on the last day of the project, they filled out a post-treatment questionnaire (Appendix B).

The student interview, conducted in English, featured three main questions (see appendix C), with the interviewer actively probing for clarification and elaboration from the participants According to Arskey and Knight (1990), this method surpasses other research tools like questionnaires and classroom observations, as it enables the researcher to uncover deeper insights into the interviewees' lived experiences, values, and perspectives, rather than just their opinions (Gubrium and Holstein, 2002).

The interview involved five students from each group, selected based on their performance in pre-treatment and post-treatment tests This included two students who showed significant improvement, two who had slight gains, and one who did not benefit from the intervention Each student participated in a one-on-one interview, which consisted of three questions and lasted between 5 to 10 minutes, allowing ample time for thoughtful responses.

The interview questions not given to students in advance because the interview aimed at revealing their spontaneous feelings towards interculture

The students, sometimes, were allowed to speak in Vietnamese so that the researcher can elicit more information from the subjects The data from the interviews was analyzed after gathering

2.3.3 Classroom self-observation and teaching diaries

Arskey and Knight (1990) emphasized the disconnect between individuals' thoughts and their actions, highlighting the importance of observational data to understand actual performance Classroom observations revealed the impact of guided discussions on enhancing students' intercultural awareness Following each lesson, I documented my actions and identified areas for improvement, which informed my subsequent planning.

TECHNIQUES OF ANALYZING DATA

The analysis of the collected data involved a quantitative approach for questionnaire responses, utilizing descriptive statistics to emphasize percentages In contrast, qualitative analysis was applied to interview data to uncover key themes and patterns in students' perspectives and opinions.

RESEARCH FINDINGS AND DISCUSSION

Pre-treatment questionnaire results

This part will present the analysis of the data collected from 35 students of

11 th English major form Pre-treatment questionnaire was used to investigate the levels of the students’ knowledge and their attitude towards interculture before the action

The pre-treatment questionnaire revealed that students' perceptions of culture, cultural differences, and intercultural understanding are primarily superficial, focusing mainly on surface culture elements like literature, history, customs, traditions, and major festivals In contrast, their knowledge of deep culture, which encompasses communication rules, thought processes, and values, remains limited Extracts from the students' responses highlight this disparity in cultural understanding.

Culture is a way of thinking, behaving

A cultural difference is not common in another culture

Intercultural awareness is having an understanding of both your own and other cultures

Intercultural awareness means an understanding and appreciation of cultural differences

Data of part 2 in the pre-treatment questionnaire was used to assess students’ attitude towards intercultural awareness

Figure 3.1 Students’ attitude towards intercultural awareness

According to the data presented, only 17.14% of students achieved good or very good levels of intercultural awareness, while 45.72% fell into the very poor and poor categories This indicates a significant lack of knowledge regarding intercultural interactions, ultimately leading to insufficient performance in diverse environments The findings highlight the need for improved intercultural education among students.

In the analysis of students' responses to the pre-treatment questionnaire on intercultural situations, it was revealed that their intercultural communication competence scores were notably low This indicates that the students possessed a limited understanding of essential intercultural communication skills.

The preliminary investigation revealed that students had a limited understanding of intercultural communication, as illustrated in Figure 3.2 The chart indicated that only 3 out of 35 students, representing 8.57%, achieved scores between 8 and 10.

Very GoodGoodFairPoorVery Poor the highest score However, 27 out of 35 students (74.29%) got mark from 3 to 5 as lowest score, which were judged at Poor level

Figure 3.2 Students’ level of knowledge about intercultural communication

When exploring popular discussion topics among students, it is evident that Food and Drink, Business, Gift-Giving Etiquette, and Gestures are highly favored The data indicates that over 90% of students are engaged by these subjects, highlighting their strong interest.

Table 3.1 Students’ levels of interest in guided discussion about interculture

11 I like participating in activities where I am part of a group to discuss about topic

12 I like participating in activities where I 85.71% 11.43% 2.86% 100%

GoodAveragePoor am part of a group to discuss about topic

13 I like activities where there is a lot of discussion about topic “Charity”

14 I like activities where I can talk with my friends about topic “Communication style”

15 I like working in groups to discuss with my classmates about topic “Food and drinks”

16 I like participating in activities where I am part of a group to discuss about topic

17 I like participating in activities where I am part of a group to discuss about topic

18 I like participating in activities where I am part of a group to discuss about topic

19 I like participating in activities where I am part of a group to discuss about topic

20 I like participating in activities where I am part of a group to discuss about topic

The analysis of pre-treatment questionnaire data revealed that students' intercultural awareness was notably low, and many struggled with intercultural situations due to a lack of familiarity However, the students expressed a keen interest in discussing topics to enhance their intercultural communication competence Consequently, I initiated Cycle I to address these challenges and improve their skills.

After action findings

In this study, I assessed the effectiveness of intercultural teaching by measuring the improvement in intercultural consciousness over six weeks To evaluate this approach, I conducted a follow-up intercultural awareness test, utilizing both a questionnaire and communication activities in real-life scenarios The post-treatment test aimed to determine if the intercultural teaching methods effectively enhanced students' intercultural awareness.

In the figure below, the students’ levels of knowledge about interculture after action was clearly indicated

Figure 3.3 Students’ levels of knowledge about interculture after action

Very GoodGoodAveragePoor

The data presented in Figure 3.2 indicates a partial improvement in students' scores on the post-treatment test Notably, only 2 students achieved the lowest score of 3, while 6 out of 35 students (17.14%) scored between 4 and 6 In contrast, the number of students scoring between 7 and 8 rose significantly from 6 to 15 Furthermore, 12 students, representing 34.29%, attained scores ranging from 8 to 10.

In short, based on the data of post-treatment test/questionnaire, we can see that the students’ intercultural awareness was improved a lot after six weeks of implementation

3.2.2 Students’ attitudes towards effectiveness of guided discussion method

The chart clearly illustrates a significant increase in students' scores in intercultural communication competence when taught through guided discussion This demonstrates the effectiveness of the teacher's techniques in enhancing students' intercultural awareness.

The following table shows students’ comments on some of the opinions about guided discussion activities

Table 3.2 Students’ comments on guided discussion activities

((1) Strongly disagree; (2) Disagree; (3) Neutral; (4) Agree; (5) Highly agree)

1 Guided discussion makes me feel relaxed and enjoyable 0 0 22.86%

2 Guided discussion helps lower my anxiety and develop confidence 0 8.57%

3 By guided discussing intercultural situations, I gain more information, new insights and knowledge, and an increased ability to analyze the situation and formulate a course of action

4 Guided discussion makes the lessons more interesting because I can get involved in the tasks, and work out the solutions to the problems with the friends

5 Guided discussion helps me a lot in improving my intercultural awareness 0 8.57%

A significant majority of students, 71.43% (25 out of 35), reported feeling relaxed and enjoying guided discussion activities, which they believed made lessons on interculture more engaging Only 2 students disagreed with this sentiment Furthermore, all participants acknowledged that these activities provided them with enhanced opportunities to acquire new information and insights, as well as improved analytical skills for formulating actions When asked about the impact of guided discussions on their intercultural awareness, 77.14% (27 out of 35) agreed that it was beneficial, while 14.29% (5 students) were uncertain, and 3 students disagreed.

The interview focused on understanding the participation of five selected students in guided discussion activities, examining their attitudes towards the impact of these discussions on their intercultural awareness, and assessing the extent of change in their intercultural perspectives.

Five students were selected based on their scores through post-treatment test:

In a recent analysis of post-treatment test scores, two students (S1, S2) demonstrated significant improvement compared to their pre-treatment assessments, while another two students (S3, S4) showed only slight gains In contrast, one student (S5) exhibited no measurable progress following the intervention The findings from the student interviews, detailed in Appendix E, provide further insights into these outcomes.

Most interviewed students reported a change in their intercultural awareness, with S1 and S2 noting significant improvements In contrast, S3 and S4 acknowledged some changes, though they felt these were minimal.

My understanding of intercultural situations has evolved significantly after studying interculture Initially, I viewed intercultural awareness merely as recognizing the similarities and differences among cultures However, I now understand that it encompasses a deeper awareness and appreciation of both my own culture and those of others.

Learning about interculture has significantly enhanced my understanding of intercultural situations, boosting my confidence in communicating with individuals from diverse backgrounds I realized that true intercultural awareness emerges when individuals recognize that their cultural viewpoint is not the sole or superior perspective, leading them to appreciate and evaluate alternative viewpoints.

My understanding of intercultural situations has significantly expanded due to increased communication with individuals from diverse backgrounds Learning the language has facilitated these interactions, allowing me to gain valuable insights and experiences that deepen my awareness of different cultures.

My understanding of intercultural issues has improved, albeit slowly, due to my limited background knowledge in this area As a result, I find it challenging to quickly and easily grasp new concepts related to interculture.

Below are the samples of the reasons why students had changed in their intercultural awareness According to them, their perception about intercultural situations had an improvement, because:

Intercultural awareness is essential for every individual, as it fosters understanding and appreciation of diverse cultures Learning about different cultures and their languages plays a vital role in enriching our lives and enhancing our interactions with others.

Going from my own experience, one of the key things that has enabled me to develop intercultural awareness is studying and investigating my own culture together with friends (Student 4)

Interview data revealed a significant shift in students' attitudes toward intercultural issues, indicating a consistency with their pre-language learning perspectives on intercultural awareness To gain deeper insights into the factors influencing these views, the study examined various adjustments made to incorporate intercultural awareness into foreign language teaching and learning.

Students widely agree that intercultural awareness involves understanding and appreciating cultural differences, emphasizing key elements such as acceptance, respect, and tolerance In addition to this consensus, participants shared personal insights and examples of intercultural awareness from their own experiences, highlighting its significance in fostering mutual understanding.

Recognizing the diversity in social and cultural environments is essential, as it fosters understanding and respect among individuals Embracing these differences requires a commitment to tolerance and a willingness to learn from one another.

I found that intercultural awareness is a collection of skills and attitudes that help to interpret understand and relate to people of a culture other than our own (Student 3)

In addition, the following comments given by two students provide relatively detailed explanations of their understandings:

Reflection

The study revealed that guided discussion activities in speaking and writing classes over six weeks significantly enhanced students' intercultural awareness Initially, most students had minimal knowledge of intercultural concepts, but by the end of the implementation, nearly all demonstrated increased confidence in communicating with individuals from diverse cultures Observations of their interactions indicated a substantial improvement in their intercultural understanding, highlighting the effectiveness of the six-week intercultural learning experience.

Most students enjoyed guided discussion activities, finding them helpful in overcoming challenges when communicating with individuals from diverse cultures The preparation and resources provided by the teacher enhanced their knowledge and language skills, leading to increased awareness relevant to the lessons As a result, students felt more confident and comfortable engaging in conversations with people from English-speaking countries and other cultures.

As a teacher and researcher, I gained valuable insights from this action research, which revealed that implementing guided discussions significantly enhanced students' intercultural awareness This approach not only facilitated gradual changes in their understanding of diverse cultures but also led to a marked increase in their consciousness of cultural differences over time.

Action research enables me to find effective solutions for enhancing teaching quality while simultaneously increasing my intercultural awareness This method, as defined by Kemmis and McTaggart (1982), combines action with self-reflection, allowing educators to verify theories and improve practical teaching methods Through this process, I can deepen my understanding of the syllabus and better interpret and evaluate existing teaching theories.

Based on the study's findings, I would like to offer recommendations for the teachers and students of Luong Van Tuy High School for Gifted Students, as well as for future researchers and the institution itself These suggestions aim to enhance educational practices and foster academic growth.

To enhance intercultural teaching, educators are encouraged to employ diverse topics and guided discussions, which can make the learning process more engaging A friendly and sensitive approach is essential, as teachers must act as motivators to foster student interest in English By implementing innovative discussion activities, teachers can effectively improve students' intercultural communication competence Additionally, it is crucial for educators to expand students' knowledge of intercultural issues, boosting their confidence in interacting with individuals from various cultures Finally, investing time in preparing supplementary materials and providing essential cultural knowledge before class discussions will significantly enrich the learning experience.

Students should recognize the significance of enhancing their intercultural awareness for future careers and everyday interactions, and subsequently devise a plan to boost their intercultural communication skills It is essential for them to engage in thoughtful English learning both inside and outside the classroom To build confidence in communicating with individuals from diverse cultures, students should dedicate time to prepare relevant information and deepen their understanding of intercultural dynamics in group settings before classes Encouraging creativity and active participation in English learning, along with implementing effective teaching techniques and strategies, can further motivate students in their educational journey.

Future research should focus on enhancing guided discussions, not only for teaching intercultural competencies but also for developing a variety of other skills.

The class observation and test results indicate that nearly all students showed improvement in their intercultural awareness While some students exhibited minimal change, the positive trend suggests that guided discussion activities can effectively enhance this awareness For those who did not improve during this cycle, there is hope for progress in future cycles with support from teachers and peers It is anticipated that continued research in subsequent cycles will yield even better outcomes.

PART C CONCLUSION AND PLAN FOR THE NEXT CYCLE

Summary of main findings

The study investigated the effectiveness of guided discussion activities in enhancing intercultural awareness among 35 11th-grade English major students over a six-week period Data were gathered through pre-treatment and post-treatment questionnaires, along with student interviews, to assess the impact of the intervention.

After the implementation, the study answered the research questions:

To what extent do guided discussion activities change the students’ intercultural awareness?

The study indicated that guided discussion activities significantly enhance intercultural awareness among the majority of students in the class However, three students exhibited minimal improvement due to their limited understanding of culture and intercultural concepts.

The findings showed that guided discussion activities played a certain part in improving students’ intercultural awareness Many of the students could improve their scores in the post-treatment test

A comparison of pre- and post-activity data revealed that guided discussion activities significantly enhanced students' intercultural awareness, demonstrating their effectiveness in fostering a deeper understanding of diverse cultures.

This study emphasizes the significance of fostering intercultural awareness and enhancing communication across cultures The findings offer valuable insights for researchers into the role of intercultural awareness within educational environments.

Limitations of the study

This research cycle assessed the change in students' intercultural awareness through questionnaires and interviews However, relying on self-reported data may provide an incomplete picture, making it challenging to gauge how these reported changes translate into actual intercultural communicative competence.

In this research cycle, the teacher-researcher selected the discussion topics, leaving uncertainty about the students' enjoyment of the culture-related subjects.

These limitations are to be addressed in the next cycle.

Plan for the next cycle

Reflecting on the recent action research cycle, I found that students exhibited positive attitudes towards intercultural understanding, as guided discussions helped them articulate their ideas clearly For the next cycle, I plan to extend the duration of these discussions and involve a larger group of high school students Their intercultural knowledge, skills, and attitudes will be assessed using Byram’s (1997) framework Additionally, I will empower students to select their own discussion topics, while continuing to implement guided discussions This approach will be further enhanced by incorporating project-based learning, enabling students to create intercultural projects.

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APPENDIX A (ENGLISH VERSION) APPENDIX 1 PRE-TREATMENT QUESTIONAIRES FOR STUDENTS

This pre-treatment questionnaire aims to support my research on enhancing students' intercultural awareness through guided discussions, specifically focusing on 11th form English major students at Luong Van Tuy Gifted High School The goal is to explore their attitudes, knowledge, and awareness regarding intercultural communication Your valuable input in answering the following questions is greatly appreciated, and I assure you that your responses will remain anonymous in any data discussions.

Part I Please answer some following questions:

Question 2 What is a culture difference?

Question 3 In your opinion, what is intercultural awareness?

Part II: For each statement circle the numerical score that best represents your performance, skill, or ability using the following scale:

1 = Very poor (1-5 points); 2 = Poor (6-10 points) ; 3 = Fair (11-15 points);

4 = Good (16-20 points); 5 = Very good (21-25 points)

1 I listen to people from other cultures when they tell me how my culture affects them 1 2 3 4 5

2 I find that people from other cultures have fresh ideas and different points of view to bring to my life

3 I realize that people outside my culture could be offended by my behavior I’ve asked people if I have offended them by things I have done or said and have apologized whenever necessary

4 I respect my friends and teachers, regardless of where they are from 1 2 3 4 5

5 If I am in mixed groups or teams, I will mix with everyone I will not just stay with people from my culture, or only with people from the dominant culture 1 2 3 4 5

Part III Please tick (√) the box or fill in the column that best describes your thoughts

1 Shaking hands with women is acceptable in

Indonesia □ True □ False □ No information

2 The thumbs up sign means 'OK' in

Argentina □ True □ False □ No information

4 People from Canada consider themselves to really be Americans and prefer this to being called Canadians

5 When Swedes involved in a group conversation which of these is poor etiquette?

□ Having hands in pockets □ Openly disagreeing □

6 Which of the following subjects should you avoid talking to a Finn about?

□ Politics and sports □ Their personal lives □ The environment

7 How do Danes prefer to be addressed? □ Mr/Mrs/Miss/Ms followed by their surname

8 Arabs expect gifts to be opened in front of the giver □ True □ False □ No information

9 In Britain you tip your plate away from you when eating soup □ True □ False □ No information

10 Eating with your hands is rude in Malaysia □ True □ False □ No information

11 Mexicans are supposed to keep their hands on the table during a meal □ True □ False □ No information

12 Dropping your chopsticks in China is considered bad luck □ True □ False □ No information

Part IV: When discussing about intercultural communication, which of the following topics are you interested in?

Read each statement carefully and then decide if you are:

(1) Very interested; (2) Interested; (3) Not interested

11 I like participating in activities where I am part of a group to discuss about topic “Health”

13 I like activities where there is a lot of discussion about topic “Charity”

14 I like activities where I can talk with my friends about topic “Communication style”

15 I like working in groups to discuss with my classmates about topic “Food and drinks”

16 I like participating in activities where I am part of a group to discuss about topic “Environment”

17 I like participating in activities where I am part of a group to discuss about topic “Giving gifts etiquette”

18 I like participating in activities where I am part of a group to discuss about topic “Interview”

19 I like participating in activities where I am part of a group to discuss about topic “Sport”

20 I like participating in activities where I am part of a group to discuss about topic “Business”

Thank you very much for your cooperation!

APPENDIX A PHIẾU KHẢO SÁT DÀNH CHO HỌC SINH

Bảng câu hỏi khảo sát này nhằm nghiên cứu “Nâng cao nhận thức liên văn hóa của học sinh thông qua thảo luận có định hướng” tại trường THPT chuyên Lương Văn Tụy, tập trung vào học sinh lớp 11 chuyên Anh Mục tiêu của nghiên cứu là khảo sát thái độ, hiểu biết và nhận thức của học sinh về giao tiếp liên văn hóa.

Sự hỗ trợ của các em trong việc trả lời bảng khảo sát là vô cùng quý giá đối với tác giả Tác giả xin cam kết bảo mật thông tin cá nhân mà các em cung cấp Xin chân thành cảm ơn sự hợp tác và tham gia của tất cả các em!

Phần I Em hãy trả lời những câu hỏi dưới đây:

Câu 1 Theo em, văn hóa là gì?

Câu 2 Theo quan điểm của em, thế nào là sự khác biệt về văn hóa?

Câu 3 Em hiểu có nhận thức liên văn hóa là thế nào?

Phần II: Em hãy khoanh tròn vào mỗi nhận định mà thể hiện rõ nhất kỹ năng, quan điểm của em về nhận thức liên văn hóa…

1 = Rất yếu; 2 = Yếu; 3 = Khá; 4 = Tốt; 5 = Rất tốt

1 Tôi lắng nghe mọi người đến từ các nền văn hóa khác khi họ nói văn hóa của tôi ảnh hưởng như thế nào đến họ

2 Tôi nhận ra rằng mọi người từ những nền văn hóa khác mang đến cuộc sống của tôi những ý tưởng mới mẻ và quan điểm khác nhau 1 2 3 4 5

3 Tôi nhận ra rằng những người bên ngoài nền văn hóa tôi có thể bị phật ý bởi hành vi của tôi

Tôi hỏi họ xem liệu tôi có xúc phạm họ bởi những điều tôi làm hoặc nói hay không và sẽ nói xin lỗi nếu cần

4 Tôi tôn trọng bạn bè và giáo viên của tôi bất kể họ từ nền văn hóa nào tới 1 2 3 4 5

5 Nếu tôi làm việc trong nhóm hay đội đa văn hóa, tôi sẽ kết hợp với tất cả mọi người Tôi sẽ không chỉ giao tiếp với những người từ nền văn hóa của tôi hoặc chỉ với những người từ nền văn hóa thống trị

Phần III Đặt dấu (√) vào phương án em cho rằng miêu tả đúng nhất suy nghĩ của em: Điểm đánh giá:

Trả lời sai hoặc không có thông tin: 0 điểm

1 Bắt tay phụ nữ được chấp nhận ở

Indonexia □ Đúng □ Sai □ Không có thông tin

2 Ký hiệu ngón trỏ giơ lên có nghĩa là “OK” ở

Achentina □ Đúng □ Sai □ Không có thông tin

3 Người Otraylia thích những người có khiểu hài hước hơn □ Đúng □ Sai □ Không có thông tin

4 Những người đến từ Canada coi họ thực sự là người Mỹ và thích điều này hơn là được gọi là người Canada

□ Đúng □ Sai □ Không có thông tin

5 Khi người Thụy Điển tham gia vào nhóm hội thoại, điều nào được coi là phép xã giao kém?

□ Để tay trong túi quần □ Phản đối công khai □ Chặn lời

6 Chủ đề nào bạn nên tránh đề cập đến với người Phần Lan?

□ Chính trị và thể thao

□ Cuộc sống riêng □ Môi trường

7 Người Đan Mạch thích được gọi như thế nào hơn?

□ Mr/Mrs/Miss/Ms + họ

8 Người Ả-rập mong quà tặng sẽ được mở ra ngay trước mặt người tặng □ Đúng □ Sai □ Không có thông tin

9 Ở Anh bạn sẽ để xa đĩa của bạn ra khi bạn dùng súp □ Đúng □ Sai □ Không có thông tin

10 Ăn bằng tay bị coi là mất lịch sự ở Malaysia □ Đúng □ Sai □ Không có thông tin

11 Người Mehico để tay của họ lên bàn trong khi dùng bữa □ Đúng □ Sai □ Không có thông tin

12 Làm rơi đũa trong khi ăn bị coi là điềm xấu ở Trung Quốc □ Đúng □ Sai □ Không có thông tin

Phần IV: Khi thảo luận về giao tiếp liên văn hóa, em thích những chủ đề nào? Hãy đọc những câu dưới đây và sau đó quyết định

(1) Rất thích; (2) Thích; (3) Không thích

11 Em thích thảo luận theo nhóm về chủ đề “ Sức khỏe”

12 Em thích thảo luận theo nhóm về chủ đề “ Hành vi cư xử”

13 Em thích thảo luận theo nhóm về chủ đề “ Từ thiện ”

14 Em thích thảo luận theo nhóm về chủ đề “ Phong cách giao tiếp ”

15 Em thích thảo luận theo nhóm về chủ đề “ Ẩm thực”

16 Em thích thảo luận theo nhóm về chủ đề “ Môi trường”

17 Em thích thảo luận theo nhóm về chủ đề “ Cách thức tặng quà”

18 Em thích thảo luận theo nhóm về chủ đề “ Phỏng vấn”

19 Em thích thảo luận theo nhóm về chủ đề “ Thể thao”

20 Em thích thảo luận theo nhóm về chủ đề “ Kinh doanh”

Trân trọng cảm ơn sự hợp tác của các em!

APPENDIX B (ENGLISH VERSION) POST-TREATMENT TEST FOR STUDENTS

Time allotted: 35 minutes Part I Please tick (√) the box or fill in the column that best describes your thoughts

1 In Bolivia you are waiting for a bus and when it arrives the driver gives you the so-so gesture (twisting the flat, open hand) This means

□ There may be room if you give me a tip

□ Get on □ The bus is full

2 When an Arab brings the tips of all fingers and thumb together and bobs the hand up and down, this means □ Calm down □ Hurry Up □ Get lost

3 To indicate someone is miserly, the

Dutch would… □ Slap their elbow

□ Glide the forefinger down the nose □ Make a fist

4 When a Pole flicks their finger against the neck it means □ You're dead □ Join me for a drink □ Don't test my patience

5 During a break for a meeting □ They must □ They are □ They are few of them washing their feet in the sink You should know that: themselves up

6 If you were to buy a Korean one of these gifts, which would be the most suitable?

□ Craft item from your own country □ Chocolates

7 When giving or receiving a gift in

China, you should do using □ Both hands □ Right hand □ Left hand

8 Why would you not give a Brazilian a knife for a gift? □ It represents the threat

□ It represents the cutting off of a relationship

□ It represents the desire to marry the recipient's daughter

9 If invited to a house for dinner in

Turkey, which of these would you take?

10 In Bolivia what colour flowers would make a poor choice for a gift? □ White □ Red □ Yellow

11 When receiving a business card from Korean you should do so with

□ Left hand propped up with right hand □ Both hands □ Right hand only

12 In Spain, the main purpose of a □ Make □ Reach □ Brief the team length the pro's and con's of an issue

13 You are making a proposal to a group of Japanese executives when you notice a few of them sat with their arms folded and eyes closed They are:

□ Tired and catching up on some sleep

□ Pretending to be asleep to show you that they think your presentation is poor

14 While in South Korea, you present a gift to a new client to thank him or her for his hospitality and to cement your business relationship He/she refuses to accept the gift You should:

□ Apologise for offending him/her

□ Insist he/she takes it until it is accepted

□ Offer it to someone else from his/her company

15 There are three of you interviewing an Afghani man for a position in your company Of the interviewers, two of you are women The interviewee only ever gives eye contact to the man and never to the women This is because:

□ He is nervous around women □ He is showing respect

□ He sees women as second class citizens

16 In Belgium how many times should you raise your glass when toasting? □ Once □ Twice □ Three times

17 At a dinner in Hong Kong where will the guest of honour be seated? □ To the left of □ To the right of □ Opposite the

Part II After lessons about interculture through guided discussion method I realize that…

(1) Strongly disagree (2) Disagree (3) Neutral (4) Agree (5) Highly agree

1 Guided iscussion makes me feel relaxed and enjoyable

2 Guided discussion helps lower my anxiety and develop confidence

3 By guided discussing intercultural situations, I gain more information, new insights and knowledge, and an increased ability to analyze the situation and formulate a course of action

4 Guided discussion makes the lessons more interesting because I can get involved in the tasks, and work out the solutions to the problems with the friends

5 Guided discussion helps me a lot in improving my intercultural awareness

18 In Belarus what is the most popular drink at a business gathering? □ Wine □ Vodka □ Beer

19 Jews are forbidden from eating which of these? □ Duck □ Lobster □ Tuna

20 In the Middle East which of these should you avoid when eating?

□ Drinking anything □ Eating with a full mouth □ Using your left hand

1 Ở Bolivia em đang chờ xe buýt và khi xe tới, người lái xe đưa ra một cử chỉ kiểu như xoáy lòng bàn tay, mở bàn tay ra Điều đó có nghĩa là…

□ Còn chỗ ngồi nếu em đưa tiền thêm/tiền bo

□ Lên xe đi □ Xe đầy rồi

2 Khi một người Ả-rập đưa đầu tất cả các ngón tay và ngón tay cái cùng với nhau và nâng tay lên xuống, điều này có nghĩa…

□ Bình tĩnh □ Nhanh lên □ Lạc đường

3 Để ám chỉ ai đó keo kiệt, người Đan

□ Vỗ khuỷu tay của họ

□ Trượt ngón tay trỏ xuống mũi □ Giơ nắm đấm

4 Khi một người Ba Lan búng nhẹ ngón tay ngược phía cằm, điều đó có nghĩa là…

□ Em chết chắc □ Uống cùng tôi đi

□ Đừng thử sự kiên nhẫn của tôi

5 Trong giờ nghỉ giữa cuộc họp giữa em và một nhóm người Ả-rập, em đi vào phòng nghỉ dành cho nam thì thấy một số người trong số đó đang rửa chân trong bồn Em nên biết rằng:

□ Họ chắc hẳn có mùi hôi chân □ Họ đơn giản đang rửa chân

□ Họ đang chuẩn bị cầu nguyện

6 Nếu em định mua cho một người

Hàn Quốc một trong những quà tặng này, món quà nào phù hợp nhất?

□Đồ dùng cho công việc

□Đồ thủ công của đất nước em □Sô cô la

7 Khi nhận hoặc tặng một món quà ở

Trung Quốc, em nên sử dụng… □ Cả hai tay □ Tay phải □ Tay trái

8 Tại sao em không nên tặng người

Brazil quà tặng là một con dao?

□ Vì điều đó thể hiện sự đe dọa

□ Điều đó thể hiện sự cắt đứt mối quan hệ

□ Điều đó thể hiện sự xứng đáng cưới con gái của người nhận

9 Ở Thổ Nhĩ Kỳ nếu được mời đến dùng bữa tối, em nên đem theo gì? □ Tiền □ Bánh ngọt □ Rượu Uytski

10 Ở Bolivia màu hoa nào sẽ là lựa chọn sai lầm dành làm quà tặng? □ Trắng □ Đỏ □ Vàng

11 Khi nhận một tấm danh thiếp từ □ Tay trái đỡ lấy □ Chỉ dùng tay với…

12 Ở Tây Ban Nha, mục đích chính của cuộc gặp thương mại/kinh doanh là:

□ Đưa ra quyết định bằng cách thảo luận về độ dài của điểm lợi và điểm hạn chế của một vấn đề

□ Thỏa thuận hợp đồng dưới sự thống nhất

□ Tóm tắt lại cho cả nhóm về một vấn đề đã được quyết định

13 Em đang đưa ra đề nghị với một nhóm lãnh đạo Nhật Bản, khi đó em nhận ra một số người trong số họ ngồi khoanh tay và nhắm mắt Họ đang:

□ Mệt mỏi và tranh thủ ngủ

□ Giả vờ ngủ để cho em thấy rằng họ nghĩ bài thuyết trình của em rất chán

14 Trong khi đang ở Hàn Quốc, em tặng quà cho một khách hàng mới để cảm ơn anh ấy/cô ấy vì sự hiếu khách và thiết chặt mối quan hệ kinh doanh

Anh ấy/cô ấy từ chối nhận món quà đó Em nên:

□ Xin lỗi vì đã làm phật ý anh ấy/cô ấy

□ Kiên quyết tặng quà cho đến khi anh ấy/cô ấy nhận

□ Tặng quà đó cho ai đó ở công ty cô ấy/anh ấy