INTRODUCTION
Statement of the problem and rationale for the study
Intercultural communication has become an essential skill in today's globalized world, facilitating economic development and cultural exchange Eilers (1992) describes it as a tool for individuals from diverse cultural backgrounds to share information, knowledge, emotions, and experiences However, the presence of multicultural groups introduces complexities, as Bonacich (1990) notes that communication patterns are influenced by cultural environments, language, values, and norms Consequently, participants in intercultural communication often encounter challenges such as language barriers, unfamiliar customs, and varying communication styles (Spencer-Rodgers and McGovern, 2002).
Studies on intercultural communication often focus on national cultures, which can lead to overlooking important non-national differences among individuals and groups (Allwood, 1985) This national-centric approach risks perpetuating stereotypes of "national character," which may serve specific interests and foster negative attitudes toward cultural diversity (Stangor).
The prevalence of Japanese culture
In their book on the political economy of media globalization, Herman and McChesney (1998) argue that “Japan is supplying capital and markets to the global
Japan possesses significant financial resources and advanced technology, yet it is often perceived as lacking cultural influence globally However, Herman and McChesney's argument fails to acknowledge the substantial rise in the export of Japanese popular culture, which includes a diverse array of mediums such as anime, manga, fashion, and pop music This cultural proliferation highlights Japan's growing impact on the global cultural landscape.
Japanese TV dramas, including hits like Long Vacation and Love Generation, have gained immense popularity across East Asia and beyond, while Pokémon has achieved global recognition Additionally, Gosho Aoyama's Detective Conan remains a beloved comic series for many This surge in Japanese popular culture within international audiovisual markets has fostered a sense of soft nationalism in Japan, illustrating that a nation with significant economic strength should also produce influential global cultural content that reflects its power.
The development of entertainment businesses is crucial for Japan's status as a global power, as Takemura (1996) emphasized the need for Japanese products to reflect a distinct identity rather than being "faceless." Pokémon exemplifies this concept by merging global appeal with Japanese cultural significance through its engaging characters and imaginative elements, thereby revitalizing traditional Japanese aesthetics and distancing them from the perception of being mere Western imitations (Kamo, 2000; Takemura, 1996) Since the economic boom of the 1960s, Japan has cultivated a robust cultural image internationally, ranking 6th in the Cultural Influence Index.
Japan in the eyes of foreigners
1 http://www.usnews.com/news/best-countries/japan
There are some who believe that the rising popularity of the socially constructed
“cool Japan” and products that have been an essential “Japaneseness” about them serve to reduce bad feelings toward Japan that came after World War II (Allen,
A 2008 TNS Singapore survey revealed that residents from six ASEAN countries hold a highly favorable view of their relationships with Japan, with over 90% of respondents expressing positive opinions This strong sentiment underscores the importance of Japan's diplomatic ties within the region (MoFA, 2008b; Edward, 2015).
The latest investigation on the website Q&Me.net in September 2016 also received the similar result: Japan was associated with “high quality”, trust” and “worth paying”
Graph 1: Japan and Korea images among Vietnamese from Q&Me Vietnam Market Research
The contact opportunity between Vietnamese and Japanese
Vietnam and Japan officially established diplomatic relations in 1973, but their ties date back nearly five centuries to when Japanese traders first arrived in Vietnam The Nguyen Dynasty in Vietnam, during its consolidation of power in Cochinchina (southern Vietnam), implemented favorable policies to promote foreign trade.
2 A famous Global Market Research Company
In the late 16th century, Toyotomi Hideyoshi's economic development policies significantly enhanced Vietnam's commercial status, leading to an influx of approximately 2,000 Japanese traders in Hoi An by the early 17th century This vibrant community established trade associations and created a distinct neighborhood known as "Japan town." However, the size of this Japanese community began to decline around 40 years later when the Tokugawa shogunate implemented its seclusion policy.
Both countries faced significant political instability for three centuries before prioritizing diplomatic relations in the 1970s Since then, their relationship has evolved from a "Trusted partner, long-term stability" framework in April 2002 to a "Sustainable Partnership" established in July 2004 This enhanced cooperation has led to advancements in various sectors, including the economy, engineering, education, and tourism Notably, the Japanese National Tourism Organization reported that the number of Vietnamese tourists visiting Japan reached 185,400 in 2015, marking a 49.2% increase from the previous year.
2011, the number of Japanese tourists coming to Vietnam was 481.519 people in
2011 6 , being superior to the number of domestic tourists coming to Japan and still increased year by year
Despite the strong exposure between Vietnam and Japan, interactions between the two countries remain limited Japanese individuals, while enthusiastic travelers, often exhibit a reluctance to engage with foreigners, showing a preference for maintaining distance in social situations This tendency towards shyness hinders the development of friendships with people from other cultures.
3 a preeminent daimyō, warrior, general, samurai, and politician of the Sengoku period who is regarded as Japan's second "great unifier".
4 Basic document on relations of Japan and Vietnam – Japan http://www.mofahcm.gov.vn/vi/mofa/cn_vakv/ca_tbd/nr040818111106/ns140708192556
5 http://thongtin-nhatban.com/news/detail.php?nid0125054253 and https://www.jnto.go.jp/eng/
6 http://mysonsanctuary.com.vn/tam-diem/59/390/don-1-trieu-luot-du-khach-nhat-nam-2015-duong-con-dai/
A significant portion of the population exhibits shyness, with 31% of Israelis, 40% of Germans, 55% of Taiwanese, and 57% of Japanese identifying as shy (Henderson & Zimbardo, 2001b) This prevalent shyness can result in reluctance to engage in conversations, fostering feelings of alienation and creating barriers in cross-cultural communication Consequently, both Japanese individuals and foreigners may possess limited understanding of each other, potentially leading to the formation of stereotypes between the two groups.
The need of investigating “Stereotypes”
As international communication has increased, so have cross-cultural concerns regarding stereotypes, prompting global research efforts Notably, Pittam, Kashima, and Iwawaki (1990) explored the dimensionality and national function within Australian and Japanese cultures, while Masami Ota (2005) examined stereotypes and prejudice in intergroup interactions between Americans and Japanese in the 1940s, revealing American perceptions of Japanese individuals Despite these studies highlighting typical images of Japanese people, there remains a significant gap in research concerning Vietnamese stereotypes of Japanese individuals and the reactions of Japanese people to these stereotypes.
Aims and objectives
Considering previous research studies, the goals of the study are 1) to explore what stereotypes the Vietnamese have about Japanese, 2) to report the responses of the Japanese towards those stereotypes
1) The first goal was set up because there was no current data relating to Japanese stereotypes in the perception of Vietnamese people in general and ULIS students in particular
2) Japanese for a long time have had little contact with foreigners (Ota, 2005); thus, the knowledge about foreigners or what foreigners think about them is limited
6 for Japanese It would be great to really investigate how the Japanese response to what others think about them, and this study will take this chance
To satisfy these goals, the study of “ULIS students’ stereotypes of Japanese people and responses from Japanese exchange students.” will address the two following questions:
1 What are the stereotypes of Japanese people held by ULIS students?
Significance of the study
This study aims to enhance understanding of cross-cultural communication between Japanese and Vietnamese individuals engaged in Vietnam-Japan cooperation, including businessmen and exchange students Additionally, it serves as a valuable reference for future research on stereotypes and supports researchers in this field Furthermore, it provides practical insights for students in Intercultural Communication Studies.
Scope of the study
This study focuses on data collection from a selected group of participants, comprising 8 senior Vietnamese students from ULIS and 4 Japanese exchange students, all of whom exhibited enthusiasm and cooperation Utilizing a qualitative research methodology, the primary data collection method employed is semi-structured interviews.
Organisation
The research is structured into five key sections, beginning with the "Introduction," which outlines the fundamentals of intercultural communication, highlights the importance of exploring stereotypes, and presents the research problem The second section, "Literature Review," delves into the concept of "stereotype" and examines its connections to intercultural dynamics.
The article is structured into five key sections: Part One introduces the topic and relevant previous studies, while Part Two outlines the methodology, including participant selection, research methods, data collection instruments, and data analysis procedures Part Three presents the findings and discussions derived from the research results Finally, Part Four concludes the study by summarizing key insights, discussing implications, and offering suggestions for future research.
LITERATURE REVIEW
Background concepts
Stereotypes are commonly referenced in research related to ethnic attitudes, prejudice, and intergroup perceptions The term originated in the printing industry, where it described a printing plate that could reproduce any typography.
The term "stereotype" was first referenced in 1850 to describe an unchanging image, and it was later introduced in social science by journalist Walter Lippman in 1922 Since then, extensive research has highlighted the significance of stereotypes in shaping ethnic attitudes and intergroup relations Cauthen et al (1971) further supported this notion, asserting that understanding stereotyping is crucial for grasping the dynamics of race and ethnic attitudes.
Stereotypes, defined by Thomas (1984) as a branch of belief, often arise from simplified and generalized perceptions According to Fishbein and Ajzen (1975), these beliefs form the cognitive component of attitudes, which serve as the foundational elements of an individual's perception of an attitude object When these beliefs are overly simplistic, inaccurate, or partially correct, they tend to manifest as stereotypes.
Stereotypes involve categorizing individuals into distinct groups based on shared perceptions, as noted by Brigham (1971) This tendency to classify others is further elaborated by Secord (1959), highlighting the inherent nature of these categorizations in our social interactions.
Stereotypes are often understood as automatic judgments based on an individual's membership in a particular category, leading observers to assume that the person embodies all traits associated with that group This perspective frames the category as the observer's interpretation of the group Vinacke (1957) suggests that stereotyping is a conceptual process that integrates personality traits alongside physical characteristics in shaping these judgments.
Stereotypes can be understood as concept-systems that possess both positive and negative functions, similar to other concepts They serve to organize our experiences and classify individuals based on perceived traits, which is an inevitable result of social learning This classification helps us respond meaningfully to different people and objects in our environment.
However, Allport (1994) has an opposite point of view towards the idea of categorization He pointed out that:
A stereotype differs from a category; it represents a fixed idea associated with a category For instance, the term "Negro" can be viewed neutrally, merely indicating racial background Stereotypes arise when this category becomes laden with perceptions and judgments, such as viewing individuals as musical, lazy, or superstitious While stereotypes do not define the core concept, they hinder nuanced thinking about it.
Stereotypes themselves are not inherently problematic; rather, the issue lies in who defines them and the interests they serve (Dyer, 1999) I support this perspective over the traditional view.
The increasing interest among students, scholars, and the public in ethnic conflict, cultural diversity, and global issues has led to a rising demand for educational and research programs focused on worldwide and comparative studies of human behavior and society To advance cross-cultural studies, there is a critical need for a comprehensive repository of organized cultural information, emphasizing the importance of cultural generalization.
7 http://hraf.yale.edu/cross-cultural-research/basic-guide-to-cross-cultural-research/ http://ehrafworldcultures.yale.edu/ehrafe/
Cultural generalizations are broad statements based on facts and experiences that can facilitate interactions with different cultural groups For instance, Hispanic cultures often exhibit a strong sense of machismo, while women in Middle Eastern societies may hold a lower status than men These generalizations can be beneficial for understanding and engaging with individuals from these backgrounds However, stereotypes arise from flawed generalizations and can lead to misconceptions While some may argue that national stereotypes help foster a sense of identity, ethnic jokes are typically seen as offensive Ultimately, both positive and negative stereotypes are misleading interpretations of a group, lacking accuracy and depth.
Stereotypes confine individuals to narrow categories, limiting understanding and perpetuating misconceptions Katz and Braly (1935) define a stereotype as a rigid impression that often misrepresents reality, arising from preconceived notions rather than genuine observation Culturally intelligent leadership recognizes that generalizations fail to capture the diversity within cultural groups For instance, the stereotype that "Asians are good at math" overlooks the rich variations within Asian cultures Similarly, encountering a 70-year-old unfamiliar with modern technology does not reflect the capabilities of their entire generation.
The process of generalization can be viewed in two ways: first, as an inferior method characterized by nonlogical reasoning, and second, as a result of inadequate sources that fail to meet acceptable standards for belief formation.
Stereotypes are often formed not through direct evidence but rather through hearsay, rumors, and anecdotes, as highlighted by Klineberg (1954) This reliance on insufficient information undermines the validity of generalizations, emphasizing the significant impact of second-hand sources in shaping people's perceptions.
Stereotypes are characterized by their rigidity, as highlighted by Fishman (1956), who noted that they remain unchanged despite new information, personal needs, or shifts in interaction Kerr (1943) emphasized that stereotypes do not evolve and remain "ossified," whereas generalizations adapt based on new knowledge For instance, the statement "All trees have leaves" serves as a generalization, reflecting a rational categorization effort rather than an irrational desire to oppress This generalization can change over time, illustrating how knowledge influences our understanding of nature and alters the power dynamics between individuals and the world around them.
Intercultural communication studies and teaching programs frequently focus on understanding national cultures, which may lead to overlooking the crucial differences among various activities and groups.
8 https://pantherfile.uwm.edu/gjay/www/Whiteness/stereotypes.htm
Previous studies
In 1933, Katz and Braly were pioneers in researching American attitudes towards different races, using a questionnaire that asked university students to associate specific personality traits with various nationalities and ethnic groups The study revealed a significant consensus on the traits attributed to these groups; for instance, White Americans were often viewed as industrious and ambitious, while African Americans were stereotyped as lazy and musical Notably, participants readily evaluated ethnic groups they had never personally encountered, highlighting the pervasive nature of ethnic stereotypes within social groups.
In 1972, Gardner's research on the Stereotype Differential framework, akin to the Katz and Braly technique, explored Filipino students' stereotypes about nine ethnic groups The findings revealed that both methods yield similar assessments, but the Stereotype Differential offers the additional benefit of measuring individual differences.
9 http://www.simplypsychology.org/katz-braly.html
18 of the extent to which subjects adopt the stereotype The study also indicated that subjects who stereotype one outgroup tend to stereotype others
Research by Masami Ota (2005) in "Stereotypes and Prejudice – Intergroup Contact Between Americans and Japanese" reveals that both Americans and Japanese hold positive stereotypes about each other The study emphasizes that opportunities for friendly intergroup contact significantly influence perceptions of the other group, leading to greater variability in stereotypes and a reduction in prejudice.
This research addresses the gap in understanding stereotypes specifically related to Japanese people and examines the responses of those affected by such stereotyping While previous studies have explored the broader implications of stereotyping, this investigation focuses on the unique experiences and perceptions of Japanese individuals in relation to societal stereotypes.
METHODOLOGY
Research questions
By conducting the study “ULIS students’ stereotypes of Japanese people and responses from Japanese exchange students”, the reseacher hopes to answer the following research questions:
1 What are the stereotypes of Japanese people held by ULIS students?
Selection of informants
Data was gathered from two distinct groups: eight Vietnamese students from the University of Languages and International Studies and four Japanese exchange students residing in Hanoi.
A study involving eight Vietnamese students revealed that half had direct contact with Japanese individuals, while the other half did not This intentional selection of two distinct groups aimed to explore how intergroup contact influences the formation of stereotypes.
Research method
According to Priscilla (2005), researchers should utilize qualitative methods when their study aims to explore and explain behavior, particularly in areas that are unfamiliar or under-researched, or when an appropriate vocabulary for communicating with respondents is lacking Many social aspects of culture, especially those related to stereotypes, often fit these criteria and thus require qualitative research designs.
Williams, C (2007) describes qualitative research as "it is a holistic approach that involves discovery" This method is also described as an unfolding model that
20 occurs in a natural setting that enables the researcher to develop a level of detail from high involvement in the actual experiences (Creswell, 2003) Bryman (2001) defines qualitative measures as a:
Qualitative research focuses on understanding words, feelings, and perceptions rather than relying solely on quantitative data analysis This approach is often intuitivist, constructionist, and interpretive, although not all qualitative researchers adhere to all these characteristics Ultimately, qualitative research prioritizes narrative insights over numerical data.
In fact, the qualitative measures being used in this research can lead us to understand the underlying attitudes and perceptions of the participants towards Japanese people
Data collection instruments
This qualitative field research collected data through observation, with data recorded from the interview being transcribed as accurately as possible
Data collection through interviews provides rich, well-grounded descriptions and insights into processes within specific local contexts (Miles and Huberman, 1994) By asking targeted questions and receiving relevant answers, researchers can gather essential information for analysis and interpretation Unlike questionnaires, which may be affected by random factors, well-designed interviews can effectively mitigate these limitations, ensuring more reliable results.
The data of this research will be taken through face-to-face semi-structured interviews The presence of the interviewer and the interviewee will help avoid the
Low response rates in questionnaires or surveys can hinder data accuracy However, researchers can enhance the quality of their findings by engaging directly with respondents, allowing for clarification and deeper insights into their answers This interactive approach ultimately leads to more precise data collection.
The interview questions fell into three groups:
1 Personal information questions: the researcher asked interviewees some questions about their name, age, area of interest and major at universities in order to have a basic understanding about them
2 Intergroup contact experience questions: the questions are mainly about the sources from which the informants get the information about Japanese people, whether they are indirect contact (media, books, ) or direct ones (exchange programs with Japanese, living in Japan, ) The research wanted to find out whether contact opportunity has any effects on the perceptions of the beholders or not
3 Questions about Perceptions of Japanese people for Vietnamese informants and Responses to those perceptions for Japanese informants Vietnamese students were asked to state out some adjectives that, they think, could describe about Japanese people and give examples based on what they know For Japanese students, the researcher asked them whether those descriptions would be true about people in their country ot not
The data collection procedure followed the process below:
1 The researcher interviews ULIS students
2 The researcher categorizes the received responses into her target category of analysis
3 The researcher reports this result to Japanese exchange students and records their responses.
Data analysis procedure
While browsing through the scripts, the researcher collected the data related to stereotypes and give an explanation of choice Next, the results will be synthesized
22 before the conlusion was drawn In brief, the data analysis was conducted via the following steps:
1 Synthesize and interprete data collected from the interview,
2 Identify stereotypes from the data
3 Give explanations to both these stereotypes and the responses from Japanese exchange students
FINDINGS AND DISCUSSIONS
Findings from interviews with ULIS students
Sources TV news Social networking sites
The data reveals that TV news and social networking sites are the primary sources of information for participants Additionally, half of the participants express an interest in comic books, which serve as a medium through which they learn about Japan Furthermore, three participants reported that their knowledge of Japanese culture comes from friends who are enthusiasts of various Japanese art forms, including kirigami, origami, dorodango, and notably, manga Lastly, four students indicated having direct experiences or interactions that further their understanding of Japanese culture.
24 contact opportunities with Japanese people The ones they met are exchange students in their university, or the participants in an international program, or their lecturers
4.1.2 Japanese people in the perception of ULIS students
In a recent analysis, several interviewees described Japanese people using various adjectives, with eight participants sharing common descriptors The most frequently mentioned adjectives highlight the collective perception of Japanese culture and characteristics among respondents.
Table 2: Japanese people in the perception of ULIS students
Hardworking Responsible Disciplined Punctual Friendly
As can be seen, almost all the adjectives that are used to express students’ view of Japanese people are positive, which means that Vietnamese students, in general, hold
25 a very positive perception of Japanese Among those adjectives, “hardworking”,
“responsible”, “disciplined” and “punctual” are the top four adjectives which are most frequently used by the participants when sharing their thoughts about Japanese people
A significant majority, specifically 7 out of 8 students, described Japanese people as "hardworking" or "industrious" when asked for adjectives Notably, one informant, despite not having previously met any Japanese students, shared her perspective on this perception.
“I guess they are very hardworking and they kind of devote most of their time to study like most Asian students.”
In correspondence with this opinion, informant 3 expressed her total agreement with lots of admiration for the working spirit of her favourite singer:
Japanese music captivates me, particularly the professionalism evident in live performances Although I haven't listened to the audio recordings, watching numerous concerts has left me impressed by the dedication and effort put forth by the artists My favorite singer, who has been in the industry for 25 years, exemplifies this hard work, performing around 100 concerts each year Now nearly 40 years old, she continues to deliver exceptional performances, showcasing a level of commitment and talent that is truly unmatched.
Informant 1, in this case, showed quite an astonishing attitude on the working styles of Japanese people when hearing the story from her friend, who is now living in Japan:
My friend shared astonishing stories about Japanese work culture, revealing a surprising dedication to their jobs While working part-time at a restaurant, she was initially taken aback by the prevalence of overtime, which highlighted the intense commitment many individuals have to their careers.
26 work from 12 to 15 hours per day My friend was shocked at first but she soon got adapted to this situation and some days she worked for nearly 20 hours!”
Informant 8 agreed with the opinion above, however, showed a little disapproving attitude towards that working habit becaue it will create a negative impact on the other relationships like family She said:
Japanese people are known for their strong work ethic, often prioritizing work to an extreme degree Unlike Vietnamese individuals, who typically value family time, many Japanese workers frequently engage in unpaid overtime, sacrificing precious moments with their families This dedication to work is admirable, but it also highlights a concerning imbalance that I find unappealing.
According to Professor Geert Hofstede's National Culture model, Japan's exceptionally high score of 95 in the Masculinity Cultural Index reflects a society driven by competition, achievement, and success In this masculine culture, success is defined by being the best in one's field, a value instilled from school and carried into organizational life The prevalent workaholism in Japan exemplifies this masculine orientation, suggesting that hard work is a deeply ingrained value among the Japanese people.
However, there are opposing perceptions among those informants Of 7 advocators for
The "hardworking" trait of Japanese people is viewed positively by six individuals, who believe it adds significant value to society, while one individual perceives it as a negative characteristic.
10 https://geert-hofstede.com/national-culture.html
11 https://geert-hofstede.com/japan.html
Half of the participants mention “responsible” as an inherent quality of Japanese people Responsibility is what Japanese strive for to have a better life and go along with
“hardworking” as an inevitable result Informant 1 said:
“Because I have read some articles about Japanese people and they said that the Japanese people often finish all the task they have been assigned perfectly.”
Friendship requires mutual responsibility, where individuals acknowledge their mistakes and work collaboratively to resolve issues This valuable lesson was highlighted in Conan 12.
Informant 5, deeply fascinated by Japanese culture, expressed admiration for the craftsmanship involved in sushi preparation, highlighting the significance of each individual's contribution to this culinary art.
Japanese culture emphasizes meticulous attention to detail, as seen in their sushi-making process, where artisans strive for perfection This dedication is further exemplified by a unique competition for doctor recruitment at a major hospital, where candidates performed intricate medical techniques using tiny sushi, mirroring real surgical procedures Such challenges highlight the profound sense of responsibility and commitment that the Japanese exhibit in all aspects of their work.
All four informants unanimously emphasized the importance of personal and social responsibility among the Japanese However, their reliance on the terms “read,” “learn,” and “watch” suggests that their understanding is primarily derived from indirect sources This indicates that media significantly influences their perceptions of Japanese society.
Beside being considered as responsible, Japanese people are also labelled as
Japan, situated in the Pacific Rim, is frequently affected by natural disasters, yet it consistently demonstrates remarkable resilience in the aftermath Informant 1 expressed admiration for the indomitable Japanese spirit, which shines through in the country's ability to recover and rebuild following each calamity.
In the aftermath of a devastating natural disaster in Japan, including a tsunami and earthquake, the resilience of the Japanese people was evident as they adhered strictly to rules and protocols, demonstrating remarkable discipline and order in a chaotic situation.
A long line of individuals patiently awaited food aid outside a supermarket, showcasing remarkable order and composure Despite the challenging circumstances, there was no sign of complaints, chaos, or conflict, reflecting a resilient community response in the face of adversity.
Informant 5 also mentioned the sense of self-discipline of Japanese people, but in working aspect:
Responses from Japanese exchange students
Table 3: Description about Japanese interviewees
Name Kakuho Karin Shunto Ryosuke
Year at university 4th 4th 3rd 4th
All four students are in the latter half of their college experience, sharing similar life stages While Karin, Shunto, and Ryosuke have spent nearly a year in Vietnam, Kakuho is just starting his journey, having been in the country for only two weeks Kakuho faces challenges due to his limited Vietnamese language skills, as his colleagues and students are not proficient in English or Japanese The other three students can relate to Kakuho's initial struggles but have since adapted well to their surroundings.
“My first difficulty was the Language, I didn’t know Vietnamese so it’s hard to communicate with people But now, I could speak some basic Vietnamese, so life is much easier.” (Karin)
During our experience, we felt a sense of fear, particularly regarding taxi rides, as many drivers lacked English proficiency Our attempts to communicate were limited to shouting phrases like "Dai hoc Ha Noi," "Xin chao," and "Cam on," but it seemed unlikely that they truly understood us.
One of the very important factors helping those Japanese students overcome the difficulties is making friends with Vietnamese by joining social activities Shunto and
Ryosuke are very active in participating in extracurricular activities with their Vietnamese friends:
“Yes yes we have a lot of mutual friends cause we take part in the same activities at school, we join some clubs together for example the
In a vibrant Japanese club, I find myself surrounded by a diverse group of 30 students, where I am the sole foreigner among my classmates The majority, 29 students, are Vietnamese, allowing me to forge numerous friendships within this cultural exchange.
We frequently explore iconic destinations such as the Ho Chi Minh Mausoleum, Ho Guom, Ho Tay, and Bat Trang in Hanoi Beyond the city, we enjoy visiting scenic spots like Ba Vi, Ninh Binh, Tam Dao, and the Hung King Temple Our preferred mode of transportation for these adventures is often by motorcycle.
“Sometimes we go to the countryside and stay at my friends’ house for 1-
2 days and that makes us closer.” (Ryosuke)
Karin and Kakuho have traveled extensively throughout Vietnam, relishing each destination While they enthusiastically shared their experiences with the interviewers, their perspective differs from others.
I often find it challenging to connect with my Vietnamese classmates, as they tend to be shy and less likely to approach foreign students Initially, I perceived their reserved nature as a lack of interest in interacting with people from different backgrounds, despite their studies in an "International" environment.
“I don’t participate in social activities much ”
But after Karin found the reason causing a virtual barrier in communication, she felt much relieved and more active in talking with Vietnamese friends:
I recently discovered that my Vietnamese friends are simply shy about initiating conversations with me A friend explained, "Everyone wants to talk to you, but we just don't know how." However, after participating in numerous group activities together, our communication has improved significantly.
38 they became friendly to talk with me, it seems like now they are not nervous to talk with me anymore.”
We visited the Hung King Temple and my friend's house nearby, where I enjoyed reconnecting with my former Japanese students It was a delightful experience filled with fun and nostalgia.
Kakuho participated in a volunteering trip to an orphanage organized by his company, where he donated toys and clothes to the children This experience left him pleasantly surprised and deeply moved.
Initially, I was taken aback by the situation, as such circumstances are rare in Japan It is startling to see the number of children in Vietnam who appear to be without parents.
It brings me the sense that the gap between the rich and the poor is so big.”
Initially, the surprise of the trip, combined with its limited duration, left Kakuho feeling that the experience lacked significance He expressed a strong desire for more opportunities for exposure in the future.
4.2.2 Responses of Japanese students to the perception of ULIS students
Table 4: Responses of Japanese students to the perception of ULIS students
Categories Kakuho Karin Shunto Ryosuke
Hardworking Agree Agree Agree Agree
Responsible Agree Agree Agree Agree
Disciplined Agree Agree Agree Agree
Punctual Agree Agree Agree Agree
Friendly Disagree Disagree Disagree Disagree
The table indicates that all four Japanese participants share a similar view regarding the adjectives used by Vietnamese students to describe them They perceive Japanese individuals as hardworking, responsible, disciplined, and punctual, contrasting with ULIS students' perception of them as friendly.
Many Vietnamese informants perceive "hardworking" as an inherent trait of the Japanese, viewing overtime work as a key indicator of their diligence This perspective is widely shared among Japanese students, who affirm this characterization.
“Yes, people in Japan are very hardworking.” (Kakuho)
“I myself think that Japanese people work really hard and have a tendency to work for 1 company for their lifetime.” (Ryosuke)
Shunto was also on the same page with the others, but thought that this adjective only applies for Japanese workers, not for the students for the following reason:
University students often believe that their time in college is the last opportunity for freedom and enjoyment before entering the workforce, where they anticipate a more structured and time-consuming lifestyle As a result, many prioritize experiences such as traveling, participating in clubs, and socializing with friends over their academic responsibilities.
Many outsiders perceive that Japanese individuals have an inherent inclination towards hard work and value societal respect, similar to the sentiments expressed by Kakuho.
40 pointed out Nonetheless, the reasons behind that working ethic are not always plesant as interestingly stated below: