INTRODUCTION
Statement of the problem and rationales for the study
English has become a global lingua franca, with its use expanding worldwide for diverse communication purposes (McKay, 2003) As a pluricentric language, English is embraced by various speech communities that adapt it to meet their unique communicative needs (Sharifian, 2013) This evolution means that English is no longer tied to the cultures of Inner Circle countries like Australia, Canada, the United States, or the United Kingdom (McKay, 2011) Consequently, this shift challenges the dominance of British and American native-speaker norms in English language teaching (ELT) (Shin et al., 2011) Therefore, integrating local culture into ELT classrooms is crucial, as understanding one's own culture in relation to others enhances the teaching of English as an international language (EIL) (McKay, 2011).
The National Foreign Language 2020 Project (NFLP 2020) is a key initiative in Vietnam's educational reform aimed at enhancing foreign language teaching and learning This project emphasizes the development of a comprehensive 10-year foreign language curriculum that includes a strong focus on culture, particularly Vietnamese culture The new English curricula are designed to provide students with a broad understanding of Vietnam, English-speaking countries, and global cultures, fostering pride in their national cultural values By the end of their secondary education, students are expected to effectively use English to discuss Vietnamese culture Additionally, the integration of cultural content into the new English textbooks marks a significant innovation in the NFLP 2020.
A recent study evaluating primary English textbooks revealed that most teachers rated the reflection of fundamental cultural values from Vietnam, Southeast Asia, and English-speaking countries in Tiếng Anh 3 and Tiếng Anh as excellent or very good.
4 (Hoang, 2015) A year later, Lai (2016) proved that home culture accounted for
The integration of Vietnamese culture is significant, comprising 51% of the intercultural content in Tiếng Anh 10 (volume 1) This highlights the importance of cultural recognition within the objectives of the 10-year English curriculum and the new English textbooks designed for school students in Vietnam.
Teachers' practices are crucial in advancing educational reforms in foreign language teaching in Vietnam Despite this, there is a lack of published information on incorporating home culture into English as a Foreign Language (EFL) instruction in the country Recent studies have primarily examined teachers' beliefs and practices regarding cultural integration in EFL classes from an intercultural viewpoint This research specifically investigates how lower secondary school English teachers in Vietnam perceive and integrate Vietnamese culture into their EFL teaching.
Aim and research questions of the study
This study aimed to explore lower secondary teachers' beliefs and practices concerning the integration of Vietnamese culture in English as a Foreign Language (EFL) classrooms It specifically examined the teachers' beliefs, the degree of cultural integration in their teaching, and the techniques they employ to incorporate Vietnamese culture into their lessons.
These above aims are expected to be fulfilled by answering the following research questions:
1 What are lower secondary teachers’ beliefs towards integrating Vietnamese culture in the EFL classroom?
2 To what extent and via which techniques do lower secondary English teachers integrate Vietnamese culture in their EFL teaching practices?
This study centers on the integration of Vietnamese culture within the English as a Foreign Language (EFL) classroom, specifically focusing on the experiences of 19 lower secondary English teachers in Hai Duong city, Hai Duong province, rather than exploring the cultures of English-speaking or other countries.
Firstly, this study will enhance EFL teachers’ awareness about Vietnamese culture and encourage them to further integrate Vietnamese culture in lower secondary school EFL classrooms in particular
This study provides valuable insights for lower secondary school EFL teachers by detailing effective techniques for integrating Vietnamese culture into English language teaching.
This study aims to enhance understanding of how teachers integrate Vietnamese culture into the new 10-year English curriculum The insights gained can support Vietnamese education policymakers in formulating and executing strategies that promote students' awareness and appreciation of their cultural heritage.
The overall structure of the research takes the form of five chapters
Chapter 1: Introduction –presents the rationale for conducting the study, research questions, scope and significance of the study
Chapter 2: Literature Review – establishes a theoretical framework to the study
Chapter 3: Methodology – describes the application of a specific process to collect and analyze data
Chapter 4: Findings and Discussion – interprets the data, presents and discusses the findings
Chapter 5: Conclusion – summarizes the results and implications proposed from the research as well as its limitations and suggestions for further studies in the future
Following these chapters are References and Appendices.
Significance of the study
Firstly, this study will enhance EFL teachers’ awareness about Vietnamese culture and encourage them to further integrate Vietnamese culture in lower secondary school EFL classrooms in particular
This study provides valuable insights for lower secondary school EFL teachers by detailing effective techniques for integrating Vietnamese culture into English as a Foreign Language (EFL) instruction.
This study aims to enhance understanding of how teachers integrate Vietnamese culture into the new 10-year English curriculum The insights gained will aid Vietnamese education policymakers in formulating and executing policies that promote students' awareness and appreciation of their cultural heritage.
Organization of the study
The overall structure of the research takes the form of five chapters
Chapter 1: Introduction –presents the rationale for conducting the study, research questions, scope and significance of the study
Chapter 2: Literature Review – establishes a theoretical framework to the study
Chapter 3: Methodology – describes the application of a specific process to collect and analyze data
Chapter 4: Findings and Discussion – interprets the data, presents and discusses the findings
Chapter 5: Conclusion – summarizes the results and implications proposed from the research as well as its limitations and suggestions for further studies in the future
Following these chapters are References and Appendices.
LITERATURE REVIEW
Conceptualization of culture
Culture is notoriously challenging to define, as highlighted by Byram and Grundy (2003), leading to diverse interpretations from various research disciplines This ongoing debate centers on how culture is conceptualized, particularly in relation to language and communication The focus of this research is to explore definitions of culture within these contexts.
Hammers (1985) describes culture as a comprehensive system of concepts, values, and behaviors that shapes a community's approach to life, evolving through its historical experiences Thompson (1990) further emphasizes this perspective, highlighting the intricate relationship between culture and the identity of its people.
In 1999, culture was defined as the intricate system of meanings expressed through symbolic forms, including actions, speech, and significant objects This framework allows individuals to communicate and share their experiences, beliefs, and concepts with one another.
Researchers have explored various models and analogies to conceptualize culture, emphasizing its multi-layered nature that encompasses both tangible and intangible elements (Nguyen, 2013) A prominent analogy is Hofstede, Hofstede, and Minkov's (2010) comparison of culture to an onion, where different manifestations of culture—such as values, rituals, heroes, and symbols—are represented as distinct layers of the onion.
Symbols encompass words, gestures, images, and objects that convey specific meanings understood primarily by those within a shared culture This includes elements like language, clothing, hairstyles, flags, and status symbols, all of which carry significant cultural significance.
Heroes are persons, alive or dead, real or imaginary, who possess characteristics that are highly prized in culture and thus serve as models for behavior (…)
Rituals are collective activities that are technically superfluous to reach desired ends, but that, within a culture, are considered socially essential
Rituals encompass various forms of greeting and showing respect, as well as social and religious ceremonies They involve the use of language in both written and spoken communication, shaping daily interactions and conveying beliefs.
Values are broad tendencies to prefer certain states of affairs over others Values are feelings with an added arrow indicating a plus and a minus side
According to Hofstede et al (2010), culture is primarily expressed through values, which are often hidden from view, while symbols represent the most superficial aspect Between these two extremes are heroes and rituals, which are more visible to outsiders Notably, the practices that can be easily observed include rituals, heroes, and symbols.
Figure 1: Hofstede, Hofstede, & Minkov's onion model of culture (2010)
In the realm of education, Robinson (1988, as cited in Castro, 2011) identified four key definitions of "culture": the behaviorist definition, which focuses on observable behaviors; the functionalist definition, which emphasizes the role of culture in society; the cognitive definition, which highlights mental processes and understanding; and the symbolic definition, which considers the meanings and symbols associated with cultural practices.
1 The behaviorist definition views culture as the set of patterns that are shared, and that may be observed It refers to the behavior exhibited by a group of people in terms of actions and events
2 The functionalist definition conceives culture as a social phenomenon that presents the rules governing and explaining events and which also makes it easier to provide cultural descriptions and develop awareness
3 The cognitive definition deals with the knowledge shared by a cultural actor and other actors; at the same time, it helps them organize and interpret the world
4 The symbolic definition, as its name suggests, refers to the system of symbols used by the individual to assign meanings to different elements and events
(Robinson, 1988, as cited in Castro, 2011, p.202)
The 3P culture model, introduced by the National Standards in Foreign Language Education Project in 1996, defines culture through three components: product, practice, and perspective "Product" includes both tangible creations, such as traditional dress, food, and literature, and intangible elements like language, music, and political institutions "Practice" refers to social interaction patterns, exemplified by table manners and norms of respect Lastly, "perspective" encompasses the underlying beliefs and values that shape a culture.
The "practices" and "products" of a society reflect its worldview, encompassing values such as the significance of family, the importance of personal privacy, and the belief in humanity's connection to and responsibility for the natural world Notably, in this framework, products, practices, and perspectives are interconnected, influencing one another in a dynamic relationship (Dema & Moeller, 2012).
Figure 2: Culture triangle (National Standards in Foreign Language Education Project
The 3P model of culture provides teachers with two key advantages in education Firstly, it enables systematic and contextual planning of cultural content (Lange, 1999) Secondly, as noted by Dema & Moeller (2012), this model facilitates the interconnected teaching of cultural products, practices, and perspectives, fostering a comprehensive understanding of culture in students rather than fragmented knowledge.
This paper adopts the 3P model from the Standards for Foreign Language Learning: Preparing for the 21st Century by the National Standards in Foreign Language Education Project (1996) to conceptualize culture, highlighting its unique advantages in understanding cultural dynamics.
Relationship between culture and language
The intricate relationship between language and culture has been widely acknowledged, with language serving both as a vessel for cultural expression and a reflection of cultural values (Larzén, 2005; Harklau, 1999) Scholars like Kramsch (1998, as cited in Mumu, 2017) argue that language not only expresses, embodies, and symbolizes cultural realities but is also a fundamental social practice within various institutions (Mumu, 2017) This perspective highlights the essential role of language in shaping and conveying cultural identity.
In 1999, as referenced by Nguyen (2013), four key connections between language and culture were identified: “culture as context,” “culture in text structure,” “culture and pragmatics and interactional norms,” and “culture and linguistic form” (pp 22-23) This highlights the interrelationship between language and culture, where language not only reflects cultural values but also shapes them Consequently, the integration of culture in foreign language education has become a significant area of interest.
Culture in EFL classroom
Learning a foreign language is increasingly recognized as a vital means of communication rather than just an academic pursuit, emphasizing the importance of cultural context in language acquisition.
In foreign language learning, understanding the target culture is crucial, as language and culture are inherently linked Teaching a language involves imparting knowledge about the native speakers' culture, highlighting the significance of cultural awareness in effective language acquisition (Sukarno, 2012; Kramsh, 1999).
According to Hinkel (1999), learning a second language inherently involves understanding its cultural context, making it essential for language learners to also engage with the target culture This integration of culture into language teaching is crucial, as highlighted by Margana (2009), who emphasizes that incorporating the target culture in English as a Foreign Language (EFL) classes can provide numerous advantages For instance, it can help students mitigate culture shock when communicating with native English speakers.
(1991, as cited in Hinkel, 1999) advocated that by analysis of sociological, structural, and cultural aspects of language, the learner’s awareness and overall proficiency of that language can be developed
Margana (2009) emphasized that learners come with their own cultural backgrounds and predispositions, challenging the notion of them as "empty vessels" (p.127) Therefore, it is essential to consider learners' cultures in the educational process Additionally, in our increasingly globalized world, many learners may require English primarily for local communication or to engage with non-native speakers from diverse cultural backgrounds (Nault).
In the context of English as an International Language (EIL), it is essential to avoid basing cultural content solely on the culture of a single country, especially those classified as Inner Circle countries (Kachru, 1989 as cited in McKay, 2011) Kramsch & Zhu (2016) identified four conceptual frameworks linking language and culture in English Language Teaching (ELT), ultimately concluding that English not only promotes global citizenship but also encourages a reconnection with local community identities.
In the context of the EFL classroom, the importance of fostering students' intercultural competence is evident, as highlighted by Crozet and Liddicoat Intercultural competence, defined by Byram (1997) as the ability to engage with individuals from diverse cultures using one's own language, is essential for effective communication Byram also proposed a model encompassing five key savoirs that language learners should acquire to enhance their intercultural skills.
Intercultural competence (IC) and intercultural communicative competence (ICC) are terms often used interchangeably in scholarly literature, although they possess subtle distinctions Both concepts encompass the knowledge, attitudes, and skills necessary for effective and appropriate interaction with individuals from different cultures However, interculturally competent individuals typically engage in interactions using their first language, while those with intercultural communicative competence utilize a foreign language as their medium of communication.
Integrating Vietnamese culture into English as a Foreign Language (EFL) classes serves as a powerful tool for fostering students' national pride and creating a supportive learning environment By incorporating elements of home culture, educators can enhance student engagement through humor and enjoyable activities, as noted by Wutun et al (2018) This cultural exploration not only reduces feelings of foreignness in the classroom but also alleviates student anxiety, ultimately boosting their confidence in speaking English.
Culture teaching
Scholars worldwide have introduced different methods and techniques to either teach culture or integrate culture into foreign language classrooms Le
(2017) summarized how culture is taught in foreign language education in the following diagrams:
Figure 3: Approaches to teach culture in foreign language education
These 3 approaches to teach culture in foreign language teaching are developed based on 3 relationships between second/foreign language (L2) and second/foreign culture (C2) With respect to the explicit culture teaching approach, culture is considered as “the explicit language added to the language program” (Le, 2017) However, in the communicative language teaching (CLT) approach, C2 is integrated into L2 teaching The intercultural communication approach offers a more “comprehensive” way to integrate L1 and C1, L1 and L2, C1 and C2, and L2 and L2
In the light of the intercultural communication approach, Hughes (1986) proposed eight techniques for teaching cultural awareness which are described in detail as follows
1 Comparison method The teacher begins each discussion period with a presentation of one or more items in the target culture that are distinctly different from the students’ culture The discussion then centers on why these differences might cause problems
2 Culture assimilators (…) The cultural assimilator is a brief description of a critical incident of cross-cultural interaction that would probably be misunderstood by the students After the description of the incident, the students are presented with four possible explanations from which they are asked to select the correct one If they make the wrong choice, they are asked to seek further information that would lead them to the correct conclusion
3 Culture capsule (…) The teacher gives a brief presentation showing one essential difference between an American and a foreign custom It is accompanied by visuals that illustrate the difference, and a set of questions to stimulate class discussion
4 Drama This technique is especially useful for directly involving students in cross-cultural misunderstandings by having selected members act out in a series of short scenes, a misinterpretation of something that happens in the target culture (…)
5 Audio motor unit or Total Physical Response Primarily designed as a listening exercise, this method employs a carefully constructed list of oral commands to which students respond The commands are arranged in an order that will cause students to act out a cultural experience
6 Newspapers Many aspects of culture that are not usually found in a textbook are present in the newspaper (…) Good cultural insights can readily be found in headlines, advertisements, editorials, sports pages, comics, even the weather report (…)
7 Projected media Films, filmstrips and slides provide cultural insights as well as providing a welcome variety of classroom activities (…)
8 The culture island The teacher maintains a classroom ambiance that is essentially a culture island through the use of posters, pictures, a frequently changing bulletin board, all of which are designed with the purpose of attracting student attention, eliciting questions and comments
(Hughes, 1986, pp.162-169) Stern (1992, as cited in Nambiar, Hashim, & Mohammad Yasin, 2018) also presented 8 approaches to teaching culture which are
1 Creating an authentic classroom environment (displays and exhibitions of realia);
2 Providing cultural information (cultural aside, culture capsule and culture cluster);
3 Cultural problem solving (culture assimilator);
4 Behavioral and affective aspects (drama and mini-drama);
6 The role of literature and humanities (literary reading and watching films);
7 Real-life exposure to the target culture (visits to the class by native speakers, pen-pals and visits to other countries);
8 Making use of cultural community resources (everyday environment can be used as a resource)
Sercu and Bandura (2005) categorized cultural teaching activities into two main types: teacher-centered and student-centered activities In teacher-centered activities, the instructor selects the cultural topics for discussion, while student-centered activities allow learners the freedom to explore their preferred cultural subjects Building on this, Chau and Truong (2019a) identified 16 intercultural language activities, organizing them into four clusters that reflect varying levels of student-centeredness and intercultural competence objectives These clusters include teaching intercultural knowledge, encouraging students to explore different cultures, fostering positive intercultural attitudes, and enabling students to practice language and culture in diverse contexts.
Teachers’ beliefs and practices
In EFL teaching research, beliefs are viewed as an "affective, attitudinal component" (Castro et al., 2004, p.93) and are positioned closer to personal theories than objective knowledge Numerous studies have established a complex relationship between teachers' beliefs and their instructional practices Specifically, research has focused on how these beliefs influence teaching behaviors in language education, particularly in EFL contexts Burns emphasizes the importance of classroom-based research in exploring this dynamic.
Research indicates a significant relationship between teachers' beliefs and their decision-making processes in the classroom According to Borg (2003), teachers' cognitions—encompassing their thoughts, knowledge, and beliefs—play a crucial role in shaping their classroom practices In the realm of English as a Foreign Language (EFL) and cultural instruction, Kiet (2011) found that teachers' practices in culture teaching are heavily influenced by their perceptions and beliefs regarding culture in language education.
Related studies
The integration of local culture in foreign language teaching has been a significant focus in educational research Earlier studies have examined the representation of local cultures in English teaching materials and the effectiveness of incorporating these elements into English instruction For instance, Nambiar et al (2018) explored the impact of supplementary reading modules that included local cultural content, finding that students responded positively due to the relevance of familiar topics The study concluded that these modules not only enhanced the communicative abilities of lower secondary students but also sparked renewed interest, motivation, and a willingness to engage with English reading materials Additionally, the importance of local culture integration was highlighted in a concurrent study by Wutun, Arafah, & Yassi.
A 2018 survey study investigated the role of local culture in increasing English learners' willingness to speak The findings indicate that local culture positively influences EFL learners by alleviating anxiety, fostering emotional engagement, and promoting an enjoyable learning environment Additionally, Sukarno (2012) outlined six steps for integrating local culture into EFL classrooms to enhance character development.
(1) rendering meaningful input texts related to cultures;
(3) exploring and elaborating local cultures especially for productive skills;
(5) discussing contents related to cultures consisting of moral values and wisdom;
(6) emphasizing moral values and local wisdom for character
In Vietnam, research on integrating culture into English as a Foreign Language (EFL) classrooms frequently utilizes an intercultural approach Kiet (2011) examined intercultural teaching in tertiary EFL settings, revealing that teachers tend to prioritize language instruction over cultural education, often using a fact-oriented method for teaching culture Similarly, Nguyen (2013) conducted a critical ethnographic study that highlighted teachers’ limited goals in cultural instruction, despite their comprehensive understanding of culture Nguyen also found that educators focus more on cultural knowledge than on other vital aspects of intercultural competence, such as skills and awareness, aligning with Kiet's earlier findings.
Chau & Truong (2019b) conducted a study involving 190 upper secondary school EFL teachers in Tra Vinh province, Vietnam, to assess their perceptions and practices regarding intercultural integration The findings indicated that while teachers held positive views on intercultural integration, their actual implementation was lacking Although participants reported teaching cultural content both explicitly and implicitly, quantitative data showed that intercultural activities were infrequently conducted in EFL classes, with a tendency towards being more teacher-centered and knowledge-based.
The integration of Vietnamese culture in English as a Foreign Language (EFL) classrooms remains largely unexplored, highlighting a significant research gap This lack of knowledge drives the researcher to conduct this study, aiming to enhance the existing literature on the subject.
Chapter summary
This section provides an overview of literature on integrating Vietnamese culture into English as a Foreign Language (EFL) teaching It begins by conceptualizing culture and examining the relationship between language and culture The discussion then situates culture within the contexts of EFL and English as an International Language Various techniques for teaching culture are reviewed, emphasizing the importance of exploring teachers’ beliefs and practices and their interrelationship Ultimately, the findings indicate a significant gap in knowledge regarding the incorporation of Vietnamese culture into EFL instruction.
METHODOLOGY
Research design
As stated earlier, the research questions of this study are as follows:
1 What are teachers’ beliefs towards integrating Vietnamese culture in the EFL classroom?
2 To what extent and via which techniques do lower secondary English teachers integrate Vietnamese culture in their EFL teaching practices?
This study explores teachers' beliefs and practices in the EFL classroom, utilizing a case study approach that integrates both quantitative and qualitative methods By doing so, it aims to gain a deeper understanding of the research problem and questions posed.
The case study method, as highlighted in 2007, is particularly effective for investigating unexplored areas or addressing complex research issues (p.155) In this research, the focus is on the integration of Vietnamese culture in English as a Foreign Language (EFL) teaching, an area that remains largely uncharted This approach allows the researcher to gather diverse information sources, leading to a comprehensive understanding of the problem while also capturing essential details (Creswell, 2012).
Setting of the study
Hai Duong is a small provincial city, located 60 km away from the capital city After eight years of implementing NFLP 2020, this city has achieved 3 out of
The article outlines five key objectives, with a focus on two specific goals: increasing the percentage of English teachers who meet CEFR standards and ensuring that more schools implement the new English curriculum, which includes four lessons per week Currently, over 20% of English teachers in Hải Dương have yet to achieve these standards.
Chuẩn, n.d.) However, in recent years, EFL teaching and learning have been focused by the city council and the city’s department of education and training
This study was conducted in 7 lower secondary schools of the city namely
Trường THCS Lê Quý Đôn, Trường THCS Bình Minh, Trường THCS Võ Thị Sáu, Trường THCS Ngô Gia Tự, Trường THCS Lê Hồng Phong, Trường THCS Hải Tân và Trường THCS Ngọc Châu là những cơ sở giáo dục trung học cơ sở nổi bật tại địa phương.
Participants
This study involved 19 English teachers from seven lower secondary schools in Hai Duong city, Hai Duong province, utilizing a purposeful sampling technique, specifically snowball sampling, to select participants Purposeful sampling is a qualitative method that intentionally selects participants to gain detailed insights into a central phenomenon (Creswell, 2012) The selection criteria for the schools included their implementation of the new 10-year English curriculum and the interest of school authorities and EFL teachers in the study's topic.
The researcher first contacted the heads of department in 3 schools namely
The researcher reached out to Le Quy Don, Binh Minh, and Vo Thi Sau lower secondary schools to inquire about potential EFL teachers for a study After inviting interested teachers via phone and explaining the study requirements, consent forms and additional information were emailed to those who accepted The researcher also requested contacts for potential participants from other schools, leading to the inclusion of EFL teachers from Ngo Gia Tu, Le Hong Phong, Hai Tan, and Ngoc Chau lower secondary schools Prior to contacting these teachers, permission was obtained from the relevant department heads, and to ensure a diverse dataset, participants with varying levels of teaching experience were recruited.
The teachers’ years of teaching experience are illustrated in the following table
Years of teaching experience Number of participants (N)
Table 1: Participants’ years of teaching experience
Data collection instruments
Data were obtained from two sources, namely questionnaire, and interview The following diagram illustrates the process of data collection
The questionnaire was selected as a tool for collecting quantitative data due to its ability to gather factual, behavioral, and attitudinal information from respondents (Dửrnyei, 2003) It is recognized for its exceptional efficiency in utilizing researcher time, effort, and financial resources (Dửrnyei, 2003, p.9) Therefore, the questionnaire is an appropriate method for examining teachers' perceptions and practices related to Vietnamese culture in English as a Foreign Language (EFL) teaching.
The questionnaire outlined in Appendix B is divided into two primary sections The first section focuses on assessing teachers' perceptions of the significance of integrating Vietnamese culture into English as a Foreign Language (EFL) instruction, featuring 10 Likert-scale items that range from strongly disagree to strongly agree, with 8 items adapted from Chau & Truong (2019a) The second section examines how deeply Vietnamese culture is incorporated into EFL teaching practices.
Developing the questionnaire and interview questions
The study involved semi-structured interviews focused on intercultural integration, specifically adapting the questionnaire to emphasize Vietnamese cultural integration Based on a literature review regarding English as an International Language, two additional items were incorporated The second part of the questionnaire consists of 13 items, employing a 3-point Likert scale, where participants rate the frequency of various culture teaching techniques used in their English as a Foreign Language (EFL) instruction These items were adapted from Sercu & Bandura (2005), with modifications made to the wording to align with the current research topic.
In the study, four items from Sercu & Bandura (2005) were removed due to their lack of relevance, while one item from Chau & Truong (2019b) was included, focusing on project activities that encourage students to introduce their local culture to foreigners An open-ended question was added for teachers to suggest additional techniques they may employ Furthermore, two multiple-choice questions were designed to explore the timing and duration of Vietnamese culture instruction The questionnaire concluded with ten Likert scale items, adapted from Chau & Truong (2019a), which were modified to align with the 3P model of culture, assessing the frequency with which participants engage with various cultural aspects of Vietnam.
1 – 10 5 point Likert scale “What do you think about the importance of
Vietnamese culture integration in EFL classroom?”
11 – 24 3 point Likert scale “What kinds of culture teaching techniques do you practice to integrate Vietnamese culture?”
26 Multiple choice “In an EFL class, how much time you use for
Vietnamese culture teaching on average?”
27 Multiple choice “Where do you integrate Vietnamese culture into
28 – 38 3 point Likert scale “To what extent do you deal with particular cultural aspects of Vietnam?”
Table 2: Summary of questionnaire items
The questionnaire was specifically tailored for the study, with a reliability check revealing Cronbach alpha values of 0.875, 0.914, and 0.775 for sections 1-10, 11-24, and 28-38, respectively To ensure comprehension among EFL teachers whose native language is Vietnamese, the questionnaire was translated from English and subsequently proofread by a translator to eliminate errors Following the translation, a pilot test was conducted with five participants to gather initial feedback, which is crucial for refining the questionnaire and enhancing data quality Finally, the completed questionnaire was distributed via email and collected online through Google Forms, resulting in a total of 19 responses.
Semi-structured interviews were conducted to triangulate data and enhance research validity These interviews complement questionnaires by allowing participants to elaborate on their beliefs and share detailed accounts of their practices Additionally, interviews offer valuable insights when direct observation of participants is not possible (Creswell).
The interview comprises 11 open-ended questions organized into two main sections aligned with the research questions The first section draws from Gonen & Saglam (2012), while the second section is based on Mumu's framework.
In 2017, the researcher adapted certain questions to align with the specific issues and topics of the current study Additionally, they sought more in-depth information by probing participants' responses to structured questions Upon completing the questionnaire, the results were analyzed.
Nine teachers, identified as extreme and information-rich cases, were purposefully selected for interviews lasting 30 to 45 minutes each Conducted via Zoom, the interviews utilized Vietnamese to address language barriers To ensure the reliability of the semi-structured format, the researcher combined handwritten notes with audio recordings, facilitating the creation of a verbatim transcript post-interview (Jamshed, 2014, p.87).
Data analysis method and procedure
Responses to the questionnaire were first checked to eliminate any incomplete forms SPSS version 20 was utilized to calculate the mean score, standard deviation and percentage from quantitative data
Regarding qualitative data analysis, thematic analysis was applied The researcher followed 6 phrases in the thematic analysis procedure proposed by Braun & Clarke (2006) These phrases are listed as follows:
1 Familiarizing yourself with your data;
The data analysis process began with organizing participants' names under pseudonyms and transcribing recordings from nine teacher interviews Following this preparation, the researcher read all transcriptions to grasp the overall content before initiating the coding process using color-coding techniques As Creswell (2012) notes, the coding process aims to categorize text data into segments, label them with codes, and identify overlaps to develop broad themes The researcher employed both theory-driven codes, based on existing literature, and unexpected data-driven codes, which were examined for their theoretical significance After completing the coding, similar codes were grouped to establish general themes, which were then reviewed and refined to define the final themes, while also considering the relationships between codes and themes.
Chapter summary
This chapter outlines the research design, study setting, and participant descriptions, along with the data collection instruments and analysis methods employed It also provides the rationale behind the methodological choices made The subsequent section will present the study's findings.
FINDINGS AND DISCUSSION
Research question 1
Research question 1 is “What are teachers’ beliefs towards integrating Vietnamese culture in the EFL classroom?” The answer to this question was gathered through the instruments of questionnaire and interview
Table 3 below displays the mean and standard deviation for each item in the first part of the questionnaires
1 Integrating Vietnamese culture in EFL classrooms is important 4.53 0.96
2 EFL teaching should enhance students’ understanding of their own cultural identity 4.42 0.96
3 Vietnamese culture should be integrated into EFL classes as early as possible 4.26 0.93
4 The development of cultural awareness should be kept only for the most advanced levels 2.32 1.25
5 The Vietnamese cultural dimension in EFL classes should be expanded 4.11 1.05
6 Integrating Vietnamese culture motivates students to study
7 Integrating Vietnamese culture fosters students’ communicative competence with people coming from other cultures 4.32 0.95
8 Integrating Vietnamese culture develops students’ sense of national pride 4.53 0.96
9 Integrating Vietnamese culture creates a positive learning environment for the acquisition of English as a foreign language 4.11 0.99
10 The study of Vietnamese culture in EFL classes can hinder progress in linguistic accuracy 2.32 1.42
Table 3: The importance of Vietnamese culture in EFL teaching, as perceived by teachers
Item number 1 which asks teachers whether they agree with the importance of this integration was responded with the highest mean value (4.53) Item number
8 also shares the same highest mean value with item number 1, meaning that
Integrating Vietnamese culture into English as a Foreign Language (EFL) classes is widely endorsed by educators as a means to foster students' national pride This approach not only promotes cultural awareness but also plays a crucial role in enhancing students' understanding of their own cultural identity, as reflected in a high mean value of 4.42.
The integration of Vietnamese culture in early English learning stages has garnered significant approval from teachers, highlighting its importance in EFL classes Additionally, the high mean values associated with this cultural incorporation emphasize its positive impact on student engagement and learning outcomes.
6,7 and 9, it can be concluded that teachers participating in this study strongly agree that the integration of Vietnamese culture can motivate students to study
English better, foster students’ communicative competence with people coming from other cultures and create a positive learning environment for the acquisition of English as a foreign language
Among 10 surveyed items, item number 4 and item number 10 receive the lowest mean value, only 2.32 This means that teachers disapprove of the statement that the development of cultural awareness should be kept only for the most advanced levels Additionally, teachers also profoundly disagree with the notion that the study of Vietnamese culture in EFL classes can hinder progress in linguistic accuracy It is also noteworthy that this item also has the highest standard deviation value (1.42), meaning that this is the most controversial among 10 items
The standard deviation for item number 3 is the lowest at 0.93, indicating that teachers have a consistent opinion on the importance of integrating Vietnamese culture into EFL classes early on The standard deviation values for the other items are also relatively low, ranging from 0.96 to 1.25, suggesting a general consensus among educators on this topic.
This section reports on teachers’ beliefs towards the importance of
Vietnamese culture integration in EFL teaching which are obtained by interviews
A significant majority of teachers (8 out of 9) interviewed strongly support the integration of Vietnamese culture into English as a Foreign Language (EFL) teaching, viewing it as essential in contemporary education Only one teacher disagreed with the importance of this integration The educators emphasize the numerous benefits of incorporating Vietnamese culture into EFL, which was highlighted through thematic analysis of qualitative data from the initial interview segment.
5 main benefits of this integration, namely:
- Fostering students’ sense of national pride
- Imparting cultural knowledge to students
- Engaging students in English lessons
Table 4 describes the frequency with which participants mentioned in the benefits of integrating Vietnamese culture into EFL teaching during their interview
Fostering students’ sense of national pride
Imparting cultural knowledge to students
Engaging students in English lessons
Table 4: The frequency with which participants mentioned the benefits (times)
These benefits are presented in greater detail in the following sections
4.1.2.1 Fostering students’ sense of national pride
All nine teachers unanimously agreed that incorporating Vietnamese culture into English as a Foreign Language (EFL) education enhances students' national pride, highlighting it as the most frequently mentioned benefit Two teachers emphasized that this cultural integration is a primary reason for its importance in the curriculum.
Promoting Vietnamese culture is essential for instilling pride in students, as they inherit the rich traditions and customs of their ancestors This cultural heritage not only strengthens Vietnam's identity on the global stage but also fosters a sense of belonging among students Therefore, it is crucial to integrate Vietnamese culture into all subjects taught in schools, including English, to ensure that students appreciate and embrace their cultural roots.
Integrating Vietnamese culture into EFL classes significantly boosts students' patriotism, fostering a strong sense of national pride The primary goal of incorporating cultural elements is to nurture and enhance students' appreciation for their heritage.
The insights from the two teachers highlight the crucial role of fostering national pride within education, particularly in English as a Foreign Language (EFL) teaching When students embrace their Vietnamese culture, they are more likely to uphold traditional customs, thereby aiding in the preservation of cultural heritage Additionally, the teachers emphasized that a strong sense of national pride is vital for students as they pursue studies or careers abroad.
Students studying abroad should take pride in their Vietnamese heritage by sharing cultural highlights such as the traditional ao dai, the significance of Tet holiday, and the charm of rural life in Vietnam, as well as insights into the country's history.
In an era of globalization, the integration of Vietnamese culture into education aims to instill pride in students, empowering them to use English to share our cultural heritage and showcase the beauty of Vietnam to a global audience.
4.1.2.2 Imparting cultural knowledge to students
Embedding Vietnamese culture in EFL classes is recognized as a significant advantage by nine teachers, primarily because many students today lack awareness of their own cultural heritage While some students actively explore Vietnamese cultural values, others remain passive and are unfamiliar with essential aspects like dining etiquette and greeting traditions Teacher T8 noted that some students even have a greater understanding of foreign cultures, such as those of Korea or Japan This cultural knowledge gap has led interview participants to emphasize the importance of integrating national culture into EFL curricula, with Teacher T2 highlighting its necessity.
In my experience, without lessons on Vietnam and its traditions, students may remain unaware of their cultural origins However, incorporating Vietnamese culture into the curriculum significantly enhances students' understanding and appreciation of their heritage.
Incorporating Vietnamese culture into English classes serves as an effective method for instilling ethics and fostering strong virtues in students By exploring the admirable traits of historical figures and engaging with translated Vietnamese folk tales, students gain insights into appropriate behavior and moral values This approach not only enriches their understanding of cultural heritage but also enhances their character development.
In a unit focused on the diverse peoples of Vietnam, students explore the rich tapestry of 54 ethnic groups They discover that, despite their varied lifestyles and traditions, these groups coexist harmoniously, showcasing the importance of unity in diversity This educational experience not only highlights cultural differences but also teaches students valuable moral lessons about acceptance and embracing diversity.
4.1.2.4 Engaging students in English students
Research question 2
This section addresses the second research question: "What techniques do lower secondary English teachers use to integrate Vietnamese culture into their EFL teaching practices, and to what extent?" Data was collected through a combination of questionnaires and interviews.
4.2.1 The extent to which Vietnamese culture is integrated
Figure 5: Places where teachers integrate Vietnamese culture into EFL teaching
A comparison of teachers' preferences for incorporating Vietnamese culture reveals that 84.21% choose to integrate it into English classes, making this the most popular option Additionally, 15.79% of teachers opt to teach Vietnamese culture in both English classes and extracurricular activities, while none exclusively focus on extracurricular activities for this purpose.
In English classes In extra-curricular activities Both Other
Figure 7: Time allocated for the integration of Vietnamese culture
In a 45-minute English class in Vietnamese lower secondary schools, all teachers incorporate Vietnamese culture, albeit with varying time allocations According to the data, 36.84% of teachers dedicate between 0 to 5 minutes to this integration, while a significant majority, 63.16%, spend 5 to 10 minutes on teaching Vietnamese culture Notably, no teacher allocates more than 15 minutes for this purpose.
The questionnaire includes items 28 to 38, which assess the time teachers allocate to various aspects of Vietnamese culture in English as a Foreign Language (EFL) instruction Table 5 presents the mean values for these items, categorizing 11 elements of Vietnamese culture into three groups: perspectives, practices, and products, as outlined by the National Standards in Foreign Language Education Project (U.S.) in 1996 The perspectives group contains only item 36, while items 29 through 33 fall under the practices group Lastly, the products group includes items 28, 34, 35, 37, and 38.
A 0 minute B From 0 – 5 minutes C From 5 - 10 minutes
D From 10 - 15 minutes E From 15 – 20 minutes F From 20 – 25 minutes
G From 25 – 30 minutes H From 30 – 35 minutes E From 35 – 40 minutes
29 Different ethnic and social groups 1.95
30 Daily life and routines, living conditions, food, and drink, etc 2.00
35 Other cultural expressions (music, drama, art) 1.89
37 International relations (political, economic and cultural) with other countries 1.79
Table 5: Cultural aspects mentioned by teachers
The practice group recorded the highest mean value at 1.98, followed closely by the perspective group at 1.95 and the product group at 1.86.
The findings reveal that teachers prioritize topics related to daily life, routines, living conditions, food and drink, education, professional life, traditions, folklore, and tourist attractions, each sharing the highest mean value of 2.00 In contrast, aspects such as values and beliefs, different ethnic and social groups, and youth culture receive comparatively less focus, with a mean value of 1.95 Furthermore, Vietnamese literature and international relations, encompassing political, economic, and cultural exchanges with other countries, are addressed infrequently, as indicated by lower mean values for these topics.
37 are the lowest, at 1.79 only
Insights from nine interviews not only validated the questionnaire findings but also offered a deeper understanding of how teachers incorporate Vietnamese culture into the English curriculum for lower secondary schools in Vietnam, both within and outside the official framework.
Three teachers interviewed confirmed that they organize extracurricular activities that integrate Vietnamese culture, particularly during traditional occasions like Tet and the Mid-Autumn Festival Teacher T5, an English and form teacher, shared her experience of hosting a Mid-Autumn Festival celebration for her students as part of these cultural activities.
In a recent class activity, I encouraged students to bring moon cakes to celebrate the Mid-Autumn Festival As they savored these traditional treats, I organized a fun quiz featuring questions about the festival, allowing students to engage with Vietnamese culture while practicing their English skills.
Or each year, I often hold a year-end party in class for students before they have Tet holiday (T5)
T8 leads an English club at her school that organizes weekly activities focused on enhancing students' speaking skills By selecting topics like traditional cuisines and festivals, she integrates Vietnamese culture into discussions, while also introducing elements from various foreign cultures This approach allows students to compare and gain awareness of cultural differences, as highlighted by teacher T8.
The new English textbooks for lower secondary schools in Vietnam, published by the Vietnam Education Publishing House, consist of eight lessons per unit, including "Getting Started," "A Closer Look 1," "A Closer Look 2," "Communication," "Skills 1," "Skills 2," "Looking Back," and "Project." Qualitative data analysis shows that Vietnamese culture is most prominently integrated into the "Getting Started" and "Project" lessons, with teachers employing student-centered techniques like role-play Teacher T6 noted occasional integration of Vietnamese culture into "Skills 1" and "Skills 2," particularly in speaking and writing activities, although this is limited by the lesson's content load In contrast, nine interviewed teachers indicated that the "A Closer Look 1," "Communication," and "Looking Back" lessons primarily offer supplementary cultural information from the textbooks, while grammar lessons rarely incorporate Vietnamese culture, as highlighted by Teacher T1.
4.2.2 Techniques to integrate Vietnamese culture
The questionnaire included 14 Likert scale items that assessed the frequency with which teachers used various techniques to integrate Vietnamese into their English as a Foreign Language (EFL) instruction Participants rated these techniques on a scale from 1 to 3, where 1 indicates low frequency, 2 indicates medium frequency, and 3 indicates high frequency Table 4 presents the mean values for these items, categorized into four clusters: teaching Vietnamese cultural knowledge, encouraging students to explore Vietnamese culture, fostering a positive attitude towards Vietnamese culture, and providing opportunities for students to practice English while learning about Vietnamese in diverse contexts These clusters are based on the framework established by Chau & Truong (2019b).
Cluster 1: Teaching Vietnamese cultural knowledge 2.58
12 I tell my students what I heard (or read) about Vietnamese culture
13 I tell my students why I find something fascinating or strange about
16 I talk to my students about my own experiences of Vietnamese culture (teacher-centered) 2.47
Cluster 2: Having students explore Vietnamese culture 2.38
11 I ask my students to think about the image which the media promote the image of Vietnam (teacher-centered or student-centered) 2.42
14 I ask my students to explore an aspect of Vietnamese culture independently (student-centered or teacher-centered) 2.47
17 I ask my students about their experiences of Vietnamese culture
24 I ask my students to do kinds of projects to introduce Vietnamese culture to foreigners (student-centered) 2.26
Cluster 3: Developing a positive attitude about Vietnamese culture 2.15
15 I use videos, CD-ROMs, or the Internet to illustrate an aspect of
19 I bring objects representing Vietnamese culture to my classroom
21 I decorate my classroom with posters illustrating particular aspects of Vietnamese culture (teacher-centered) 1.95
I ask my students to compare an aspect of Vietnamese culture with that aspect in foreign cultures (teacher-centered or student- centered)
23 I talk with my students about stereotypes regarding Vietnam and
Vietnamese culture (teacher-centered or student-centered) 1.95
Cluster 4: Having students practice the English language while learning about Vietnamese culture in different settings 1.71
8 I invite a person with experiences to my classroom to share about
I ask my students to participate in role-play situations in which people from Vietnam and other cultures meet (teacher-centered or student-centered)
Table 5: Techniques employed by teachers to integrate Vietnamese culture, grouped by cluster
The analysis of the clusters reveals a downward trend in mean values, with cluster 1 exhibiting the highest mean at 2.58 and cluster 4 the lowest at 1.71 Notably, item 2 in cluster 1 stands out with the highest mean value of 2.84, indicating that teachers most frequently share what they have learned about Vietnamese culture Additionally, the use of multimedia resources such as videos, CD-ROMs, and the Internet to illustrate aspects of Vietnamese culture is also popular, as reflected by item 5's mean value of 2.53 Conversely, item 8 in cluster 4 has the lowest mean value of 1.37.
Teachers infrequently invite individuals with experiences to their classrooms to discuss Vietnamese culture, as indicated by a mean value of 4 While the mean values of other techniques range from 1.95 to 2.47, suggesting that these methods are applied fairly often, it is important to note that this does not imply a comprehensive integration of Vietnamese culture in their lessons Instead, it indicates that teachers may prioritize certain techniques over others within the limited time they dedicate to cultural integration, a point emphasized by Sercu.
Figure 5: Mean value ranking of techniques employed by teachers to integrate Vietnamese culture
Figure 5 categorizes 14 teaching techniques based on their application by educators, distinguishing between teacher-centered and student-centered approaches Each technique is identified as either teacher-centered, student-centered, or both, providing a clear overview of the instructional strategies utilized in the classroom.
23 Teacher-centered or student-centered
20 Teacher-centered or student-centered
11 Teacher-centered or student-centered
22 Teacher-centered or student-centered
14 Student-centered or teacher-centered
Discussion
This section will explore unexpected findings from qualitative data, focusing on the constraints and suggestions for enhancing the integration of Vietnamese culture in English as a Foreign Language (EFL) teaching Additionally, it will analyze these findings in relation to existing literature on the topic.
4.3.1 Constraints on Vietnamese culture integration
Nine interviews with teachers identified four significant obstacles hindering the integration of Vietnamese culture into English as a Foreign Language (EFL) teaching These challenges include a lack of cultural knowledge among teachers, overloaded textbook content, and reliance on unverified sources of information about Vietnamese culture While the primary focus of this research was not to identify these obstacles, highlighting them can aid in promoting a more effective integration of Vietnamese culture in EFL classrooms.
A significant constraint identified by teachers is the lack of cultural knowledge, particularly regarding Vietnamese culture Teachers T4 and T5 highlighted the necessity for educators to possess a deep cultural understanding to effectively integrate Vietnamese culture into their lessons In contrast, teachers T3, T6, and T8 acknowledged their limited grasp of certain cultural aspects Teacher T3 noted that not all EFL teachers are equipped with comprehensive knowledge of Vietnamese culture, which necessitates extensive preparation before classes, consuming valuable time However, all nine interviewed teachers concurred that technological advancements have made it easier to overcome this challenge, as the Internet provides ample resources for enhancing cultural understanding.
Teachers highlighted the challenge of accessing validated information about Vietnamese culture, which hinders effective integration into their lessons Teacher T3 noted the difficulty in finding reliable English-language websites on the subject, expressing concern over the accuracy of online information due to a lack of validation Similarly, Teacher T7 shared her experience of spending considerable time searching for acceptable sources, often needing to edit and rewrite content to suit her students' English proficiency She emphasized that resources on Vietnamese culture are more readily available in Vietnamese than in English.
Overloaded content in textbooks poses a significant challenge for teachers integrating Vietnamese culture into EFL instruction Teacher T5 highlighted her struggle to convey core knowledge to students with limited English proficiency, leaving little time for cultural education Similarly, Teacher T8 noted that despite MOET guidelines not requiring the completion of all textbook activities, she feels compelled to cover every detail due to the mixed abilities of her students Teacher T7 echoed these sentiments, stating that the excessive content hinders her ability to emphasize Vietnamese culture in her lessons.
The qualitative data analysis revealed unexpected insights, particularly regarding teachers' recommendations for enhancing the integration of Vietnamese culture into English as a Foreign Language (EFL) instruction During interviews, nine teachers shared their suggestions on how to better incorporate Vietnamese cultural elements into their teaching practices.
First and foremost, 7 out of 9 interview participants indicated that teachers should play a pivotal role in facilitating the integration For example, teacher T1 and T5 said:
Teachers play a crucial role in the integration of Vietnamese into English lessons While textbook designers have made efforts to incorporate Vietnamese elements, it is ultimately the teachers who adapt and enhance each lesson to facilitate this integration effectively.
I think that to integrate Vietnamese culture further, teachers are really important This integration still depends on whether teachers are aware of it and its benefits (T5)
These 7 teachers also particularly emphasized teachers’ flexibility and teachers’ creativity “The integration necessitates the flexibility of each teacher”, teacher T6 stated Teacher T4 also said that teachers would integrate Vietnamese culture based on the competence of each class and the topic of each unit Teacher T5 added that teachers also need to consider which lesson is suitable for the integration and if suitable, when the integration should happen in that lesson as Vietnamese culture is not incorporated in all lessons It is highlighted by teacher T9 that teachers’ creativity is important, and they should prepare before each lesson “If teachers put the effort in finding interesting cultural facts, 2 or 3 minutes for the integration can still stimulate students’ interest”, teacher T9 elaborated
Teachers involved in the interviews emphasized the need for background information on Vietnamese culture in teacher's books, highlighting a gap in cultural knowledge and the scarcity of validated English resources Teacher T3 proposed the creation of an additional book specifically dedicated to detailed cultural insights, a sentiment echoed by Teacher T4, who recommended a curated list of reference materials on Vietnamese culture Teacher T8 expressed a desire to contribute to this effort, stating, “if I were a textbook designer."
I will support educators by supplying detailed information on Vietnamese festivals, ethnic groups, customs, and traditions in teacher resources This valuable information will greatly minimize teachers' preparation time.
Teachers recommend training and conferences on Vietnamese culture integration to facilitate knowledge exchange and enhance its importance Teacher T5 emphasizes that such activities improve integration effectiveness, while Teacher T3 notes they also motivate educators Additionally, Teacher T2 suggests implementing cultural exchange programs with international students, allowing students to showcase their home cultures and increasing their interest in Vietnamese culture.
4.3.3 Teacher-centered and knowledge-based techniques
Recent research indicates that both quantitative and qualitative data reveal a predominant use of teacher-centered and knowledge-based techniques, aligning with previous studies by Chau & Truong (2019a, 2019b), Kiet (2011), and Nguyen (2013) However, the current study highlights an increased frequency of student-centered techniques, such as role-play and projects, likely due to the inclusion of projects as individual lessons in new English textbooks for lower secondary students Additionally, participating teachers have sought to adapt textbook activities to better incorporate Vietnamese culture.
4.3.4 The limited extent of Vietnamese culture integration
Vietnamese culture integration in English as a Foreign Language (EFL) classes remains limited, with teachers dedicating less than 15 minutes of a 45-minute lesson to cultural teaching, as noted in studies by Chau & Truong (2019a, 2019b), Kiet (2011), and Nguyen (2013) Many educators cite overloaded textbook content as a barrier to incorporating Vietnamese culture, often viewing it as an add-on to linguistic instruction This leads to a more explicit rather than implicit teaching of culture, focusing predominantly on practical aspects such as daily life, living conditions, food, education, and traditions This aligns with Olaya & Rodríguez's (2013) findings that culture is often perceived behaviorally, as a collection of shared, observable patterns Notably, there is only a slight variation in how frequently teachers address the perspectives, products, and practices related to Vietnamese culture.