INTRODUCTION
Rationale of the study
Language and culture are intrinsically linked, making it essential to learn the cultural context alongside a new language According to Wardhaugh and Fuller (2015), language is deeply connected to the culture in which it is used, while Tudor (2001) emphasizes that sociocultural factors significantly influence communication Education and culture are intertwined, with students' perspectives shaping their learning experiences (Adams, 1992; Gay, 2000; Jones, 2004; Wlodkowski & Ginsberg, 1995) Consequently, cultural elements must be integrated into educational program designs and teaching methods Effective English instruction requires an emphasis on the cultures of English-speaking countries, ensuring that textbooks encompass both language and cultural content.
In 2006 Vietnam Government reformed English textbooks from grade 6 to
12 to meet the needs in changing teaching and learning English in modern time
The ongoing reform of Vietnamese English textbooks has significantly transformed English teaching and learning in Vietnam However, to meet the demands of modern education and align with international standards amid rapid industrialization, modernization, and globalization, further revisions of these textbooks are essential.
It seems that traditional English textbooks are no longer suitable In September
2008, the Prime Minister of Vietnam made the 1400 th Decision and set a clear purpose in the National foreign languages 2020 project that “by the year 2020,
Most Vietnamese students graduating from secondary schools, vocational institutions, colleges, and universities will confidently use foreign languages in daily communication, studies, and work This proficiency equips them to thrive in a multicultural and multilingual environment, providing a competitive edge in the high-demand international labor market.
On September 10, 2013, the Vietnamese Ministry of Education and Training introduced the experimental English textbook "Tiếng Anh 10 – Sách Thí Điểm" to replace the outdated 2006 edition, which no longer meets the demands of English learning in a globalized world Unlike its predecessor, the new textbook includes a dedicated Culture Section in each lesson, reflecting the commitment of Vietnamese educators and editors to integrate cultural factors into English language teaching This shift highlights the importance of cultural diversity in language education, prompting the thesis titled "An Investigation into Cultural Diversity in the Grade 10 Experimental English Textbook in Vietnam."
Aims and objectives
English has become a mandatory subject in Vietnamese schools and national exams, leading to significant changes in teaching and learning practices to support international integration This research aims to identify the cultural factors present in the Grade 10 English Textbook (G10 EETB) to assess the diversity of cultures represented, which can enhance students' understanding of English-speaking countries Additionally, the study seeks to evaluate whether the Culture Sections in the G10 EETB effectively motivate students to learn English.
- To analyze the cultural aspect of the Culture Section in the G10 th EETB
- To find out the strengths and weaknesses in the Culture Sections in the G10 th EETB
The relevance of the information in the Culture Sections of the G10 th EETB is essential for enhancing English teaching and learning, as well as fostering a greater willingness to explore global cultures.
- To suggest some contributions to the cultural aspects in the Culture Sections in the textbook.
Research questions
1 Is the cultural representation of the grade 10 th experimental English textbook adequate?
2 What are the teachers’ and students’ evaluations for Culture Sections in the grade 10 th experimental English textbook?
3 What are suggestions to improve the quality of the Culture Sections in the grade 10 th experimental English textbook?
Scope of the study
This thesis focuses on the exploration of the cultures outlined in the Culture Sections of the G10 th EETB It is based on data gathered from questionnaires and interviews conducted with 11 teachers and 104 students across three high schools: Vo Minh Duc, Trinh Hoai Duc, and Tan Phuoc Khanh in Binh Duong Province.
Significance of the study
The study makes an attempt to investigate the Culture Section of the grade
10 th English textbook to find the cross - culture aspects to help the teaching and learning English
My hypothesis is that the findings of this study will help confirm that diverse cultures are necessary in teaching and learning a foreign language.
Overview of the thesis chapters
This thesis is comprised of five chapters
This chapter introduces the thesis by outlining the study's background, the rationale for selecting the topic, the research problem, and the aims and objectives of the research It also presents the research questions, highlights the significance of the study, defines its scope, and details the organization of the writing Overall, this chapter establishes the foundational framework for the study, setting the stage for the subsequent chapters.
Chapter 2: Theoretical Background and Literature Review
Chapter two presents the literature review on previous studies in the area
The article is divided into two key sections: the theoretical background and the literature review The theoretical background offers essential knowledge for interpreting the research findings, while the literature review summarizes prior studies related to cultures and cross-cultural interactions Together, these components provide crucial references for conducting and analyzing the study effectively.
This chapter outlines the research methodology, detailing the research design, population and sample description, data collection methods, and analytical instruments The study employs document analysis alongside descriptive and quantitative methods, utilizing specific instruments for data analysis.
The article discusses the use of questionnaires for self-assessment and analysis of the Culture Section in the English 10 textbook These questionnaires aim to gather insights from both teachers and students, raising awareness about the cultural diversity presented in the textbook Additionally, the article addresses the reliability and validity of the research thesis.
Chapter four outlines the primary objective of this study, emphasizing the findings related to the Culture Section in the G10 EETB It includes an analysis of perceptions from both teachers and students regarding this section, with the results further explored in the Discussion.
Chapter five summarizes the issues studied in the thesis, putting forward some contributions and suggestions for further studies
LITERATURE REVIEW
Theoretical background
To gain insights into the research topic "An investigation into cultural diversity in the G10 th EETB in Vietnam," it is essential to examine relevant theories on culture and cultural diversity, as well as the representation of culture in textbooks Additionally, analyzing textbooks for their cultural content is crucial for a comprehensive understanding of this subject.
Culture is a complex and multifaceted concept that encompasses the beliefs, attitudes, customs, and social behaviors of a particular society According to the Longman Dictionary of Language Teaching and Applied Linguistics (2017), culture includes the totality of these elements among its members Zimmermann (2015) emphasizes that culture is characterized by the knowledge and practices of a specific group, encompassing language, religion, cuisine, and the arts Tylor (1970) describes culture as a comprehensive whole that integrates knowledge, beliefs, art, morals, law, and customs acquired by individuals within a society Furthermore, Wen-Cheng, Chien-Hung, and Ying-Chien (2011) highlight that culture consists of patterns of knowledge, skills, and material artifacts passed down through generations Lastly, Cortazzi and Jin (1999) define culture as a framework of assumptions and beliefs that guide the interpretation of others' actions and thoughts.
According to Li (2011), culture is a dynamic system comprising values, beliefs, and behaviors that shape individuals' experiences and responses to their environment It encompasses the accumulated knowledge, experiences, beliefs, attitudes, and material possessions of a group over generations, influenced by both individual and collective efforts Li categorizes cultures into three broad groups.
The seven key elements of culture encompass artifacts, beliefs or value systems, and behaviors Artifacts range from arrowheads and hydrogen bombs to magic charms, antibiotics, torches, electric lights, chariots, and jet planes Beliefs or value systems pertain to concepts of right and wrong, including the relationship between God and man, ethics, and the overarching meaning of life Behaviors represent the tangible practices that stem from these beliefs and concepts.
According to UNESCO (2002), culture is defined as the unique combination of spiritual, material, intellectual, and emotional characteristics of a society or social group This definition extends beyond art and literature to include lifestyles, communal living practices, value systems, traditions, and beliefs.
Culture encompasses the shared way of life of a group, including their behaviors, beliefs, values, and symbols, which are often accepted unconsciously and transmitted through communication and imitation across generations (Jenkins, 2010) According to Brooks (1968), these elements form the foundation of societal identity and continuity.
Culture shapes an individual's role within the diverse and ever-changing experiences of life, providing guidelines for attitudes and behaviors From infancy, each person interprets the world, connects with others, and engages with the social structures surrounding them, using cultural models as a framework for understanding and interaction.
Kroeber and Kluckhohn (1952) define culture as a collection of explicit and implicit behavioral patterns acquired and transmitted through symbols, representing the unique achievements of human groups, including their material artifacts At its core, culture comprises traditional ideas and their associated values, serving both as products of human action and as influences on future behaviors Similarly, Peck (1998) emphasizes that culture encompasses the accepted and patterned behaviors of a specific group, highlighting that it consists of learned behaviors shared among its members.
8 include a group’s way of thinking, feeling, and acting, but also the internalized patterns for doing certain things in certain ways not just the doing of them
Some of the many definitions of Culture are introduced below (www.tamu.edu):
• Culture is the systems of knowledge shared by a relatively large group of people
• Culture is communication, communication is culture
• Culture in its broadest sense is cultivated behavior; that is the totality of a person's learned, accumulated experience which is socially transmitted, or more briefly, behavior through social learning
• Culture is a collective programming of the mind that distinguishes the members of one group or category of people from another
Culture is a form of symbolic communication that encompasses a group's skills, knowledge, attitudes, values, and motives These symbols carry meanings that are learned and intentionally maintained within a society through its institutions.
Culture encompasses the collective learned behaviors of a group, reflecting their traditions and values, which are passed down through generations.
Ho Chi Minh (1996) has a definition of culture:
Humanity has developed language, writing, ethics, law, science, religion, culture, and art as essential tools for daily living, including food, clothing, and shelter These innovations collectively form culture, which represents the synthesis of all ways of life and their expressions created by mankind to meet the needs of existence and ensure survival.
Tran Ngoc Them (2011) defines culture as a dynamic system comprising both material and spiritual values that humans develop and accumulate through their practical activities and interactions with the natural environment and society.
Culture is a dynamic system encompassing values, beliefs, and behaviors that shape individuals' perceptions and responses to their environment It is often understood as a pattern of knowledge, skills, attitudes, and material artifacts that are produced by a community, reflecting their unique experiences and interactions with the world.
Human culture, passed down through generations, embodies creativity and innovation that drive the evolution of humanity It establishes a society grounded in the principles of Truthfulness, Compassion, and Beauty As individuals shape culture, they, in turn, are shaped by it, enhancing their values and character Culture serves as a framework of norms that defines acceptable behavior, fostering the development of human traits and promoting personal growth.
Cultural diversity refers to the rich variety of cultures and differences present in society, contributing positively to social and economic development It encompasses various aspects such as ethnicity, age, education, and more, highlighting the importance of valuing and maintaining individual cultural identities Promoting and teaching the concept of cultural diversity is essential for fostering an inclusive environment where all contributions are recognized and appreciated.
(2010) states that the emergence of the notion of cultural diversity is as incorporating a distinct set of policy objectives and choices at the global level
Previous related research
Textbooks have gained significant attention in recent decades due to their crucial role in national education According to Hanushek and Wửòmann (2007), education serves as the essential means for enhancing the economic prosperity of individuals in developing areas and fostering their contributions to society Nonetheless, achieving quality education is a multifaceted and intricate challenge (Chimombo, 2005; Pennycuick, 1993; Riddell).
In recent decades, numerous studies have emphasized the significant benefits of high-quality, relevant textbooks for learners Research by Heyneman, Farrell, and Sepulveda-Stuardo (1981), Fuller (1987), and Crossley and Murby (1994) indicates that textbooks serve as one of the most cost-effective methods to enhance educational outcomes.
Textbooks are essential for enhancing teacher learning and professional development (Gillies & Quijada, 2008; Oakes & Saunders, 2004), serving as key socializers that transmit knowledge and values to students (Kalmus, 2004) Conducting comparative analyses of curricula and textbooks is crucial, as textbooks reflect the formal curriculum (Berman, 1986) Venezky (1992) describes textbooks as "cultural artifacts" and "surrogate curricula," highlighting their significance in formal education Woodward, Elliot, and Nagel (2013) note that textbooks have increasingly dominated the curriculum in U.S schools, particularly at the elementary and junior high levels.
Teachers often depend on textbook programs for both subject matter content and effective teaching strategies, as highlighted by Choppin (1980) Chang (2003) examines the innovations in Korean English textbooks under the 8th national curriculum, noting improvements aimed at enhancing communicative competence among learners In a comparative study, Yuasa (2010) reveals that while Korean English textbooks focus on enabling students to express themselves and exchange ideas, Japanese textbooks prioritize fostering interest in foreign cultures and developing a communicative attitude.
Nguyen Phuong Suu (2014) emphasizes that while textbooks are not the sole determinant of teaching and learning quality, they remain an essential component of the educational process Textbooks serve as vital learning tools, offering necessary materials and foundational support for educators.
Textbooks play a crucial role in education, serving not only as resources for pedagogy and literature but also reflecting the complexities of politics, culture, art, economics, and morals A well-constructed textbook should be an effective classroom tool, incorporating cultural, political, moral, and economic elements alongside pedagogical values and public information It is essential for English textbooks to provide comprehensive content that addresses the four essential skills: listening, speaking, reading, and writing As society evolves, outdated textbooks must be revised promptly to align with learners' needs In light of rapid globalization, it is imperative to adopt improved teaching methods and develop new English textbooks for the national curriculum, particularly for the 10th grade, to enhance the teaching and learning of English in Vietnam today.
Recent studies have highlighted the significant connection between culture and cultural diversity in foreign language education As Brown (2000) emphasizes, language and culture are intertwined, making it essential to explore cultural elements when learning a language Consequently, foreign language instructors must teach language within its socio-cultural contexts, recognizing that understanding a language requires an appreciation of the cultural nuances it embodies.
(1992), cultural diversity has become a household phrase in education, especially minority education He argues that two major approaches advocated in the current school reform movement are core curriculum and multicultural
Barry Tomalin and Stempleski (2013) in their book "Cultural Awareness" highlight the significance of cross-cultural interaction through four key factors Firstly, the growing economic prominence of Pacific Rim countries, such as Japan and Korea, necessitates an understanding of their distinct traditions compared to Europe and North America Secondly, increased immigration influences educational curricula, requiring the integration of the host country's lifestyle and the immigrant community's cultural practices Thirdly, advancements in linguistic pragmatics have raised awareness of how culturally-related factors, including formality and politeness, impact cross-cultural communication Lastly, the authors stress the critical role of non-verbal communication, which is heavily influenced by cultural norms.
Engel (1998) emphasizes the interdependence of language and culture, advocating for foreign language teachers to possess a thorough understanding of cross-cultural communication as a core component of their training It is insufficient for educators and learners to merely grasp the basics of the target culture; they must also be mindful of potential misunderstandings arising from cultural interactions Additionally, Baker (2012) highlights that successful intercultural communication in English requires learners to be knowledgeable about the specific lexis, grammar, and phonology of the language.
‘linguistic code’ and an understanding of the sociocultural context in which communication takes place and an understanding of the sociocultural norms of one particular native-speaker community
Thanasoulas (2001) emphasizes the importance of integrating cultural instruction into foreign language education, arguing that language learning goes beyond mere syntax and vocabulary He aligns with Byram and Morgan (1994) in asserting that foreign language teachers should also serve as educators of the target culture, equipped to experience and analyze both their own culture and that of their students.
Language is deeply intertwined with society and culture, making the integration of cultural elements essential in foreign language education (Zu & Kong, 2009) Incorporating Western culture into English language curricula is crucial for a comprehensive teaching process, as cultural understanding enhances both teaching and learning (Vernier et al., 2008) Culture should be directly or indirectly included in English textbooks to facilitate effective cultural learning for both teachers and students Moreover, culture is viewed as a fifth skill alongside the traditional four language skills—speaking, listening, reading, and writing However, Kramsch (1993) emphasizes that culture plays a foundational role in language teaching from the very beginning, while Neff and Rucynski Jr (2013) assert that effective communication in a foreign language requires both linguistic and intercultural competence.
Recent literature highlights the significance of cultural diversity in language teaching and learning Wen-Cheng, Chien-Hung, and Ying-Chien (2011) assert that culture and language are inherently linked, with cultural practices shaping the meanings of words They emphasize that language serves as a medium through which cultural nuances are conveyed, underscoring the need for integrating cultural awareness in language education.
Effective communication and language learning require understanding the rules and nuances of a language, as well as its practical application for interaction with native speakers Additionally, cultural knowledge plays a crucial role in enhancing communication, making it essential for language learners to explore and comprehend the cultures associated with the languages they study.
In his 2013 article, "Cultural Diversity in English Language Teaching: Learners’ Voices," Nguyen Duc Chinh explores the vital connection between language and culture in Vietnam's English language education He emphasizes the integration of cultural elements into language skills, with a focus on the target cultures of English-speaking countries, particularly Great Britain and the United States However, scholars like Jenkins (2012) and Hornberger and McKay (2010) argue that the rise of English as an International Language (EIL) challenges traditional English Language Teaching (ELT) methods, as nonnative speakers now outnumber native speakers Chinh concludes that incorporating diverse cultures into ELT can significantly enhance students' cultural understanding and intercultural competence, urging EFL learners to engage with both their own home culture and the broader spectrum of cultural diversity, fostering a positive attitude towards the inclusion of various cultures in the Vietnamese ELT context.
Nguyen Phuong Suu (2003) emphasizes that using English as a communication tool involves the influence of both the language and its associated culture Consequently, when editing English textbooks, writers must carefully consider the cultural elements within the materials to enhance the learning experience.
RESEARCH METHODOLOGY
Research design and data gathering instruments
According to Glatthorn and Joyner (2013), research methods are essential techniques for data collection related to a specific research problem This study aims to explore the cultural factors present in the G10th English Education Textbook (EETB) to assess whether the cultures represented are diverse enough to enhance students' understanding of English-speaking countries Additionally, it seeks to evaluate the effectiveness of the Culture Sections in the G10th EETB in promoting English language learning The analysis focuses on the cross-cultural elements within the Culture Section, identifying its strengths and weaknesses, and offering suggestions for improving the textbook.
This thesis employs a combination of document analysis, surveys, and both qualitative and quantitative methods to achieve its objectives As defined by Creswell (1994), quantitative research involves the collection of numerical data analyzed through mathematical techniques Data were gathered using two questionnaires and a teacher interview, with the questionnaires administered directly by the researcher Maxwell (2012) highlights that the strength of qualitative research lies in its inductive approach, focus on specific situations or individuals, and emphasis on verbal data over numerical.
25 analysis was edited by Hoang Van Van, Hoang Thi Xuan Hoa and published by the Vietnamese Education Publishing House in 2013
Table 3.1: The content of the Culture Sections in the G10 th EETB
1 Family life Family life in Singapore and in
2 Your body and you Health practices in Indonesia and
3 Music Folk music of Indonesia and
4 For a better community Local and global activities for community development
5 Inventions Inventions of Asian countries
6 Gender equality Gender Equality In The United
7 Cultural diversity The ideas of success in the USA and in Vietnam
8 New ways to learn New ways to learn in the USA
9 Preserving the environment The World Wild Fun for Nature
Ecotourism Problems with ecotourism in
To collect data on the Culture Sections of the G10 th EETB, various instruments were employed, including a textbook analysis checklist, questionnaires for teachers and students, and interviews with teachers Checklists are particularly effective for evaluating English Language Teaching (ELT) materials, allowing for a straightforward assessment of quality by teachers, researchers, and students The choice of checklist for evaluation is influenced by specific purposes and contexts In the case of the G10 th EETB in Vietnamese high schools, it is crucial to evaluate cultural content to assess its integration with the linguistic elements of the textbooks Consequently, the researcher utilized the cultural representation analysis framework from Balazs's (1999) Master’s thesis, which outlines eight key aspects of cultural content.
The article examines questions 26 to 29, utilizing a tool designed to assess cultural representation within the Culture Section This evaluation allows for a comparison with students' perceptions of cultural diversity content in textbooks The questionnaire items were carefully selected from existing literature on textbook evaluation, drawing criteria from the works of Littlejohn (1998), McDonough and Shaw (1998), and Ansary and Babaii (2002).
The preparation of the questionnaires involved several key considerations, focusing on the effectiveness of the Culture Sections in the textbook for students Categories and items were carefully determined, with common elements highlighted and overly specific or context-bound items removed The remaining items were adapted to fit the context of the study, while additional items addressing the cultural diversity relevant to the students' environment were also included to enhance the checklists.
After developing the questionnaires, expert feedback was sought, leading to significant revisions To prevent the lengthy questionnaires from becoming tedious and overwhelming for both teachers and students, adjustments were made to enhance their efficiency and reliability Additionally, the language used was simplified to accommodate students with varying levels of English proficiency, ensuring comprehension However, the questionnaires remained in English without translation to Vietnamese, as the teachers were all C1 certified and the students had been selected based on their English skills.
Therefore, they might not have much difficulty understanding these simple languages during the experimental process
The questionnaires, consisting of 14 items focused on Culture Sections and cultural diversity, were designed with different items for students and teachers (refer to the appendix) Both teachers and students provided their responses using Likert scales.
To enhance the findings from the teachers' questionnaires, three teachers were interviewed to gather qualitative data The interview questions were designed to address key points from the questionnaires while also exploring areas that received less emphasis This approach allowed teachers to share their insights and opinions regarding the Culture Sections in the book, enriching the overall understanding of their perspectives.
It also aimed at having these teachers express their thought about the cultural aspects in the book and what should be done to make the book better (see appendix)
The data of the evaluation of the Culture Sections are analyzed by using excel, and Statistical Package for the Social Sciences - SPSS (version 23, 2016) software, mainly descriptive statistics
The research sites and the population
The study is conducted at Tan Phuoc Khanh, Trinh Hoai Duc, and Vo Minh Duc High Schools in Binh Duong province, which serve as key institutions for implementing experimental curricula and textbooks.
Vo Minh Duc High School in Thu Dau Mot town is one of National Standard Schools in Binh Duong province It was established in 1987 There are
1331 students for 36 classes, 12 classes for each grade In the 12 grade 10 th classes, only two classes are taught the experimental textbooks There are nine teachers in the English group
Trinh Hoai Duc high school in Thuan An district, the first public high school of Binh Duong Province was established in the school year 1955 – 1956
In the academic year 2016-2017, there are 926 students divided into 30 classes,
10 classes for each grade The English group has eight members with one teacher in charge of teaching three grade10 th pilot classes for new book this school year
Tan Phuoc Khanh High School, established in 1966, spans an area of 6,097 m² and is situated in Tan Phuoc Khanh town, Tan Uyen District, Binh Duong Province During the 2016-2017 academic year, the school hosted 31 classes with a total of 1,200 students and employed 10 English teachers Notably, there are 12 grade 10 classes, each utilizing an experimental curriculum designed to enhance the learning experience.
In the framework of the study, the teachers and students who have taught and studied the book take part in
A study involving eleven teachers and 104 tenth-grade students from Tan Phuoc Khanh, Trinh Hoai Duc, and Vo Minh Duc high schools was conducted to evaluate the effectiveness of the textbook's Culture Sections The participating students completed a questionnaire while actively using the book, allowing them to assess their learning experience and the impact of these sections on their education.
At the time of the survey, students had completed nine units of study, prompting the researcher to direct them to review the Culture Section of the final unit prior to answering the questionnaire Additionally, 11 teachers experienced in teaching high school students with the book were responsible for the teachers' questionnaire, providing valuable insights to support the thesis.
Three teachers having taught the G10 th EETB are interviewed to express their opinions about the Cultural Sections in the book
The G10 th EETB, approved by the Minister of Education and Training on November 23, 2012, was published in 2013 by the Vietnamese Education Publish House This educational resource comprises two volumes, each containing 10 units, with five sections per unit Notably, the Culture Section in each unit is thoroughly analyzed to achieve the study's objectives.
Pilot study: the questionnaires are delivered to 2 teachers and 6 students to get their opinions about the Cultural Sections in the G10 th EETB before the work is conducted.
Data collection procedures
The researcher sought permission from the headmasters and English group leaders of Trinh Hoai Duc, Vo Minh Duc, and Tan Phuoc Khanh high schools to conduct a study The vice principals cooperated by providing the school timetable, enabling the researcher to select an appropriate day for the visit They also shared data regarding the number of students, classes, and teachers involved in the English groups, specifically for the grade 10 new textbook Subsequently, the researcher reached out to the English teachers to schedule appointments in advance.
At Trinh Hoai Duc High School, 33 students from class 10A.D6 were selected to complete the questionnaires, as they were the only class with English lessons available at the time Similarly, 34 students from class 10.11 at Vo Minh Duc High School participated, while at Tan Phuoc Khanh High School, the sole class teaching the experimental English textbook, 10C5, included 36 students who also completed the questionnaires Additionally, 11 teachers who instructed the Grade 10 English Experimental Textbook (EETB) across the three high schools contributed to the teachers' questionnaires The researcher also conducted interviews with one English teacher each from Trinh Hoai Duc, Vo Minh Duc, and Tan Phuoc Khanh High Schools.
To gather data effectively, the researcher meticulously explained the questionnaire to the students, which made simultaneous data collection impossible Over the course of a week, the researcher visited Tan Phuoc Khanh High School, followed by Trinh Hoai Duc and Vo Minh Duc High Schools.
To aid students in recalling the five Culture Sections from their initial textbook, the researcher provided copies for reference during the questionnaire administration After distributing and clarifying the questionnaire, the researcher allowed students to complete it, offering assistance as needed Students adhered to the instructions, marking their choices accordingly, and the researcher promptly collected the completed questionnaires once they finished.
Ethical considerations
The researcher outlined the survey's objectives to the participants, focusing on gathering their perceptions of the Culture Section in the G10 EETB The insights gained from the questionnaires aim to enhance English teaching and learning, while also aiding in the revision of the textbook.
The participants voluntarily took part in the survey Therefore, there was no force for anyone who did not like to do the questionnaires
The information the students provide was highly appreciated and confidentially treated in such a way that they were not identified Especially, there was no influence on the students’ studying.
Data analysis
The study will involve a series of steps, including the collection and classification of data, thorough data analysis, comparative evaluations, and the proposal of recommendations for book reform, along with suggestions for future research directions.
In order to prepare the basis for the research, the researcher proceeded to carry out the tasks as follows:
- The researcher and 3 teachers of 3 high schools analyzed the Culture Sections in the textbook according to 8 different criteria devised by Balazs
(1999) A Cultural goals, B Presentation of cultural material, C Sequencing of material, D Characteristics of cultural material, E Integration of cultural material, F Language of presentation, G length of presentation, and H Authentic cultural materials
- Collecting data from the analysis of the Culture Sections and using the questionnaires at the three high schools and analyzing the data.
- Interviewing three teachers at the three schools to get their opinions about the Culture Sections as well as the cultural aspect in the textbook
- Presenting the limitations of the study
- Putting forward some contributions for the revision of the Culture
Sections in the textbook as well as making some suggestions to improve the these sections
Table 3.2: Method of data analysis in response to the research questions and instruments
Research questions Instruments Data Analysis
RQ1: Is the cultural representation of the
RQ2: What are the teachers’ and students’ evaluation s for the
G10 th EETB in three high schools?
RQ3: What are suggestions to improve the quality of the cultural sections in the
Reliability and validity
Validity and reliability are crucial considerations for qualitative researchers when designing studies, analyzing results, and assessing study quality (Patton, 2002) In this research, significant efforts were made to ensure both reliability and validity The data for this thesis were systematically collected from an analysis of the official experimental textbook published in Vietnam.
The Education Publishing House has introduced a new textbook for high schools across Vietnam for the 2021-2022 school year Data for this initiative was gathered through questionnaires completed by experienced teachers and students from three high schools implementing the G10 EETB curriculum The findings of this thesis are derived from an analysis of cultural aspects within the textbook's Culture Sections, ensuring the results are both relevant and valid.
The data was analyzed using SPSS and assessed for reliability through Cronbach’s alpha, with a threshold of 700 indicating reliable items The results demonstrated that the questionnaires for both teachers and students were reliable, with Cronbach’s alpha values of 777 and 834, respectively.
Cronbach’s Alpha Questionnaire for students
In summary, the evidence presented supports the reliability and validity of the thesis Consequently, the researcher aims to contribute to the reform of English textbooks and provide effective recommendations for teaching and learning the Culture Sections, particularly as this textbook gains widespread use in 2021.
FINDINGS AND DISCUSSION
Analysis of cultural representation of English textbook for grade 10 th in Vietnam
The analysis of the textbook aimed to determine the adequacy of cultural representation within the G10 EEBT, focusing on eight key factors derived from responses to 29 evaluation questions If most questions in each category receive a majority of "YES" answers, the representation is deemed ADEQUATE; conversely, a lack of affirmative responses indicates INADEQUATE representation Ultimately, a predominance of ADEQUATE factors among the eight items suggests that the textbook provides a satisfactory cultural representation.
36 the questions are elaborated in the Appendixes In general, the cultural representation of the English textbook of grade 10 th is as follows
Table 4.3 Analysis of cultural representation of English textbook for grade 10 in Vietnam
Cultural factors of the textbook Adequate cultural representation
CONCLUSIONS AND IMPLICATIONS
Conclusions
An investigation into cultural diversity in the Grade 10 Experimental English Textbook (EETB) in Vietnam aims to examine the cultural factors present in its Culture Section This study assesses the diversity and relevance of these sections and their effectiveness in enhancing students' understanding of various cultures Additionally, it seeks to identify both the strengths and weaknesses of the Culture Sections, contributing to the improvement of teaching and learning practices within the Grade 10 EETB.
To answer the research questions, the study is firmly based on the textbook analysis of cultural representation from the Master’s thesis of Balazs (1999) with
The study identified eight key aspects of cultural content through 29 targeted questions, utilizing data from questionnaires completed by teachers and students, as well as insights from teacher interviews This comprehensive analysis effectively addressed the three primary research questions, leading to significant findings that enhance our understanding of cultural content in education.
The study demonstrates that the G10 English Education Textbook (EETB) in Vietnam effectively represents cultural diversity, as evidenced by positive feedback from teachers and students at Vo Minh Duc, Trinh Hoai Duc, and Tan Phuoc Khanh high schools The textbook comprises 10 units centered around four key themes: life, environment, society, and the future Each of the 10 Culture Sections highlights the cultures of English-speaking nations, including Singapore, Indonesia, India, the United Kingdom, the United States, and Africa This alignment ensures that the Culture Sections are both diverse and relevant to the corresponding topic-based units, providing ample textual content for educational purposes.
The article highlights the effective design of tasks focused on the cultures of English-speaking countries, providing students with practical opportunities to enhance their language skills It emphasizes the importance of vocabulary related to these cultures, enabling students to connect their learning to real-life contexts.
The thesis demonstrates the importance of including diverse cultures in English textbooks, as evidenced by surveys of grade 10 teachers and students The Culture Sections feature a variety of non-stereotypical topics, with nine out of ten units introducing new cultural insights from English-speaking countries, aside from the familiar topic of family life in unit 1 However, there is a need for greater representation of ASEAN and Western cultures, as Indonesian and American cultures are currently overrepresented, being mentioned twice in the book.
Intercultural communication education is essential for enhancing students' future job success, as it broadens both teachers' and students' cultural knowledge The inclusion of relevant images in the Culture Sections has proven to engage and motivate learners However, to improve these sections, more culturally related pictures should be added, particularly since Unit 1 currently lacks visuals and some existing images are too small.
In summary, the thesis demonstrates that the Culture Section in each unit of the G10 EETB represents a significant enhancement to the national English textbook Incorporating cultural elements into textbooks is essential for teaching language alongside culture The new textbook's Culture Sections offer valuable opportunities for both teachers and students to expand their understanding of English-speaking cultures.
Implications
The Culture Sections provide valuable and updated information, but they need to focus more on the specific interests and concerns of teenagers to enhance their relevance and engagement.
Culture Sections provide valuable opportunities for students to explore and deepen their understanding of cultural diversity However, many cultural topics presented in the book are overly general and academic, which may not engage teenagers who seek fresh and stimulating content To better resonate with young readers, the book should include more innovative and relevant topics that align with their interests and concerns.
The Culture Sections offer teachers valuable insights into the cultures of English-speaking countries, enhancing the diversity and appeal of their lessons To effectively engage students, educators should seek additional information on relevant topics, ensuring their knowledge of these cultures is current Furthermore, incorporating updated images and visuals from the Internet related to the Culture Sections can significantly improve lesson comprehension and capture students' interest.
Learning a language involves more than just mastering vocabulary and grammar; it also requires an understanding of the cultures associated with that language The findings from this thesis indicate that incorporating intercultural communication into language education can enhance students' success in their future careers Consequently, exploring the cultures of English-speaking countries is an essential aspect of the language learning process.
Limitation of the study
This thesis provides a comprehensive analysis of cultural factors and diversity within the Culture Sections of the G10 EETB It emphasizes the perspectives of both teachers and students who have engaged with the material However, due to time and resource constraints, the study is limited to examining only the Culture Sections of the book.
The study involved 11 teachers and 104 tenth-grade students from Tan Phuoc Khanh, Trinh Hoai Duc, and Vo Minh Duc high schools who utilized the textbook To enhance the generalizability of the findings, it is recommended to include a larger sample of teachers and students from additional high schools in future surveys.
5.3.2 Limitation in the scope of the study
The study focused exclusively on the cultural elements within the Culture Sections of the G10 EETB, limiting its understanding of the broader cultural context in the entire textbook Future research should explore cultural factors across the reading, speaking, listening, and writing sections Additionally, this study was confined to the English textbook for grade 10; therefore, similar investigations into the textbooks for grades 11 and 12 are necessary to provide consistent recommendations for textbook improvements across all three high school levels.
This study employs document analysis along with descriptive and quantitative methods, utilizing questionnaires for self-assessment from both teachers and students, conducting interviews with teachers, and analyzing the Culture Section of each lesson in the textbook It suggests that applying correlational and experimental analysis could yield different results, offering additional insights for enhancing teaching and learning practices.
Suggestions for further research
This thesis conducts a comprehensive analysis of cultural factors and diversity within the Culture Sections of the G10 EETB, aiming to enhance English teaching and learning, particularly in light of globalization It seeks to provide valuable insights for improving the textbook to better address learners' needs The research also emphasizes the perspectives of teachers and students who have utilized the book However, due to time and resource constraints, the study focuses solely on the Culture Sections, leaving other relevant aspects open for future research.
The cultural elements in the Culture Sections play a crucial role in supporting the National Foreign Languages 2020 project, aiming to ensure that high school students attain level 3 of the Common European Framework of Reference for Languages (CEFR).
- An investigation into cultural factors of other sections of the book to determine whether cultural factors impact the language skills
- An investigation into the Cultural diversity of the G10 th EETB in comparison with the grade 11 th and grade 12 th English textbooks
- An investigation into the role of native teachers in teaching cultural elements.
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APPENDIX 1 CRITERIA FOR EVALUATING CULTURAL CONTENT
IN LANGUAGE TEXTBOOK BY BALAZS (1999)
1 Do the authors state in the prefatory material that their goal is to present cultural material explicitly?
2 If so, is the goal met?
3 Are goals for what is to be achieved in the cultural sphere given in the prefatory material?
4 If so, can these goals be met, given the organization and content of the textbook?
5 Is cultural material explicitly presented?
6 Is cultural material presented at regular (i.e frequent) intervals?
8 Are a variety of cultural topics covered?
9 Is there a balance/variety in types of culture presented?
10 Is the material presented in such a way as to progress from more to less proximate?
11 Is the presented material accurate?
12 Is the material generalizable to the culture as a whole?
13 Does the material avoid stereotypes?
14 Is the material presented as objectively as possible?
15 Is the material presented in such a way as to establish cultural contrast/similarity?
16 Are questions for content and understanding presented at the end of the material?
17 Are questions to establish comparison/contrast presented at the end of the material?
18 Is the cultural material integrated into the linguistic components of the textbook, through grammar or communication exercises, etc.?
19 Is cultural material presented so that the target language eventually outweighs but does not exclude the native language as the language of presentation?
20 If and when the material is in the target language, is it of an appropriate level of difficulty?
21 If and when the material is in the target language, are footnotes provided when necessary?
22 Is the length of the presented material adequate for conveying the desired information?
23 Are photographs authentic to the culture included in the text?
24 If photographs are included, are they labeled?
25 Are other authentic materials (such as literary excerpts, newspaper ads, etc.) included?
26 If authentic materials are included within the cultural explanations, do they coincide with the topic at hand?
27 Is the authentic material up-to-date?
28 If authentic literary texts are included, are they of an appropriate level?
29 Is there an attempt to exploit the authentic materials by integrating them through accompanying exercises or questions?
CULTURAL REPRESENTATION OF THE G10 th EETB
1 Do the authors state in the prefatory material that their goal is to present cultural material explicitly?
√ As stated in the book, the
The Culture Section is designed to enhance students' understanding of the cultural diversity found in ASEAN and English-speaking countries By engaging with reading materials, students gain insights into cultural aspects related to each unit's topic, allowing them to compare Vietnamese culture with that of other nations This approach not only broadens their global perspective but also enriches their knowledge of Vietnamese culture.
2 If so, is the goal met?
√ The goal set in the book are met
3 Are goals for what is to be achieved in the cultural sphere given in the prefatory material?
The authors of the book highlight in the prefatory material that the cultures of English-speaking countries and Southeast Asian nations are discussed in the teacher's book, but not included in the students' book.
4 If so, can these goals be met, given the organization and content of the textbook?
√ These goals are almost met
5 Is cultural material explicitly presented?
Each of the ten units features a Culture Section that explores the diverse cultures of English-speaking countries and Southeast Asian nations, including the United Kingdom, the United States, India, Singapore, Malaysia, Indonesia, and Thailand.
6 Is cultural material presented at regular (i.e frequent) intervals?
8 Are a variety of cultural topics covered?
√ The authors have combined various culture topics and types in the book Each unit has a topic and the Culture Section is based on that topic
In Unit 1, the Culture Section explores family life in Singapore, contrasting it with that of Vietnam Unit 2 focuses on health practices in Indonesia and Vietnam, while Unit 3 compares the folk music of both Indonesia and Vietnam.
9 Is there a balance/variety in types of culture presented?
The Culture Sections across various units explore significant themes and figures, starting with Mahatma Gandhi's advocacy for the rights of marginalized groups in Unit 4 Unit 5 highlights inventions from Asian countries, while Unit 6 addresses gender equality in the United Kingdom In Unit 7, American and Vietnamese perspectives on success are compared Unit 8 focuses on innovative learning methods for children in the United States through modern technology Unit 9 emphasizes environmental preservation, featuring the World Wildlife Fund, and the final unit examines the challenges of ecotourism in Vietnam and Africa.
10 Is the material presented in such a way as to progress from more to less proximate?
√ The Culture Sections in the 10 units represent the cultures of the Southeast Asian nations to the Western countries
Characterist ics of cultural material
11 Is the presented material accurate?
√ The cultural material are chosen and presented carefully
12 Is the material generalizable to the culture as a whole?
13 Does the material avoid stereotypes?
√ Unit 1: ‘family life’ makes some characteristics of family life in
Singapore and in Vietnam and unit 9: ‘preserving the environment’ gives the information about the World Wide Fund for nature as stereotypes,
The other units provide new ideas about the cultures of the English speaking countries
14 Is the material presented as objectively as possible?
√ The material is presented objectively
15 Is the material presented in such a way as to establish cultural contrast/similarity?
16 Are questions for content and understanding presented at the end of the material?
√ After all the reading parts in the
Culture Sections, there are always some tasks for reading comprehension, as well as to check students understanding of new words
17 Are questions to establish comparison/contrast presented at the end of the material?
The article highlights a comparison between Vietnamese culture and that of another English-speaking country, featuring five out of ten units dedicated to this exploration Each section includes questions designed to encourage students to analyze and contrast these distinct cultural elements, fostering a deeper understanding of both cultures.
18 Is the cultural material integrated into the linguistic components of the textbook, through grammar or communication exercises, etc.?
F Language 19 Is cultural material presented so that the target
√ There is only unit one in which native language is used in the Culture Sections
100 language eventually outweighs but does not exclude the native language as the language of presentation?
20 If and when the material is in the target language, is it of an appropriate level of difficulty?
√ The length and the level of difficulty are quite suitable to students at Grade 10
However, the number of exercises is sometimes not enough
21 If and when the material is in the target language, are footnotes provided when necessary?
√ It seems that there is some footnote in Vietnamese to explain some target expressions
G Length 22 Is the length of the presented material adequate for conveying the desired information?
√ The length of reading texts, are all suitable to the level of students and enough ideas for conveying information
23 Are photographs authentic to the culture included in the text?
√ Photographs are various and colorful
24 If photographs are included, are they labeled?
√ However, those photographs are not labeled, but they are related to the contents of the reading texts in the Culture Sections
25 Are other authentic materials (such as literary excerpts, newspaper ads, etc.) included?
√ The book is lack of literary excerpts, newspaper ads… included as authentic material Or if they are taken, no sources are cited It is a really shortcoming of the book
26 If authentic materials are included within the cultural explanations, do they coincide with the
√ The topics in the book are divided very clearly with particular cultural aspects for each lesson
27 Is the authentic material up-to-date?
√ The photos in the Culture
Sections are all up-to-date
28 If authentic literary texts are included, are they of an appropriate level?
29 Is there an attempt to exploit the authentic materials by integrating them through accompanying exercises or questions?
Unit 5 features three images: an airplane related to a rain-making technique, a bottle of biodiesel, and the Chaipattana Aerator, a type of paddle-wheel However, the absence of cited sources is a significant shortcoming of the book.
This questionnaire is specifically crafted for research aimed at exploring the cultural elements within the grade 10 experimental English textbook Your responses will be invaluable and will be handled with strict confidentiality, ensuring that your identity remains anonymous.
How can you evaluate the Culture Section in the English 10 experimental textbook?
No Questions Totally agree Agree Partly agree
Sections in the grade 10 th have interesting images of English speaking countries
The textbook gives you good vocabulary about the cultures and help when teaching language skills
The textbook provides enough texts about cultures
Please put a cross into 1 box for each question from 1 to 4
III RECOMMENDATIONS FOR IMPROVING THE TEXTBOOK
Please put a cross in each of the following questions
Totally agree Agree Partly agree
Cultures should be mentioned in
You are interested in the cultures in these sections
You wish the books talk more about ASEAN countries’ cultures
You wish the books talk more about Western countries’ cultures
The cultures mentioned in the
You should teach students intercultural communication
Culture Sections relate to the content and motivate you to of English speaking countries
The textbook has enough task for you to understand the cultures
Your knowledge background about culture is widened after teaching these sections
14 More pictures relating to cultures should be added in these sections
How can you evaluate the Culture Section in the English 10 experimental textbook?
Please put a cross into 1 box for each question from 1 to 4
Questions Totally agree Agree Partly agree
Sections in the grade 10 th have interesting images of English speaking countries
2 The textbook gives you good vocabulary about the cultures and help when practicing
III RECOMMENDATIONS FOR IMPROVING THE TEXTBOOK
Please put a cross in each of the following questions language skills
3 The textbook provides enough texts about cultures of
4 The textbook has enough task for you to understand the cultures
Cultures should be mentioned in English textbook
You are interested in the cultures in these sections
The cultures mentioned in Culture
You wish the books talk more about
You wish the books talk more about
The cultures mentioned in the
Culture Sections are stereotypical and you have already known them
Intercultural communication may help you be more successful in your future jobs
Culture Sections relate to the content and motivate you to read/ study them
Your knowledge background about culture is widened after studying these sections
1 How long have you used the grade 10 th experimental English textbooks in teaching?
- This is my first year to teach this book
2 What do you think about this book?
- It's interesting There are many topics in this books However, it also challenges to students who have weak and medium level
3 What do you think about the Culture Sections in the books? Are they diverse?
- These sections are various Students study lots of things from them
4 Are the contents of these sections about the cultures of other countries new or you have already known them?
- Some are new, especially in cultural diversities
5 Are your students interested in learning the cultures of other countries? Why or why not?
-Yes, they have opportunities to study and enrich their understanding cultural diversities through their projects and presentation
6 Do you have any difficulties in teaching the Culture Sections?
In my teaching experience, I've noticed that topics like music genres, singer names from unit 3, and superstitions from unit 7 are frequently discussed by my students Consequently, I often dedicate a significant amount of time to researching relevant information on these subjects.
7 What are your suggestions to improve the Culture Sections of the books?
1 How long have you used the grade 10 th experimental English textbooks in teaching?
- I have been teaching this book for four years
2 What do you think about this book?
- Useful, interesting topics and close to students’ lives
3 What do you think about the Culture Sections in the books? Are they diverse?
- Helpful Students can learn The cultures mentioned in the books are diverse Many cultures of the English speaking countries are discussed to cultures should be added in these sections
4 Are the contents of these sections about the cultures of other countries new or you have already known them?
- Some are new to me
5 Are your students interested in learning the cultures of other countries? Why or why not?
-Yes, because they can know more about the cultures of other countries
6 Do you have any difficulties in teaching the Culture Sections?
- No, I can search the information for my lesson plan on the internet
7 What are your suggestions to improve the Culture Sections of the textbooks?
- Add more pictures and talk more about Western countries’ cultures
1 How long have you used the grade 10 th experimental English textbooks in teaching?
- this school year is my fourth year of experiencing this book
2 What do you think about this book?
- This book has some improvements in comparison with the old version For example, it has various parts with updated information
3 What do you think about the Culture Sections in the books? Are they diverse?
This book offers insightful comparisons between Vietnam and other countries, highlighting the rich cultural diversity present However, to enhance its appeal, the information could benefit from more specific and engaging details.
4 Are the contents of these sections about the cultures of other countries new or you have already known them?
-The contents of those sections about the cultures of other countries are new but a bit uninteresting to teenagers because they do not belong to their concerns
5 Are your students interested in learning the cultures of other countries? Why or why not?
- Maybe not because the cultures of other countries presented in the book are general and academic It may not attract students because teenagers like something new and thought- provoking
6 Do you have any difficulties in teaching the Culture Sections?
- I have difficulty in enlivening the Culture Sections The teacher’s book