INTRODUCTION
Rationale
English has emerged as a vital working language in the context of globalization, prominently utilized by major international organizations like the United Nations, European Union, and World Trade Organization This trend has significantly advanced English Language Teaching (ELT), particularly in the realm of Business English (BE), which is more dynamic and context-specific than General English, emphasizing business skills and cultural diversity As a result, traditional communicative competence, encompassing linguistic, sociolinguistic, and pragmatic skills, falls short in addressing the complexities of global communication, where language and culture are intricately linked Effective communication in a global setting necessitates not only the efficient exchange of information but also the ability to build and maintain relationships among diverse interlocutors.
Intercultural communication (ICC) goes beyond the basic understanding of culture, addressing the complexities of interacting with diverse cultural backgrounds (Byram, 1997; Corbett, 2003) This approach is particularly beneficial for business professionals, enhancing their ability to navigate cultural conflicts and add value to their enterprises and customers (Frendo, 2005) To effectively teach business English (BE), educators should incorporate three essential dimensions: linguistic competence, discourse competence, and intercultural competence.
In response to globalization, the Government of Vietnam initiated the "Teaching and Learning Foreign Languages in the National Education System (2008-2020)" project, aimed at enhancing the teaching of Intercultural Communication (ICC) This initiative seeks to empower Vietnamese graduates to confidently use foreign languages in diverse, multilingual, and multicultural work environments.
Inspired by the global trend and the national project of interculturalizing FLT, the researcher conducted the current research for the following specific reasons
Firstly, although ICC has attracted attention of multiple researchers of ICC in FLT throughout the world (e.g Al Hasnan, 2015; Bastos & Araújo, 2014; Kawamura,
& Kaczmarek, 2011; Mosa, 2013; Osman, 2015; Sercu et al., 2005; Tian, 2013; Tony
Despite the limited research on this topic in Vietnam (Itesh, 2011; Zhou, 2011), existing studies (Ho, 2011; Nguyen, 2013; Tran & Seepho, 2016; Chau & Truong, 2019) have primarily concentrated on integrating culture into General English language teaching However, the field of Business English (BE), which closely intertwines language with authentic cultural contexts and highlights the importance of Intercultural Communicative Competence (ICC), remains underexplored This research aims to contribute to the literature on ICC within Business English Teaching (BET).
The researcher is motivated to investigate teachers' perceptions of Intercultural Communicative Competence (ICC) in Business English Teaching (BET) and whether they effectively teach it to students An anecdote from a graduate working in an Import-Export company highlighted the importance of cultural awareness; she struggled in her relationships with international business partners not due to her English proficiency but because of her limited understanding of their cultures This prompted the researcher to reflect on the shortcomings in ICC education within BET A critical question arose: Can a separate course on British and American cultures adequately prepare students for the cultural diversity they will encounter in the workplace? Specifically, can the graduate successfully communicate with Japanese partners relying solely on her knowledge of American culture? The findings of this research aim to identify these gaps and provide actionable recommendations for enhancing ICC teaching and learning in Vietnam's BET programs.
The globalization era has highlighted the crucial role of a Business English (BE) teacher, motivating the researcher to explore Intercultural Communication Competence (ICC) to better equip students This understanding aims to help students navigate the challenges faced by graduates in similar contexts.
Research aims and research questions
This research aims to explore how teachers in a Vietnamese Business English Teaching (BET) context instruct Intercultural Communicative Competence (ICC) It emphasizes the relationship between teachers' perceptions of ICC and the contextual factors influencing their teaching practices.
4 influencing their teaching practices, the following research questions are designed in order to obtain the research aim
1 How do the teachers perceive teaching ICC in BET?
2 How do the teachers teach ICC to their BE students?
3 What factors influence the teachers’ integrating ICC into their BET?
Research design overview
This research aims to investigate Business English (BE) teachers' perceptions of Intercultural Communicative Competence (ICC), their methods for teaching ICC to BE students, and the factors influencing the integration of ICC into their lessons The study was conducted in the teachers' actual classroom environments to better understand their views and practices Data were gathered through in-depth interviews, classroom observations, and analysis of syllabi, textbooks, and lesson plans A constructivist worldview, qualitative approach, and case-study design were employed to effectively address the research questions.
The research was conducted at the Department of English in a prominent business college located in southern Vietnam, as it provided a rich source of information suitable for in-depth study (Patton, 1990, p.169).
BE teachers of the Department of English who met all of the pre-determined criteria were invited to join the research
The research established a theoretical framework by reviewing theories of Intercultural Communication Competence (ICC) and relevant previous studies Data collection involved three sources: direct observations and field notes, in-depth interviews, and documents such as syllabi, textbooks, and lesson plans Thematic analysis guidelines were followed to analyze the collected data.
Data analysis was conducted in four phases, following the methodologies suggested by Braun and Clarke (2006) and McMillan and Schumacher (1993) The initial three phases involved separate analyses of three distinct data sources, while the final phase focused on triangulating the emerging themes to identify overarching patterns To minimize researcher bias and enhance the study's credibility, transferability, dependability, and confirmability were meticulously considered throughout the research process The findings were subsequently discussed in relation to the literature review, leading to conclusions and practical implications regarding Intercultural Communication Competence (ICC) in Business English Teaching (BET).
Research scope
Firstly, this research explores teachers’ teaching ICC to BE students at a college specializing in business in the southern part of Vietnam during the school years 2016-
The study conducted in 2019 examined teachers' perceptions of culture and Intercultural Communicative Competence (ICC) in the context of Business English Teaching (BET) It focused on their understanding of ICC teaching objectives, the significance of ICC in BET, and their attitudes toward its integration Additionally, the research analyzed teachers' ICC teaching practices, including cultural content, instructional approaches, and classroom activities, while also identifying factors that influence their ICC teaching in BE courses The findings offer valuable insights into ICC's role in BET within Vietnam's tertiary education system and are applicable to similar educational contexts.
This research investigates teachers' perceptions and pedagogical approaches to Intercultural Communicative Competence (ICC) in order to understand their views on teaching ICC It acknowledges that the perspectives of teachers may differ from those of students, entrepreneurs, or administrators Therefore, the study focuses specifically on how teachers approach ICC instruction for Business English (BE) students within a college setting.
The present research focuses on English for General Business Purposes (EGBP), as defined by Dudley-Evans and St John (1996), which aims to enhance students' communication skills essential for success in the business world Upon completion of the course, students are expected to demonstrate increased fluency and confidence in business language, ultimately improving their career prospects It is important to note that English for Specific Business Purposes (ESBP), another aspect of Business English, is not included in this study.
Significance of the research
The research is hoped to contribute to ICC teaching and researching in BE in the following ways
This research aims to address the existing gap in the literature regarding Intercultural Communication (ICC) in the context of Business English Teaching (BET), both in Vietnam and internationally It seeks to establish a theoretical foundation for the teaching and study of ICC within BET frameworks.
The current research employs a case-study design that integrates three sources of documentation—syllabi, lesson plans, and textbooks—to enhance the diversity of data collection methods for studying intercultural competence (ICC) in business education (BE) Furthermore, by adopting a constructivist worldview, this study aims to retrieve practical insights into ICC teaching within the business education context, insights that may be overlooked with alternative worldviews.
The research on ICC teaching within the context of BET in Vietnam will provide valuable insights that can benefit in-service BE teachers, teacher educators, and policymakers at all levels This study aims to enhance the understanding of intercultural communicative competence (ICC) and its instructional methods, emphasizing their significance in the interculturalization of Business English Teaching (BET).
Promoting positive attitudes towards intercultural communication (ICC) teaching among educators can enhance their commitment to integrating this competence into Business English (BE) courses Research findings offer valuable insights into BE teachers' perceptions of ICC, their instructional practices, and the factors that influence the incorporation of ICC in their teaching This empirical data serves as a foundation for developing supportive policies that encourage ICC teaching and learning in foreign language teaching (FLT), particularly within the context of BE, aligning with the objectives of Vietnam's National Foreign Language Policy (Government of Vietnam, 2008).
Structure of the thesis
The thesis includes five chapters as follows
Chapter 1 introduces the rationale of the study, states the problems existing in the research field, the research questions, an overview of the research design, research scope and the significance of the research
Chapter 2 reviews the theories in ICC to form the theoretical framework for the research and summarizes and discusses the previous studies relating to the research area to identify a space for the present research
Chapter 3 presents the research methodology with qualitative approach followed by detailed descriptions of the research design, the data gathering and data analytical methods
Chapter 4 reports the findings in order to address the research questions and discusses the research results in relation to the reviewed theories and previous studies
Chapter 5 summarizes the key points of the research, draws out the research contributions as well as limitations, makes suggestions to the problems in ICC teaching in BE educations and opens new avenues for further research
LITERATURE REVIEW
Inter-relationship among teachers’ perceptions, practices and influential
Research highlights the strong connection between language teachers' cognition and their teaching practices, indicating that teachers' perceptions significantly influence their instructional methods (Borg, 2003) Studies show that the experiences during teacher training and early career stages shape these perceptions, reinforcing the interdependence of teacher beliefs, practices, and contextual factors (Birello, 2012).
The data-driven model by ệztỹrk and Gỹrbỹz (2017) illustrates the interrelationship among teachers' cognition, practices, and contextual factors, comprising three key clusters: sources of language teachers' cognition, the formation of classroom practices, and institutional context Each cluster highlights the various factors that influence its development.
Main sources of teacher cognition Classroom practices
Figure 2.2 Data-driven model Adapted from “Re-defining language teacher cognition through a data-driven model: The case of three EFL teachers” by G ệztỹrk and N Gỹrbỹz, 2017, Cogent Education, 4
The institutional context significantly influences language teachers' cognition and classroom practices, shaped by factors such as the previous institutional atmosphere, the presence of experienced colleagues, the current institutional environment, and the curriculum and testing policies.
According to ệztỹrk and Gỹrbỹz (2017), five key sources shape teachers' cognition: prior language learning experiences, pre-service education, previous institutional contexts, novice teacher education, and past teaching experiences These sources enhance teachers' expertise and solidify their principles, preparing them for effective cognition as they transition into real teaching environments.
The sources of teachers' language teacher cognition are illustrated in Figure 2.3, based on the research conducted by G ệztỹrk and N Gỹrbỹz in their 2017 study published in Cogent Education This data-driven model redefines the understanding of language teacher cognition, specifically in the context of three English as a Foreign Language (EFL) teachers.
- Teaching as trial and error
Reconceptualization of already existing knowledge
The cluster of teachers’ practices encompasses key factors influencing teaching methods, including institutional context, learner profiles, and improvisational teaching, as well as teachers’ initial cognition prior to classroom engagement These elements significantly impact teachers' decisions regarding content and instructional strategies This process is dynamic, as classroom experiences reshape teachers’ perceptions, allowing for the revision and adaptation of their prior beliefs and principles Utilizing the data-driven model by ệztỹrk and Gỹrbỹz (2017), this research analyzes the interrelationships among these essential concepts.
Figure 2.4 illustrates the development of teachers' classroom practices, drawing on insights from the study "Re-defining Language Teacher Cognition through a Data-Driven Model: The Case of Three EFL Teachers" by G ệztỹrk and N Gỹrbỹz (2017) This research emphasizes the importance of understanding the cognitive processes that shape educators' instructional methods in English as a Foreign Language (EFL) contexts By analyzing data-driven models, the study provides a framework for re-evaluating and enhancing language teaching practices.
2.4 ICC teaching in ELT and BET
Before examining how ICC has been taught in BE language classes, ICC in ELT needs to be reviewed
Sercu et al (2005) argue that foreign language teaching (FLT) should be interculturalized, as it connects learners to culturally diverse worlds Risager (as cited in Arabski & Wojtaszek, 2011) emphasizes that languages and cultures are interconnected, stating that "culture is communication, and communication is culture." Numerous studies and discussions highlight the intricate relationship between language and culture, underscoring the importance of integrating cultural elements into language education.
2011) Language enables people to understand the invisible values, beliefs, perspectives, and attitudes that shape the culture shared by a community
The globalization era has shifted the focus in foreign language teaching (FLT) from cultural competence (CC) to intercultural communicative competence (ICC) to address the needs of global mobility (Piasecka, p.31) This transformation emphasizes the importance of developing students' ICC as a primary goal in FLT The rise of interculturality in business English textbooks during the 2000s (Lario de Oủate & Vázquez Amado, 2013) reflects this shift, alongside various national policies aimed at promoting ICC in FLT worldwide (Newton & Shearn, 2010a, p.10) Key initiatives include The Common European Framework of Reference for Languages (2001), The British National Languages Strategy, The Standards for Foreign Language Learning in the 21st Century (1996), The Australian Intercultural Language Teaching and Learning project (2006–2008), The International Curriculum for Chinese Language Education (2008), and The Vietnam National Foreign Language Project 2020 (2008).
The necessity of ICC in Business English (BE) stems from the unique characteristics and functions of BE itself BE is inherently dynamic, context-specific, and deeply rooted in business skills, making it essential for effective communication among individuals from diverse cultural backgrounds This adaptability allows BE to embrace cultural diversity, highlighting the importance of intercultural competence in global business interactions.
In the realm of global business communication, the interplay of language, culture, and business practices is increasingly complex, as research indicates that non-native English speakers now outnumber native speakers (Waechter, 2013) This diversity leads to varied expressions of English influenced by individual cultural backgrounds, where concepts of authority, creativity, and accountability differ significantly across cultures (Trompenaars, 1994; cited in Sweeney, 2011) Consequently, the globalization era presents challenges in navigating diverse etiquette, expectations, and assumptions regarding politeness in intercultural interactions For example, while American interviewers value directness, Japanese interviewers emphasize careful consideration in responses Misinterpretations arising from cultural biases can lead to stereotypes and prejudice, ultimately hindering effective communication Scollon and Scollon (2001) highlight that misreading counterparts' discourse often results in miscommunication or even hostility Research identifies three primary reasons for the failure of international business ventures: a lack of intercultural skills, ineffective global communication, and failure to adhere to proper business etiquette (cited in Melvin, Ephraim & Otis, 2012) Therefore, fostering effective intercultural communication is crucial for business success.
33 business relationship with their counterparts and significantly contributes to their business’ success in the international working environment
International trade has significantly evolved in the era of globalization, making intercultural communication (ICC) essential Teaching ICC in business education and training (BET) equips learners with the awareness of cultural diversity, fostering tolerance and positive attitudes toward differences It also provides crucial skills to prevent misinterpretations and offensive mistakes, ultimately enhancing their success in business interactions with individuals from diverse cultural backgrounds.
In an interview about teacher’s beliefs and practices conducted by Birello
In 2012, Borg highlighted the interconnectedness of three key elements: teachers' perceptions, their teaching practices, and the contextual factors influencing them To fully understand how teachers approach culture and intercultural communicative competence (ICC) in English language education, it is essential to examine these three elements in conjunction.
2.5.1 Teachers’ perceptions of culture/ICC and contextual factors
In a comprehensive study by Sercu et al (2005), involving 424 secondary school language teachers from six European countries (Belgium, Bulgaria, Greece, Poland, Spain, and Sweden) and Mexico, it was found that while educators recognized the significance of culture in language teaching, they often viewed it as a secondary concern compared to language competence The findings highlighted a mixed willingness among teachers to incorporate cultural elements into their curriculum, hindered by various contextual factors, including a lack of resources and support.
34 time, teachers’ insufficient culture knowledge and culture pedagogy, and the absence of interculturality in the curriculum and teaching materials
Larzộn-ệstermark (2008) conducted a study on the perceptions of culture among Finnish-Swedish EFL teachers through interviews with thirteen participants The findings indicated that these teachers viewed culture teaching as a mere transfer of facts from educators to students They recognized culture as having "a dual perspective" (Larzọn-Ostermark, 2008, p.536), allowing individuals to connect their own culture with others However, the teachers' approach to teaching culture appeared to be static, as the cultural content was presented in isolation, lacking contextual relevance The study did not uncover a dynamic approach to culture teaching in practice.
ICC in English language teaching (ELT) and Business English teaching (BET) 1 ICC in ELT 2 ICC in BET 2.5 Review of previous studies 31 31 32 33 2.5.1 Teachers’ perceptions of culture/ ICC teaching and contextual factors
Integrating cultures into English Language Teaching (ELT) is essential for enhancing students' intercultural knowledge and attitudes In addition to understanding Intercultural Communicative Competence (ICC) theory, it is crucial to foster positive attitudes towards cultural differences and improve language skills ICC encompasses not only knowledge and language proficiency but also the skills and critical awareness necessary for effective communication across cultural boundaries.
The studies indicate that language teachers often adopt a static perspective on teaching culture, emphasizing the transmission of both visible and invisible cultural knowledge to students (Liddicoat, 2001) This approach overlooks the dynamic aspects of cultural education.
The skills of interpreting, relating, discovering, and interacting, along with critical awareness, were not utilized to enhance students' intercultural competence (ICC) Although teachers recognized the importance of integrating culture and ICC into language education, it often took a backseat to language instruction Several contextual challenges hindered this integration, including teachers' insufficient cultural knowledge and teaching methods, students' limited language proficiency, a curriculum focused primarily on language, time constraints, and students' lack of motivation and social acceptance in learning English.
2.5.2 Teachers’ culture/ICC teaching practices
A study by Sercu et al (2005) involving 424 secondary school language teachers from Belgium, Bulgaria, Greece, Poland, Spain, Sweden, and Mexico revealed that cultural teaching practices often relied heavily on textbooks The primary goal of these educators was to impart cultural knowledge, predominantly emphasizing British and American cultures Additionally, the findings indicated a preference for teacher-centered approaches, which prioritized increasing students' familiarity with foreign cultures while dedicating more time to language instruction.
While many teachers express a desire to incorporate Intercultural Communicative Competence (ICC) into their language instruction, this enthusiasm is not consistently reflected in their actual teaching practices.
A study by Larzồn-ệstermark (2008) in Finland identified three categories of culture teaching activities employed by EFL university teachers The first category focused on providing students with visible aspects of the culture of English-speaking countries The second involved teachers sharing their own intercultural experiences to prepare students for future interactions with native speakers The third category emphasized experiential learning, allowing students to engage in real-life intercultural situations, such as visits from native speakers and simulated communication Although the teachers reported activities that reflected intercultural knowledge and skills, their primary approach to culture teaching remained the transmission of cultural information, with the dynamic aspect of experiential learning being less frequently integrated into their English Language Teaching (ELT) practices.
Abu Alyan’s (2011) case study on EFL Palestinian university teachers revealed a disconnect between their beliefs about culture and their teaching practices, highlighting that while teachers recognized the integral link between language and culture, they primarily focused on linguistic competence in the classroom Similarly, Zhou’s (2011) mixed-method study of 201 Chinese university EFL teachers found that, despite acknowledging the importance of culture, instruction predominantly emphasized English language teaching, with cultural elements being introduced sporadically through a teacher-centered approach.
In New Zealand, East (2012) found that FLT teachers viewed culture as separate from language teaching, addressing it primarily through artifacts rather than integrating it into their lessons This perspective aligns with Luk's (2012) findings from Hong Kong, where EFL teachers acknowledged the importance of teaching culture to motivate students but often treated it as an ancillary component, described as “a special treat, a lesson sweetener, or an appetizer before the main course” (Luk, 2010, p 256) This marginalization of culture in English Language Teaching (ELT) reflects a static approach that diverges from the principles of Intercultural Communicative Competence (ICC).
A quantitative study by Mosa (2013) and a mixed-method study by Tian (2013) examined the perceptions of culture and intercultural communicative competence (ICC) among Iranian and Chinese EFL teachers, respectively Both studies revealed that teachers primarily employed traditional, teacher-centered approaches to culture teaching, neglecting essential dimensions of ICC skills Additionally, Tian's research highlighted the teachers' deliberate emphasis on their home culture while acknowledging the importance of diverse other cultures.
The studies from the Kingdom of Saudi Arabia (Al Hasnan, 2015; Osman,
Research conducted in 2015 explored the perceptions and practices of English as a Foreign Language (EFL) teachers regarding Intercultural Communicative Competence (ICC) in their home countries Utilizing various methods such as questionnaire surveys, written reflections, individual and focus-group interviews, and class observations, the studies revealed that EFL teachers exhibited reservations about integrating ICC into English Language Teaching (ELT) While teachers acknowledged the significance of ICC in facilitating intercultural communication, their approach to culture teaching primarily involved transmitting their own cultural knowledge to students The focus on ICC was limited, as instruction did not adequately address the macro to micro levels, and teachers showed reluctance to actively teach ICC.
In a mixed-method study conducted by Ho (2011) in the Vietnamese ELT context, perceptions of teaching and learning culture were explored among fourteen EFL teachers and 200 EFL students from two universities Classroom observations revealed a close alignment between teachers' perceptions and their instructional practices, with a focus on cultural knowledge, vocabulary, and language use The findings identified three primary culture teaching patterns: introducing culture through vocabulary and expressions, imparting cultural knowledge about notable figures and events, and sharing personal intercultural experiences However, culture teaching was largely peripheral in EFL classes, with a predominant emphasis on achieving native speaker competence as the primary goal This approach highlighted a disconnect between culture and language, leaving students without opportunities to engage in dynamic cultural learning essential for developing intercultural communicative competence (ICC).
Nguyen's ethnographic study (2013) and Chau and Truong's quantitative research (2019) indicate that teachers in a North Vietnamese university seldom incorporate Intercultural Communicative Competence (ICC) into their English language teaching, which tends to focus heavily on linguistic elements while only superficially addressing cultural aspects The approach is predominantly teacher-centered, providing limited insights into both the local and English-speaking cultures To address this gap, Tran and Seepho (2016) proposed an Intercultural Language Teaching (ICLT) model that integrates principles, activities, and learning materials designed to enhance ICC in English Language Teaching (ELT) courses, drawing on Byram’s (1997) ICC framework and the intercultural models developed by Deardorff (2006) and Fantani (2000).
The reviewed studies indicate that while teachers recognize the importance of culture and intercultural competence (ICC) in English Language Teaching (ELT), their classroom methods and activities tend to focus primarily on linguistic aspects Consequently, the integration of cultural teaching remains limited.
Traditionally, language teaching has been teacher-centered, focusing on the transmission of cultural knowledge rather than integrating the skills dimensions of Intercultural Communicative Competence (ICC) This approach contradicts the principles of Intercultural Language Teaching (ICLT), which advocates for learner autonomy in cultural learning and promotes a dynamic teaching methodology aimed at developing ICC, rather than merely achieving native-like language proficiency as the primary goal of foreign language training programs.
2.5.3 Studies on ICC in business
Junko and Viswat (2011) explore the cultural awareness of American businesspeople with experience in Japanese business environments, identifying challenges stemming from cultural differences Their research involved 20 American professionals working in Japanese companies, revealing significant intercultural communication difficulties Similarly, Zheng (2015) and Chunrong (2016) highlight the necessity of developing successful intercultural communication skills, advocating for strategies such as fostering positive cultural awareness, adapting to cultural differences, and leveraging one's cultural knowledge for effective interaction Chunrong (2016) further recommends utilizing online resources and creating culture-oriented courses to enhance intercultural communication competence in business education.
BE students Although these studies are about ICC in intercultural business communication, they do not touch upon teachers’ ICC perceptions and practices in BET
In a word, although the studies regarding ICC in FLT were done in different contexts through different research methods, they dominantly investigated ICC in
Research gaps
The literature review identifies significant gaps in the exploration of teachers' perceptions and practices regarding Intercultural Communicative Competence (ICC) in Business English Teaching (BET) Previous studies have predominantly focused on general English in secondary schools and universities, leaving critical questions unanswered, such as teachers' views on ICC in BET, their attitudes toward its integration, and the factors influencing its implementation Despite the evident need for ICC in the culturally diverse context of BET, empirical research addressing these questions is lacking Additionally, while case-study designs are recognized as effective for contemporary phenomena, their application in ICC research within English Language Teaching (ELT) remains limited Furthermore, prior studies have not utilized comprehensive analyses of syllabi, lesson plans, and textbooks for data collection The current research aims to address these gaps and enhance the existing literature on ICC in BET.
Summary
This chapter outlines the key theories related to Intercultural Communicative Competence (ICC) within Foreign Language Teaching (FLT) and Intercultural Language Teaching (ICLT), establishing a theoretical framework for the research It begins by defining essential terms, followed by a review of ICC models and pedagogies The chapter also examines the interrelationship between teachers' perceptions, practices, and contextual factors, which sets the stage for analyzing and discussing research findings Additionally, it summarizes the role of ICC in English Language Teaching (ELT) and Business English Teaching (BET), highlighting its significance in intercultural business communication Finally, previous studies on the research problems are reviewed to identify existing gaps in ICC within BET that warrant further exploration in this research.
The literature review is essential for researchers as it validates the significance of their research topic, helps establish a relevant theoretical framework, and provides guidance throughout the entire research process.
The next chapter presents the research methodology
METHODOLOGY
Constructivist worldview
Research design and data interpretation are shaped by how a researcher perceives the issues happening around him/her (Marshall & Rossman, 1999; Creswell,
According to scholars, a researcher’s worldview significantly influences their work, particularly within a constructivist framework The primary goal of constructivist research is to understand the participants' perspectives regarding the situation being studied Constructivist researchers prioritize listening to participants and examining their specific life contexts to gain insights into their historical and cultural backgrounds.
“a constructivist researcher’s aim is to interpret the meanings the participants have about the studied issues on the basis of his/her personal, cultural and historical experience” (Creswell 2013, p.37)
This research aims to investigate business English (BE) teachers' perceptions of intercultural communication competence (ICC) and their approach to teaching ICC to BE students It also examines the factors that may affect their willingness to incorporate ICC into BE lessons.
The researcher engaged directly with 45 participants in their actual working environments to gain insights into their perspectives and practices By visiting the research site, the researcher aimed to understand the teaching context and collect data personally, seeking answers to the research questions based on participants' viewpoints The interpretation of this data was influenced by the researcher’s own experiences and background, aligning with a constructivist worldview that effectively describes the research design and data interpretation process.
Qualitative approach
Creswell (2013) highlights that research grounded in a constructivist worldview often employs a qualitative approach, characterized by elements such as natural settings, the researcher as a primary instrument, diverse data sources, and both inductive and deductive data analysis Additionally, it emphasizes participants' meanings and the importance of reflexivity in the research process.
This research involved collecting data from participants in their actual teaching environments, emphasizing their perspectives on the relevant issues The researcher utilized various methods, including in-depth interviews, classroom observations, and analyses of syllabi, textbooks, and lesson plans, serving as the primary instrument throughout the study A qualitative approach was deemed suitable to effectively address the research questions The next section will detail the case study design employed in this research.
Research design
This research utilized a case study design, which allows for an in-depth examination of a specific phenomenon within a chosen context (McMillan & Schumacher, 1993) According to Yin (2009), a case study is defined as an extensive exploration of a particular instance, providing valuable insights into its complexities.
A case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident
Case studies are ideal for exploring "How" or "Why" research questions, particularly when focusing on contemporary phenomena within real-life contexts (Yin, 2009) This research aims to deeply investigate Business English (BE) teachers' perceptions and teaching practices from an Intercultural Communicative Competence (ICC) perspective, along with the contextual factors that influence their ICC teaching in actual classroom settings Data were gathered through direct observation field notes, in-depth interviews, and analyses of syllabi, lesson plans, and teaching textbooks, ensuring a comprehensive approach to the research questions The data collection occurred within the participants' real teaching environments, utilizing a triangulation method to strengthen the findings Thus, a case-study design is deemed appropriate for this research, with the following section detailing the site selection procedures.
Research site
Utilizing McMillan and Schumacher's (1993) framework of "social map," "spatial map," and "temporal map," the researcher comprehensively assessed the context and chose the Department of English at a college in Ho Chi Minh City, southern Vietnam, as the research site for several compelling reasons.
The college serves as an ideal case study for in-depth research in international trade, fulfilling the criteria outlined by Patton (1990) Its Business English (BE) curricula and syllabi, developed by the English Department, encompass all essential courses tailored for both teaching and research Additionally, the college adheres strictly to the accreditation process mandated by the Vietnam Ministry of Industry and Trade and hosts conferences to support its academic initiatives.
Each year, we engage in 47 discussions with enterprises to stay aligned with social demands As a result, our teaching and training programs are meticulously curated and receive official approval from the College Editorial Scientific Jury, ensuring they are updated annually as needed.
The college is recognized as one of the top institutions in Vietnam, boasting a consistent and high enrollment rate, with around 10,000,000 students trained each year (www.toplist.com.vn) Its reputation for excellence in education is widely acknowledged.
With 20 years of experience, we have successfully provided a high-quality labor force at the tertiary level across key fields such as International Trade—covering Import-Export, Logistics, and International Payments—Business English, Accounting and Finance, and Business Administration Our programs focus on essential areas including E-Commerce, Hospitality, Human Resource Management, Quality Management, Petroleum Business Administration, Commercial Marketing, Management Informatics, and Tourism and Travel throughout Vietnam Each year, we proudly see a significant number of our graduates employed, highlighting the importance of these emerging business majors in the training programs of educational institutions.
Business English (BE) is a mandatory subject for all college students, starting with English for General Business Purposes (EGBP) in their first two years and progressing to English for Specific Business Purposes (ESBP) in their final year Students are expected to achieve English language proficiency levels ranging from TOEIC scores of 500 to 650, depending on their major (COFER, 2018) The use of TOEIC scores as proficiency standards underscores the college's commitment to equipping graduates with essential BE communication skills for the global workforce The three textbooks analyzed serve as the official teaching materials for EGBP, while students must also complete an ESBP course tailored to their specific fields, such as English for Marketing, Accounting, or Hotel and Hospitality.
In today's diverse business landscape, understanding intercultural communication (ICC) is essential for students in business majors ICC equips future professionals to navigate cultural diversity effectively, fostering a more authentic and tolerant approach to interactions (Frendo, 2005; Kankaanranta & Louhiala-Salminen, 2013) Therefore, this college serves as an ideal research site for exploring the significance of ICC in preparing students for their future careers.
Participants
In this research, concept sampling was employed to select participants who could contribute valuable insights into intercultural communication (ICC) in global contexts The criteria for selection included: 1) participants must have experienced intercultural situations to enhance their awareness of ICC; 2) they should have taught the Business English (BE) course for a minimum of two years at the research site to ensure familiarity with course objectives and content; 3) participants needed to grant permission for classroom observations and document access; and 4) they had to voluntarily agree to in-depth interviews Meeting these criteria ensured that participants possessed rich knowledge, experience, and communication skills, making them excellent sources for data collection.
The study involved six BE teachers from the Department of English, meeting the established criteria, which aligns with Creswell's (2013) recommendation of four to five participants for case studies This manageable group size allowed for a deeper understanding of each participant After several informal discussions, formal invitations for in-depth interviews were sent The participants displayed diverse educational backgrounds, ages, genders, and teaching experiences, with their demographic details summarized in Table 3.1.
Table 3.1: The participants’ demographic information
Code Age Sex Years of teaching BE
Teacher 1 (T1) 39 Male 13 Yes MA on TESOL
Teacher 2 (T2) 38 Female 10 Yes MA on TESOL
Teacher 3 (T3) 44 Female 22 Yes MA on TESOL
Teacher 4 (T4) 38 Female 10 Yes MA on TESOL
Teacher 5 (T5) 35 Male 8 Yes MA on TESOL
Teacher 6 (T6) 45 Female 22 Yes MA on TESOL
Researcher’s role
In qualitative research, the researcher serves as the primary tool for data collection and analysis (Merriam, 1998; Creswell, 2013) According to Yin (2009), essential skills for researchers include the ability to ask insightful questions, interpret responses, listen effectively, remain flexible, and avoid biases from preconceived notions In this study, the researcher assumed the roles of observer, interviewer, and translator, adhering to case study design protocols to ensure valid and reliable data collection While efforts were made to minimize subjectivity, the researcher’s long-term role as a BE teacher may introduce biases in data interpretation Nonetheless, being an insider researcher provided advantages in participant selection, data collection, and access to necessary documents, as well as a comprehensive understanding of the local context and policies, which is particularly beneficial given the geographic challenges in Vietnam's bustling cities.
The culture of incommunicative sharing among strangers can hinder researchers from accessing sites and gathering valid data in unfamiliar schools The following section will outline the methods used for data collection.
Data gathering methods
Following the recommendations of McMillan & Schumacher (1993) and Yin
In 2009, data were collected using three key instruments: in-depth interviews, documentation such as syllabi, lesson plans, and current BE textbooks, and direct observation with field note-taking The primary aim of this comprehensive data collection was to gain a deep understanding of participants' perceptions of Intercultural Communication Competence (ICC) and their teaching practices, along with the factors influencing them in real classroom settings The alignment between the research questions and the data gathering methods is detailed in Table 3.2.
Table 3.2: Research questions and the data gathering procedures
Research questions Data gathering procedures
1 How do the teachers perceive ICC in BET?
In-depth interviews Content analyses of syllabi + lesson plans
2 How do the teachers teach ICC to their BE students?
Classroom observations In-depth interviews Content analyses of syllabi + textbooks + lesson plans
3 What factors influence the teachers’ integrating
Classroom observations, in-depth interviews, and content analyses of syllabi, textbooks, and lesson plans are essential data collection instruments in educational research Each method offers unique strengths and weaknesses; for instance, classroom observations provide real-time insights into teaching dynamics, while in-depth interviews capture personal experiences and perspectives Content analyses allow for a systematic examination of educational materials, revealing alignment with curriculum goals The selection of these instruments is based on their ability to provide comprehensive data that enriches understanding of educational practices and outcomes.
Yin (2009) highlights the value of interviews in case study design, as they directly address research topics and offer explanations However, the potential for bias from poorly framed questions necessitates careful preparation To mitigate these issues, two pilot interviews were conducted with teachers from the Department of English, separate from the main study participants These pilot sessions refined the interview questions, assessed time management, and identified additional probe questions, particularly regarding institutional factors and college policies Consequently, an extra ten minutes was allocated for probing during the main interviews, while the core questions remained unchanged Importantly, the findings from the pilot interviews were not included in the final research.
Six BE teachers participated in in-depth interviews to provide detailed data, leveraging their expertise and communication skills Prior to the interviews, each participant signed a consent form The interviews, lasting between twenty-three to twenty-seven minutes, were held at locations chosen by the participants, with libraries and teachers' rooms being preferred Following a preliminary data analysis, T1, T4, and T5 were invited for brief follow-up interviews to clarify aspects of their ICC teaching activities and materials Open-ended questions facilitated unrestricted responses, allowing interviewees to express their ideas freely To ease participant anxiety and enhance expression, the interviews were conducted in Vietnamese and audio-recorded.
A total of 52 interviews were meticulously transcribed in Vietnamese, with each interview stored as a separate Microsoft Word document The findings from these interviews were subsequently translated into English and presented in the findings and discussion chapter.
In addition to the primary interview questions, participants were asked a series of probing questions to gain deeper insights and clarification These interview questions were carefully crafted to align with the research objectives and theoretical framework, concentrating on four key sections.
This section seeks to gather information on participants' age, education, and intercultural experiences related to their studies in intercultural communication (ICC) at the BA or MA level, as well as their work or travel in intercultural environments The collected data may help identify factors that influence their current perceptions of ICC and its teaching methods.
Section 2: corresponding to research question 1: “How do the teachers perceive ICC in
This section examines teachers' perceptions of culture and intercultural communicative competence (ICC) through interview questions that reveal their thoughts, knowledge, and beliefs, as informed by Byram’s ICC model (1997) and the framework proposed by ệztỹrk and Gỹrbỹz (2017) The exploration focuses on three key areas: teachers’ definitions of culture and ICC, their awareness of the importance of ICC in bilingual education teaching (BET), and their attitudes towards incorporating ICC into BET The findings indicate the extent of teachers' understanding of ICC and its dimensions, their views on the role of ICC in bilingual education, and their willingness to integrate ICC into their teaching practices.
Section 3: corresponding to research question 2: “How do the teachers teach ICC to their BE students?”
This section examines participants' integration of Intercultural Communication Competence (ICC) in their teaching by analyzing cultural content in instructional materials, the instructional activities that incorporate ICC, the assessment criteria of the course, and the specific teaching focuses The collected data will determine the presence of cultural content in teaching resources, assess whether teachers are effectively teaching ICC, identify which dimensions of intercultural competence are addressed, and evaluate the approaches utilized in their instruction.
Section 4: corresponding to research question 3: “What factors influence the teachers’ integrating ICC into Business English teaching?”
This section, guided by ệztỹrk and Gỹrbỹz’s model (2017), examines the institutional context influencing teachers' classroom practices, including curriculum policies, testing regulations, class size, classroom facilities, textbook interculturality, and time allocation for courses It also considers students' profiles, particularly their English proficiency levels, and the role of improvisational teaching The collected data elucidate teachers' decision-making processes regarding the integration of Intercultural Communicative Competence (ICC) into Business English Teaching (BET) and provide insights into participants' perceptions, highlighting how real teaching experiences can reshape their understanding and knowledge.
The individual interviews were conducted in Vietnamese and lasted for approximately thirty minutes each at the time and places at the participants’ discretion
At the beginning of each interview, the researcher reiterated the study's purpose, ensured confidentiality, and requested the participant's signature on the informed consent form Demographic questions were conversationally posed to build rapport and help the interviewee feel at ease Following the audio recording, the interviews were transcribed and analyzed for further insights.
54 participants’ interviews were sent to them for checking accuracy, and the researcher had the participants return their feedbacks (if any) by email
Hancock and Algozzine (2006, p.103) affirm that documentation in case studies enables the researcher to validate and strengthen evidence from other sources Yin
(2009, p.102) states both of the strengths of documentation as stability, exactness and broad coverage and the weaknesses of this method such as biased selectivity, reporting bias and difficulties in assessing
The study analyzed three syllabi, twelve lesson plans, and three current BE textbooks focused on BE communication, as these documents were readily accessible to the researcher Teachers at the research college must conduct a teaching demonstration and submit corresponding lesson plans for evaluation before officially teaching new subjects Participants were requested to provide lesson plans from the three courses under investigation, with selection criteria including their design based on the investigated textbooks and official evaluation by the panel Ultimately, twelve lesson plans were collected, while the regulation requiring the distribution of officially approved syllabi to all students at the start of courses ensured their availability to teachers.
There is a significant connection between syllabi, lesson plans, and textbooks, as they collectively influence educational outcomes Analyzing the course objectives and teaching focuses in these documents can provide valuable insights into teachers' perceptions of Intercultural Communicative Competence (ICC).
55 the teachers can be more creative and independent in their own lesson plans Teachers have to be the curriculum implementers but can be their own lesson plan designers
The analysis focused on course syllabi and lesson plans to assess language and explicit intercultural communicative competence (ICC) objectives, activities that incorporate ICC teaching, the teacher's focus areas, and the marking criteria for speaking and writing assessments Additionally, three Business English textbooks were examined for their ICC objectives, cultural content, and activities that highlight interculturality in contexts such as greetings, socializing, and traveling, as well as the potential for teachers to enhance students' ICC The evaluation also considered both explicit and implicit culture teaching instructions and the diversity of cultures represented in the materials.
The document examination and coding process was informed by five content analysis reflection questions, adapted from Kawamura and Kaczmarek (2011) This approach focused on the theme of interculturality in language textbooks, as highlighted by Lario de Oủate and Vỏzquez Amador (2013) and McKay.
Data analysis methods
The current research utilized qualitative analysis, a systematic process of selecting, categorizing, comparing, synthesizing, and interpreting data to explain a specific phenomenon (McMillan & Schumacher, 1993) To streamline the analysis, interview and field note data were organized using a structured format, including teacher number, data collection tool type, interview section or field notes number, and date (e.g., T1, interview 1, section 3, 24.5.19) Thematic analysis was employed to examine the three data sources, allowing for a comprehensive understanding of the research findings.
Can usefully summarize key features of a large body of data, and/or offer a “thick description” of the data set
Can highlight similarities and differences across the data set
Allows for social as well as psychological interpretations of data
Can be useful for producing qualitative analyses suited to informing policy development (Braun & Clarke, 2006, p 97)
The data analysis followed the thematic analysis guidelines established by Braun and Clarke (2006) and McMillan and Schumacher (1993), conducted in four phases The first three phases involved separate analyses of three data sources: field notes from observations, interview transcripts, and teaching documents The final phase focused on triangulating the emerging themes and subthemes from these sources to identify overarching themes and patterns To gain a comprehensive understanding of the data, the researcher thoroughly reviewed each data source multiple times, noting initial ideas and insights regarding the participants' meanings, ICC teaching content, pedagogy, and the physical settings of the observed classes.
3.8.1 Analysis of the interview data
After grasping the overall meaning of the data, the researcher initiated the coding process, which McMillan and Schumacher (1993) define as dividing data into parts using a classification system This involves starting with predetermined categories and subdividing them into smaller themes The researcher meticulously re-read each interview transcript line by line to identify key topics, which were then recorded as codes or subthemes in a Word document using the Insert Comment feature Each code was placed adjacent to its corresponding data segment and saved as a separate file, categorized under titles like “Teachers’ definition of culture” and “Teachers’ ICC teaching practices.” An example of this coding process is illustrated in Table 3.3.
59 segment was coded, and the sample of interview coding and theming in detail was included in Appendix D (p.147)
Table 3.3: An example of interview data coding
Category/theme: Participants’ understanding of culture
Culture encompasses various aspects, including language, daily routines, lifestyles, cuisine, festivals, and interpersonal interactions.
Culture is the same as traditional customs Culture also influences the ways people communicate
I think culture includes many aspects: language, communication, business
3.8.1.2 Searching for themes and subthemes
The data segments were analyzed for duplication and overlapping meanings, leading to the grouping of similar topics into larger clusters that represent abstract categories Following McMillan and Schumacher's (1993) classification strategy, a new list was created with three columns: the first for major topics from the data source, the second for unique topics relevant to the research purpose, and the third for unrelated topics Once the categories were established, themes, subthemes, and patterns emerged.
The researcher organized 60 themes by grouping similar categories and then meticulously reviewed them to ensure they provided persuasive answers to the research questions One notable theme, "teachers’ understanding of culture," encompassed 13 related topics and included five subthemes: "culture as various aspects of life," "culture as verbal and non-verbal languages," "culture as the means of communication and behavior in business and daily life," and "culture as the meaning underlying behaviors and speech."
3.8.2 Analysis of the teaching documents
The analysis of course syllabi and lesson plans focused on four key areas: the language and explicit intercultural communicative competence (ICC) objectives, activities that incorporate ICC teaching, the teacher's focal points in lesson plans, and the marking criteria for tests Additionally, three Business English (BE) textbooks were examined for their ICC objectives, cultural content, and activities that promote interculturality, alongside teaching instructions for both explicit and implicit culture The researcher conducted a thorough review of these documents, guided by analysis questions from Kawamura & Kaczmarek (2011), to identify themes and subthemes, ultimately summarizing the findings with examples of document data coding and lesson plan analyses provided in the appendices.
3.8.3 Analysis of the classroom observation data
The recording of each participant teaching on the observation sheets were read carefully for the whole picture of their teaching content and teaching pedagogy Then,
The observations aimed to capture participants' intercultural communicative competence (ICC) teaching, highlighting their teaching focuses and cultural topics relevant to ICC instruction Key points were manually underlined on observation sheets and subsequently documented as field notes during or immediately after each observation These notes were then organized into themes and teaching patterns for further analysis (refer to Appendix O, p 177 for a sample of the observation data coding).
At this stage, triangulation, the cross-validation among data sources (McMillan
In this research, themes and subthemes were identified through a triangulation of data from artifacts, interviews, and observations, following the methodology suggested by Schumacher (1993) The study cross-checked the teachers' intercultural competence (ICC) teaching patterns revealed in interviews with their actual teaching practices observed in the classroom and the content outlined in their lesson plans and syllabi This comprehensive analysis aimed to uncover both similarities and discrepancies, ultimately providing valuable insights into the teachers' ICC teaching practices in the context of BET.
The analytical framework of the research
Table 3.4 presents an analytical framework outlining the preliminary themes and subthemes derived from the research questions, the literature review of ICC theory, and prior studies This framework establishes the analytical basis for data analysis.
Table 3.4: The analytical framework of the research
Tentative themes and sub- themes
Teachers’ perception s of ICC in
- Teachers’ understanding of culture & ICC in BET
- Teachers’ objectives in BET & ICC teaching
- Teachers’ attitudes toward teaching ICC in BE lessons
- Qualitative & thematic analysis suggested by Braun and Clarke
- ệztỹrk & Gỹrbỹz’s model of the formation of teacher cognition (2017)
ICC teaching practices in BET
- Teaching foci (language or culture or both)
- Qualitative & thematic analysis suggested by Braun and Clarke
- ILT approach Crozet et al (1999)
- Liddicoat’s Interacting Processes of Intercultural Pedagogy (2008)
- ICLT (Newton & Shearn, 2010b) - ICC teaching techniques & activities (Reid, 2015; Hartman & Ditfurth,
- Qualitative & thematic analysis suggested by Braun and Clarke
63 contextual factors proficiency & improvisational teaching
- ệztỹrk & Gỹrbỹz’s model of factors influencing teachers’ instructional practices (2017) & previous studies
Trustworthiness
Qualitative research must fulfill criteria such as credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985) Credibility, akin to internal validity in quantitative research, focuses on the truth-value of findings To enhance credibility, the researcher engaged in various strategies, including spending extensive time at the research site to foster trust with participants and gather rich data, conducting interviews in Vietnamese to aid understanding, and performing observations in natural classroom settings to reflect the true context of the phenomenon Additionally, data was collected from legally-approved syllabi, lesson plans, and textbooks, and participants were given the opportunity to review interview transcripts for accuracy.
The study focused on transferability, defined as the applicability of research findings (Lincoln & Guba, 1985), by selecting a representative business college that offers diverse majors and widely-used business English (BE) textbooks, such as Market Leader, Profile 1, and English for Business Communication Participants were chosen based on their experience in BE teaching and intercultural contexts, ensuring they could provide valuable insights and contribute meaningfully to the research objectives.
64 to help readers judge whether the findings of the current research are transferable to their own setting, the researchers provided a thick description of data
To enhance the reliability of the research, the data analysis adhered to established case study design standards This study clearly outlined the criteria, rationale, and decision-making process for purposeful sampling, while also transparently detailing the procedures for data collection and analysis.
To ensure confirmability and neutrality in data interpretation, the research relied on the meanings expressed by participants Insider biases were minimized through the use of multiple data collection instruments and the triangulation of sources Interviews were audio-recorded and transcribed verbatim in Vietnamese to maintain the authenticity of participants' meanings These transcriptions were then shared with participants for verification and accuracy checks Careful translation of the interview data for analysis was conducted to preserve the original meanings conveyed by participants.
Research ethics
Ethical guidelines consist of “informed consent, deception, confidentiality, anonymity, harm to subjects and privacy” (McMillan and Schumacher, 1993, p 397)
Upon initial contact with the chosen participants, the researcher thoroughly explained the study's purpose and assured them of confidentiality to obtain their consent for participation, including class observations and interviews (refer to Appendix C for the consent form) Each participant was assigned a coded identifier (e.g., T1, T2) to maintain anonymity The research was conducted with a focus on trustworthiness and transparency, and the researcher followed up by emailing the participants the findings.
65 interview transcripts for their comments on the accuracy of the data although there were no adjustments sent back.
Summary
This chapter outlines the research methodology, highlighting the selection of a constructivist worldview, qualitative approach, and case-study design It details the criteria for choosing the research site and participants, along with the data collection and analysis procedures The researcher’s role as the primary instrument is emphasized, alongside the measures taken to enhance credibility, transferability, dependability, and confirmability Additionally, the chapter addresses the strategies implemented to ensure participants' confidentiality in accordance with ethical standards The following chapter will present the findings related to the three research questions.