INTRODUCTION
Background to the Study
The rise of English as a global lingua franca necessitates that learners develop both linguistic and intercultural competence In recent years, English language education has increasingly focused on enhancing these skills, which together form intercultural communicative competence (ICC) According to Tran and Seepho (2015), ICC is crucial in English language teaching and learning, serving as a vital skill for thriving in today's multicultural communication landscape.
In Vietnam, the government and the Ministry of Education and Training have made significant efforts to promote English language education, exemplified by the project "Teaching and Learning of Foreign Languages in the National Education System, 2008-2020" (Decision No 1400/QĐ-TTg, 2008) This initiative aims to equip learners with effective English communication skills for the workplace, especially following Vietnam's accession to the World Trade Organization (WTO) in 2007 and the ASEAN Economic Community (AEC) in 2015 The focus on English language education has intensified, emphasizing the importance of teaching learners to communicate proficiently with both native and non-native speakers Furthermore, incorporating diverse cultures where English is spoken is essential in English Language Teaching (ELT) to help students achieve intercultural communicative competence.
The integration of culture in English Language Teaching (ELT) is often overlooked, resulting in learners lacking a clear understanding of the connection between culture and language acquisition This gap hinders their ability to communicate effectively in intercultural contexts, ultimately leading to communication breakdowns and cultural shocks.
Statement of the Problem
This study aims to investigate English language learners' perceptions regarding the influence of culture on their language acquisition Additionally, it seeks to assess their levels of Intercultural Communicative Competence (ICC) and identify any disparities in how learners perceive the role of culture in English language learning relative to their ICC levels.
Understanding the role of culture in English language learning is essential, highlighting the importance of integrating cultural education into language instruction Moreover, learners should be encouraged to develop Intercultural Communicative Competence (ICC) to facilitate effective and appropriate communication in a globalized community.
Numerous scholars, including Jiang (2000), Kim (2003), Mahadi & Jafari (2012), Mete (2009), Sara & Hatam (2014), Smith (2015), and Tran & Seepho (2015, 2016), emphasize that the cultural role is a crucial and inseparable aspect of language learning Understanding a language involves grasping the cultural elements—such as behaviors, values, customs, and backgrounds—that are inherent to that language (Xue, 2014), as well as the diverse cultural contexts in which English is utilized for communication.
Many students struggle to recognize the importance of culture in English as a Foreign Language (EFL) learning, often feeling uncertain about exploring intercultural aspects In today's globalized world, where English serves as a common language among diverse cultures, it is essential for students to develop a deep understanding of cultural differences to interact effectively Therefore, investigating how students perceive and understand the role of culture in EFL learning has become increasingly urgent and vital.
As an EFL learner and teacher, the researcher emphasizes the importance of integrating culture and language in a globalized context, advocating for a balanced focus on linguistic and intercultural competence as outlined by Byram (1997) With a keen interest in Byram's ICC model and the intercultural language teaching (IcLT) model proposed by Tran and Seepho (2015), the researcher aims to explore this area due to its significant benefits for both personal development and for English language learners in Vietnam's globalized economy.
Understanding the role of culture in English language teaching (ELT) is essential, particularly in the context of the diverse cultural backgrounds within the Association of Southeast Asian Nations (ASEAN) As Kirkpatrick (2011) highlights, there is a critical need to focus on the cultures of ASEAN countries, given that communication increasingly occurs among non-native English speakers Moreover, the approach to English language education in many ASEAN nations has evolved from teaching English as a foreign language (EFL) to promoting English as a Lingua Franca (ELF) This shift aims to enhance communication among individuals with different first languages, particularly in economic and business contexts (Jenkins, 2012), thereby equipping students to navigate multilingual and intercultural environments effectively (Crocco & Bunwirat, 2014).
Intercultural communicative competence (ICC) is essential in the 21st century, as highlighted by Tran and Seepho (2015) This vital skill is a lifelong process that necessitates active engagement in intercultural communities, enabling learners to develop into proficient intercultural speakers and communicators Therefore, understanding the role of culture in English language education is crucial, making ICC a key consideration in effective English language teaching and learning.
Numerous studies have established the crucial connection between culture and the English language (Tran & Seepho, 2014, 2015; Trinh, 2014), yet there remains a gap in research regarding English-major students' perceptions of culture's role in their language education This highlights the need for further exploration into learners' views and an investigation of their intercultural communicative competence (ICC) levels.
This study aims to support English language teachers, educators, and policymakers in recognizing the significance of integrating cultural teaching into English language instruction The ultimate objective is to equip learners with intercultural communicative competence, emphasizing its critical importance in effective language education.
Purposes of the Study
This study investigates how culture influences English language learning among English-major students at An Giang University (AGU) It assesses their levels of intercultural communicative competence (ICC) and identifies any significant differences in students' perceptions of culture's role in language learning The findings aim to offer recommendations for improving students' ICC.
Research Questions
In order to achieve those purposes, the answers to the following research questions are sought:
1) What are English-major students’ perceptions of the role of culture in English language learning?
2) At what levels are English-major students’ intercultural communicative competence?
3) Are there any significant differences in students’ perceptions of the role of culture in English language learning and their levels of ICC in terms of levels of academic study? If yes, how?
Significance of the Study
This study aims to support English language teachers and students by exploring the evolving landscape of English language teaching and learning globally and within the ASEAN context Conducted at An Giang University, the research emphasizes the significance of culture in English language instruction, encouraging teachers to integrate cultural elements into their practices Additionally, the findings highlight the essential role of culture in language acquisition, motivating students to engage more actively in their learning and redefine their goals to become effective intercultural communicators in a globalized world The results may also serve as a valuable reference for other universities in Vietnam and the ASEAN region.
Definitions of Key Terms
A number of key terms are defined in this part to provide a specific perspective on the discussed issues for the purposes of this research
Culture is a complex and multifaceted concept that encompasses shared beliefs, values, customs, behaviors, and artifacts essential for effective communication (Wang, 2011; Abdullah, 2014) It can be categorized into various types, including home cultures, which refer to the cultures of learners; target language cultures, associated with native English speakers; and foreign cultures, which pertain to those who use English as a second or foreign language (Erfani, 2016).
English major students at the university level engage in a comprehensive English language program, enabling them to achieve proficiency in communication across diverse contexts and situations.
Intercultural competence (IC) is the ability to communicate effectively and appropriately in one’s native language with individuals from diverse linguistic and cultural backgrounds This competence encompasses four key elements: attitudes, knowledge, skills, and awareness (Tran, 2015, p.15).
Intercultural communicative competence is an essential skill in the 21st century, defined as the ability to interact effectively and appropriately in a non-native language with individuals from diverse linguistic and cultural backgrounds This competence encompasses both language proficiency and intercultural understanding (Tran & Seepho, 2016, p 47).
Learning interculture in EFL setting is the process of exploring and understanding multiculture, namely home, target, and foreign culture, which is occurred in parallel with EFL acquisition
Language competence refers to EFL learners’ ability to use English language skills (listening, speaking, reading and writing) effectively and appropriately for different purposes of communication (Tran, 2015, p.16)
Perception refers to one’s knowledge and understanding focusing more on the cognitive know-what (Liu & Fang, 2017)
Role of culture in English language learning in this study is limited to the positive influence of culture on learners in English language acquisition process
Overview of Thesis Chapters
This current study is structured into 5 chapters as follows:
Chapter 1 presents the introduction of the study including background to the study, statement of the problem, purposes and research questions, significance of the study and the final is definitions of key terms Chapter 2 deals with literature review, which includes world Englishes, definitions of culture, relationship between culture and language, role of culture in English language teaching and learning, students’ perceptions towards the role of culture learning in English language learning, definitions of ICC, elements of ICC, tools for ICC evaluation, and reviews of previous studies Chapter 3 describes research methodology employed in this study, which consists of research setting, research design, data collection and analysis procedures, pilot study, and ethical considerations Chapter 4 presents results of the collected data from questionnaire and semi-structured interview and then analysis and discussions are taken place Chapter 5 summarizes some main issues in the research, conclusions, limitations, and suggestions for further research.
REVIEW OF RELATED LITERATURE
Introduction
This chapter provides a theoretical foundation for the study, beginning with an exploration of World Englishes and English as a Lingua Franca, highlighting the future prospects of the English language It then offers various definitions of culture, including the researcher’s own contextual definition The chapter examines the interplay between culture and language, emphasizing the significance of culture in English language education Additionally, it presents students' perceptions of the importance of cultural learning in language acquisition Subsequent sections delve into the definitions, elements, and evaluation tools of Intercultural Communicative Competence (ICC) The chapter concludes with a comprehensive review of prior research regarding the impact of culture on English language education and the enhancement and assessment of ICC in both global and Vietnamese contexts.
World Englishes and English as a Lingua Franca
English has evolved into a dominant form of communication globally, often referred to as an International Language (Crystal, 1997; Gilsdorf, 2002; Kirkpatrick, 2007) or Global English (Graddol, 2006).
World Englishes (WEs) and English as a Lingua Franca (ELF) are prominent terms in linguistic studies, widely favored by scholars such as Kachru (1997), Kilickaya (2009), and Jenkins (2006) While various concepts exist, WEs and ELF stand out for their relevance and popularity in contemporary discussions about English usage globally.
Kachru (1997) categorizes the global use of English into three concentric circles: inner, outer, and expanding The term World Englishes (WEs) has emerged due to the rapid spread of English as a global means of communication (Kilickaya, 2009) Notably, WEs are predominantly found in outer and some expanding-circle countries, rather than in inner-circle nations (Jindapitak & Teo, 2013) This indicates that English in diverse non-native communities manifests as multiple varieties Gilsdorf (2002) emphasizes that English is dynamic and evolving, giving rise to distinct forms such as Australian, British, Canadian, Hong Kong, and Indian Englishes To enhance the practicality and relevance of English language education in a globalized context, it is essential to critically reassess inner-circle-focused methodologies and promote engagement with various Englishes among learners (Jindapitak & Teo, 2013).
The integration of World Englishes (WEs) into language curricula has gained global recognition, particularly in expanding-circle countries and Asia This shift has led to the emergence of the term English as a Lingua Franca (ELF), which effectively captures its role as a communication tool among speakers of diverse first languages for purposes such as business and education (Jenkins, 2012) In line with this trend, the Association of Southeast Asian Nations (ASEAN) designated English as its official language in 2007, transitioning its English policy from teaching English as a Foreign Language (EFL) to embracing English as a Lingua Franca (Croco & Bunwirat, 2014).
There are differing perspectives on the development and future role of English Some argue that the use of World Englishes (WEs) and English as a Lingua Franca (ELF) can negatively impact local speakers, potentially marking them as low-proficient users and leading to stigmatization within English-speaking communities (Lu & Lin, 2006, as cited in Kilickaya, 2009) Phillipson (1992) further critiques global English as a form of linguistic imperialism Conversely, scholars like Crystal (1999) and Warschauer (2000) present a more optimistic view, highlighting the advantages of English as a lingua franca while advocating for the preservation of linguistic diversity Aligning with their perspective, the researcher posits that English will continue to play a dominant role as a global language, increasingly taught and utilized in the future.
Definitions of Culture
Culture is a complex concept that encompasses a wide range of elements, including language, religion, cuisine, social habits, music, art, ideas, beliefs, values, customs, and institutions The interpretation and understanding of culture can differ significantly across various perspectives (Choudhury, 2014; Sara & Hatam, 2014).
From a sociological perspective, culture consists of the inherited ideas, attitudes, beliefs, values, and knowledge that form the foundation of social action (Mahadi & Jafari, 2012) In contrast, anthropologists view culture as the complete array of activities and ideas specific to a group of people who share common traditions, which are communicated and emphasized by its members (Mahadi & Jafari).
According to Hinkel (1999), the term "culture" encompasses a variety of definitions within language teaching, addressing aspects such as speech acts, rhetorical structures, social organizations, and knowledge constructs.
Culture is a multidimensional field encompassing shared components such as beliefs, values, customs, behaviors, and artifacts that facilitate effective communication (Wang, 2011; Abdullah, 2014) This definition highlights two critical aspects: the diversity and multiplicity inherent in cultural norms, which span a broad spectrum of human experience, and the significance of these components in fostering efficiency, success, and competence, particularly in multicultural interactions.
Culture encompasses three primary types: home culture, target language culture, and foreign culture (Erfani, 2014; Tran & Duong, 2014) Home culture refers to the cultural background of the learners themselves, while target language culture pertains to the customs and practices of those who speak the language natively In contrast, foreign culture relates to the cultural aspects of individuals who speak the language as a second or foreign language.
English language teachers often focus primarily on American and British cultures in their instruction (Clouet, 2006) However, Tran and Duong (2014) argue that teaching should encompass both the culture of the target language and other global cultures where English serves as a means of communication, enabling learners to become interculturally competent Additionally, Hinkel (1999) emphasizes the importance of addressing the culture of the community in which the language is used in foreign language teaching.
In the Vietnamese context, selecting the appropriate culture for English learners requires consideration of English's role and the learners' needs Vietnam is classified within Kachru’s expanding circle, where English serves primarily as a lingua franca, facilitating communication among non-native speakers rather than with native speakers Consequently, integrating home culture, target language cultures, and foreign cultures in English language teaching is essential This approach should incorporate intercultural and cross-cultural elements, enabling learners to effectively engage in global communication.
The Relationship between Culture and Language
Language and culture are deeply intertwined, making it impossible to separate the two Numerous researchers have explored this relationship, coining terms such as "linguaculture" (Kramsch, 1989), "languaculture" (Agar, 1994), and "language-culture" (Galisson, 1991) Kim (2003) emphasizes that culture is fundamentally linked to language; without language, culture cannot be fully acquired or expressed, and vice versa Additionally, Brown (1994, as cited in Jiang, 2000) highlights that language is an integral part of culture, and culture is equally essential to language, illustrating their intricate interdependence.
The relationship between language and culture can be understood through three key perspectives Firstly, from a philosophical standpoint, language and culture are intertwined like flesh and blood, suggesting that language would be lifeless without culture, and culture would lack form without language Secondly, the communicative view likens language and culture to swimming skills, indicating that communication is limited without language, while culture is essential for meaningful interaction Lastly, the pragmatic view portrays language as a vehicle and culture as a traffic light, where language facilitates faster communication, while culture can both enhance and obstruct the communication process.
The strong connection between language and culture underscores the importance of integrating cultural elements into language education (Tran & Dang, 2014) Language not only facilitates communication but also contributes to cultural development at local, national, and global levels (Ke, 2009) Furthermore, each language serves as a reflection of its respective culture, highlighting its dual role as both a communicative tool and a cultural carrier (Choudhury, 2014).
The Role of Culture in English Language Education
In EFL and ESL education, it is essential for teachers to recognize the crucial link between culture and English language learning to foster intercultural competence among students Clouet (2005) emphasizes that culture is central to English language teaching, urging educators to actively incorporate cultural elements into their instruction Additionally, Choudhury (2014) identifies culture as a fifth language skill, alongside the traditional four, highlighting the importance of addressing cultural values, behaviors, and skills in English Language Teaching (ELT).
Integrating cultural teaching in English language education is essential for enhancing communication skills in a multicultural community Research indicates that understanding the role of culture in language education is vital for educators to improve their teaching practices (Tran & Seepho, 2015) Furthermore, incorporating cultural elements significantly boosts learners' intercultural competencies, including knowledge, skills, attitudes, and awareness (Byram, 1997; Tran & Seepho, 2015).
Integrating culture into English language teaching is crucial for effective learning, as highlighted by Tran and Seepho (2015) and supported by Clouet (2006), who noted the growing significance of culture in foreign language education since the early 1990s Scholars such as Neff & Rucynski (2013) and Nguyen (2017) emphasize that cultural education enhances language acquisition, boosts learning motivation, and prepares students for multicultural interactions Erfani (2014) argues that a deep understanding of culture enables students to use the target language more skillfully and authentically Moreover, appropriate cultural content introduced by teachers can significantly enhance students’ motivation and interest (Cheng, 2013) Additionally, to communicate effectively in an international context, EFL learners must develop cultural literacy alongside language proficiency, as this knowledge helps them navigate cultural nuances, preventing misunderstandings and communication breakdowns (Chahak & Basirizadeh, 2012; Tran & Seepho, 2016).
Incorporating diverse cultural information enhances learners' cultural knowledge, as highlighted by Byram (1997) It is essential to give equal attention to both visible and invisible aspects of culture in teaching practices, as emphasized by Tran and Seepho.
EFL learners must acquire foundational knowledge of various cultures to reflect on their own (Tran & Duong, 2014; Choudhury, 2014) Liu and Laohawiriyanon (2013) emphasize the importance of including source cultural content in English Language Teaching (ELT) to enhance learners' understanding of their own culture Scholars widely agree on three key types of cultural knowledge that should be integrated into English language classes: home culture, target language culture, and foreign culture (Cortazzi & Jin, 1999; Erfani, 2014) As English has become a global lingua franca, it is essential to incorporate multicultural perspectives in communication Ultimately, mastering the language requires an understanding of the cultural contexts in which it is used (Doganay, Ashirimbetova, & Davis, 2013).
Byram (1997) emphasizes that incorporating culture teaching enhances learners' intercultural skills, enabling foreign language students to interpret, explain, and connect documents or events from different cultures to their own This approach not only fosters the acquisition of new cultural knowledge and practices but also equips learners with the ability to apply their knowledge, attitudes, and skills effectively during real-time interactions.
In 2013, it was emphasized that students can enhance their cultural observation skills by learning from native informants and engaging with authentic materials related to that culture.
Analyzing and comparing various cultures in foreign language classrooms fosters positive attitudes among students, such as curiosity, openness, and a willingness to suspend disbelief about both other cultures and their own This approach encourages learners to develop greater tolerance and respect for diverse viewpoints and manners (Sara & Hatam, 2014; Nguyen, 2017; Chahak & Basirizadeh, 2012) According to Brooks-Lewis (2014), such cultural exploration enhances empathy and respect for others, while also igniting curiosity about both the target culture and their own, ultimately facilitating meaningful cultural comparisons.
Promoting intercultural awareness through culture teaching in English language education is essential Byram (1997) emphasizes that learners can critically evaluate cultural perspectives, practices, and products from their own and other cultures Peterson and Coltrane (2003) suggest that engaging with culture helps language learners understand appropriate social interactions, such as addressing others, expressing gratitude, making requests, and navigating agreements or disagreements with individuals from diverse backgrounds Additionally, Frank (2013) argues that teachers can significantly enhance learners' intercultural awareness by providing opportunities to explore and recognize cultural differences, ultimately increasing awareness of both the target culture and the learners' own cultural identities.
The integration of culture in English language education is essential for enhancing learners' intercultural knowledge, skills, attitudes, and awareness This study highlights the significant roles of culture in language learning, emphasizing that cultural understanding cannot be acquired through brief lessons on celebrations or customs Instead, culture acquisition is a lifelong process that requires deep engagement from learners (Peterson & Coltrane, 2003) Consequently, educators must prioritize the importance of culture when designing EFL and ESL courses to ensure effective cultural language instruction (Choudhury, 2014).
Students’ Perceptions towards the Role of Culture Learning in ELL
The student-centered approach, rooted in constructivist theory, emphasizes experiential learning over observation and has gained prominence in English language education due to its numerous benefits, including heightened student responsibility, active engagement in the learning process, and enhanced collaboration and communication among learners and educators (Nunan, 2015; Zohbrabi, Torabi, & Baybourdiani, 2012) In the context of Vietnamese EFL, this approach has also received significant attention, with Dang (2006) asserting that it fosters an active and dynamic learning environment where students take ownership of their education This method empowers learners through decision-making, critical thinking, reflection, and appreciation of diverse perspectives Pham (2010) further highlights that the student-centered approach equips local students with essential skills for the workforce, such as independence, creativity, proactivity, and teamwork.
Students' diverse learning styles, interests, and backgrounds significantly influence their perceptions and attitudes towards education Understanding these beliefs is crucial for tailoring instructional strategies to meet their needs effectively (Cheng, 2013) Research by Liu and Laohawiriyanon (2013) highlights the importance of cultural perceptions in English as a Foreign Language (EFL) learning, indicating that positive attitudes toward the target culture enhance language acquisition Therefore, EFL teachers must consider students' beliefs (Abidin, Pour-Mohammadi, & Alzwari, 2012) and focus on their perceptions to successfully integrate intercultural learning into language education, fostering students' Intercultural Competence (IC) and Intercultural Communicative Competence (ICC) (Tran & Duong, 2014) This study aims to explore English-major students' perceptions of culture's role in language learning and their ICC levels, with the intention of deriving insights for future teaching practices.
Definitions of Intercultural Communicative Competence (ICC)
Before defining intercultural communicative competence (ICC), it's crucial to differentiate it from intercultural competence (IC) Byram (1997) describes IC as the ability of foreign language learners to engage with individuals from different cultures in their native language This capability relies on their understanding of intercultural communication, a genuine interest in other cultures, and skills in interpretation, relationship-building, and exploration.
Intercultural competence (IC) encompasses five key categories of knowledge: savoir être, savoirs, savoir comprendre, savoir apprendre/faire, and savoir s’engager These categories collectively represent four essential aspects of IC, which include attitudes, knowledge, skills, and awareness, highlighting the importance of understanding and engaging with diverse cultures effectively.
Intercultural Communication Competence (ICC) refers to the ability to effectively engage with individuals from diverse cultures and countries, often in a foreign language This skill is closely tied to the participants' understanding of another culture, which is enhanced by their language proficiency Successful interaction relies on the appropriate use of language, as well as an awareness of its specific meanings, values, and connotations.
Recently, the concept of ICC has been spreading in the field of foreign language teaching and learning (Aguilar, 2010) and this term is used interchangeably with
‘intercultural willingness to communicate’, ‘cross-cultural competence’,
Intercultural communication competence (ICC) encompasses various concepts such as intercultural effectiveness and intercultural sensitivity (Mete, 2009) According to Sinicrope, Norris, and Wantanbe (2012), terms related to ICC include cross-cultural adaptation, multicultural competence, and global literacy Many scholars prefer the term ICC due to its neutrality, as it is not tied to specific cultural attributes (Kim & Ruben, 1992, as cited in Ahnagari & Zamanian, 2014).
The concept of Intercultural Communicative Competence (ICC) was first introduced by Baxter in 1983, with significant development by Byram since the mid-1990s This topic has since garnered widespread interest among researchers and scholars According to Tran and Seepho (2016), ICC refers to the ability to interact effectively and appropriately in a language other than one's native tongue, particularly with individuals from diverse linguistic and cultural backgrounds.
This study adopts the definition of Intercultural Communicative Competence (ICC) by Tran and Seepho, focusing on English as a non-native language A learner demonstrating ICC can communicate effectively and appropriately with individuals from diverse linguistic and cultural backgrounds "Appropriately" refers to the ability to exhibit suitable behaviors aligned with specific cultures, while "effectively" pertains to the learner's capacity to achieve desired outcomes in cultural interactions (Tran, 2015).
The Elements of Intercultural Communicative Competence (ICC)
Byram’s (1997) model of ICC comprises three components including knowledge, attitudes, and skills However, in 2000, Byram asserts ICC that involves following five elements:
Attitudes: curiosity and openness, readiness to suspend disbelief about other cultures and belief about one’s own
Knowledge: of social groups and their products and practices in one’s own and in one’s interlocutor’s country, and of the general processes of societal and individual interaction
Skills of interpreting and relating: ability to interpret a document or event from another culture, to explain it and relate it to documents from one’s own
The skills of discovery and interaction encompass the ability to gain new insights into a culture and its practices, while effectively applying knowledge, attitudes, and skills in real-time communication scenarios.
Critical cultural awareness/ political education: an ability to evaluate critically and on the basis of explicit perspectives, practices, and products in one’s own and other cultures and countries
According to Tran and Seepho (2016), Intercultural Communication Competence (ICC) encompasses two key dimensions: linguistic competence and intercultural competence Linguistic competence refers to the ability to produce and interpret meaningful language in accordance with its rules, encompassing the four fundamental language skills: listening, speaking, reading, and writing (Kojour, 2016) In contrast, intercultural competence involves the knowledge, attitudes, skills, and awareness necessary for effective cross-cultural communication Both Tran and Seepho (2016) and Chaouche (2016) emphasize that successful communication extends beyond mere linguistic proficiency; intercultural competence is crucial for fostering empathy, respect, and understanding among diverse cultures.
Tools for Intercultural Communicative Competence (ICC) Evaluation
To effectively develop Intercultural Communicative Competence (ICC) among English language students, specific assessments are essential for measuring their ICC levels (Ahnagari & Zamanian, 2014) Various assessment tools, including portfolios, formative assessments, and surveys, are utilized for this purpose Aguilar (2010) advocates for portfolios as the most suitable method, as they allow learners to engage in practical experiences and self-evaluate their ICC over time Conversely, Lussier et al (2007) emphasize the importance of formative assessments over summative ones, arguing that they better support the ongoing development of ICC Additionally, questionnaire surveys are highlighted as a straightforward method for assessing learners' ICC competence (Lussier et al., 2007) Consequently, due to time constraints, a questionnaire survey will be employed to evaluate students' ICC levels, with self-reported measures proving effective for this assessment (Peng & Wang).
In this study, the self-assessment questionnaire for Intercultural Communication Competence (ICC) is adapted from Tran (2015), with semi-structured interviews used to validate the questionnaire findings It is crucial to carefully design the questionnaire items to ensure accurate and reliable information is gathered.
Previous Studies
This study aims to explore English-major students' perceptions of the role of culture in English Language Learning (ELL) and their levels of intercultural communicative competence (ICC), while also examining differences in these perceptions A review of previous research reveals common trends, including a focus on comparing teachers' and learners' views on the significance of culture in language education Additionally, studies often investigate learners' perceptions separately from those of teachers regarding cultural instruction Furthermore, the research highlights the importance of assessing learners' intercultural competence and ICC By analyzing previous studies, the researcher seeks to identify gaps in the literature, particularly concerning research participants, design, and data collection methods related to culture teaching in language education and ICC dimensions.
Numerous studies have explored the perceptions of both teachers and learners regarding the role of culture in language education, particularly in English language teaching Researchers, including Drewelow (2012), Moloney (2007), Soureshjani (2013), and Rostami (2016), found that both groups generally held positive attitudes toward teaching culture, with no significant differences in their perceptions They also recognized the inseparable link between language and culture However, Cheng (2013) conducted a study with college English majors in Taiwan, revealing varied cultural perceptions among students and highlighting their challenges in grasping deeper cultural meanings The study indicated that American culture heavily influenced their views, and cultural learning was not prioritized in their education Students aimed primarily for English-related certifications, with cultural understanding deemed irrelevant to their linguistic proficiency This underscores the necessity of emphasizing culture in EFL education, as a deeper awareness and understanding of cultural contexts can significantly enhance language acquisition over time.
Recent studies have highlighted the importance of cultural awareness in language learning, focusing primarily on learners' perceptions Researchers such as Brooks-Lewis (2014) and Liu & Laohawiriyanon (2013) found that students generally hold positive attitudes towards cultural education in foreign language classrooms In particular, Liu and Laohawiriyanon (2013) surveyed 69 non-English major students in China, revealing a strong preference for learning about their home culture, followed by target and international cultures Similarly, Brooks-Lewis (2014) explored adult learners' views on cultural significance in language education at two universities in Mexico, using various data collection methods, and found that understanding one's own culture enhances awareness of other cultures Liu and Fang (2017) also examined university students' perceptions of home culture's role in intercultural communication, discovering that while students often had a limited understanding of their own culture, they recognized its critical impact on interactions with diverse speakers These findings suggest a need for integrating home and other cultures into English language curricula and pedagogical practices.
Recent studies by Erfani (2014) and Lopes-Murphy & Murphy (2016) emphasize the significance of teachers' perceptions regarding cultural types and the impact of cross-cultural experiences Findings indicate that teachers often integrate intercultural elements into their teaching, despite having preferences for source and target language cultures Erfani's research on Iranian English language teachers revealed a preference for promoting intercultural understanding in EFL classrooms, with an emphasis on developing students' cultural competence Interviews and questionnaires demonstrated that while some teachers valued both source and target cultures, the majority prioritized an intercultural approach to foster students' ability to navigate diverse cultural perspectives Similarly, Lopes-Murphy and Murphy's study involving 197 teachers across two U.S regions underscored the crucial role of cross-cultural experiences—such as speaking foreign languages and interacting with other cultures—in enhancing teachers' cultural competence.
Research by Ahnagari & Zamanian (2014), Cendel-Mora (2014), and Guncavdi & Polat (2016) highlights the significance of intercultural competence (ICC) in language learning It was found that practicing ICC fosters positive attitudes towards both learners' own culture and the target language culture, thereby motivating learners to improve their overall language skills Additionally, learners recognized the importance of understanding cultural differences and stereotypes, noting that language proficiency alone does not ensure success in international settings However, only a few respondents could effectively identify the three key dimensions of ICC: attitudes, knowledge, and behavior In contrast, Guncavdi and Polat (2016) reported that international students exhibited a high level of intercultural competence, including strong intercultural skills, attitudes, knowledge, and awareness.
In this paragraph, it is dedicated to review the previous studies in terms of research participants and settings, research designs and methods of data collection
The research involved a diverse group of participants, primarily university students and teachers, with participant numbers ranging from 2 to 197 for teachers and 9 to 230 for students Studies were conducted across various language education contexts, including secondary schools and universities, in countries such as Iran, America, Australia, China, Turkey, Thailand, and Vietnam Researchers predominantly utilized qualitative designs (7 out of 18), followed by quantitative (6 out of 18) and mixed-methods (5 out of 18) Data collection methods varied, with questionnaires and semi-structured interviews being the most frequently used tools, alongside in-depth interviews, classroom observations, tests, learning journals, and essays.
In summary, researchers have found that both teachers and learners generally possess positive attitudes toward the integration of culture in language education, particularly in English However, there remains ambiguity regarding how culture is incorporated into English language teaching While learners exhibit high levels of intercultural communicative competence (ICC), there is a lack of comparative analysis related to students' English proficiency across different academic levels, and insufficient methods for assessing ICC Most studies have employed qualitative research designs, which may introduce bias and fail to triangulate results effectively Additionally, the exploration of students' perceptions of culture in English language learning is often overlooked, and many researchers and educators in Vietnam remain unfamiliar with the concept of ICC, as evidenced by the limited literature on assessing learners' ICC Notably, four previous studies have examined the role of culture in English language teaching.
Teachers' beliefs significantly influence their classroom practices (Tran & Dang, 2014), while students' intercultural development is enhanced through language learning in Vietnamese tertiary education (Le & Ly, 2014) Additionally, EFL learners' perceptions of intercultural language education highlight the importance of communicative teaching methods (Tran & Seepho).
This study addresses the gap in research regarding English-major students' perceptions of the role of culture in English language learning within the Vietnamese EFL context While previous studies have explored various aspects of intercultural teaching, the specific evaluation of students' levels of intercultural competence (ICC) remains largely overlooked The aim is to investigate how these students perceive cultural influences in their English education and to assess their actual ICC levels Additionally, the study seeks to identify any significant differences between students' perceptions of culture's role in language learning and their corresponding ICC levels.
Chapter Summary
This chapter explores the concept of world Englishes and English as a Lingua Franca, highlighting the interplay between culture and language and its significance in English language education It also presents students' perceptions regarding the importance of cultural learning in their English studies Additionally, the chapter defines Intercultural Communicative Competence (ICC) and its key components, concluding with an overview of tools for evaluating ICC The research methodology employed in this study will be detailed in chapter three.
RESEARCH METHODOLOGY
Introduction
This study aims to explore English-major students' perceptions of the role of culture in English language learning and their levels of Intercultural Communicative Competence (ICC) at An Giang University Additionally, it seeks to identify differences in these perceptions and ICC levels across various academic study levels The research questions focus on understanding how cultural influences affect language learning and the varying degrees of ICC among students.
1) What are English-major students’ perceptions of the role of culture in English language learning?
2) At what levels are English-major students’ levels of intercultural communicative competence?
3) Are there any significant differences in students’ perceptions of the role of culture in English language learning and their levels of ICC in terms of levels of academic study? If yes, how?
This chapter outlines the methodology used to address the research questions, detailing the research setting, design, and instruments employed It also describes the procedures for data collection and analysis, includes insights from a pilot study, and discusses essential ethical considerations.
Research Setting
This study, conducted at the Faculty of Foreign Languages at An Giang University, focused on two English language training programs: English Language Education and English Language Studies During the academic year 2017-2018, the faculty had a total of 402 students, including 167 freshmen, 65 sophomores, 78 juniors, and 92 seniors The primary aim was to compare students' perceptions of the role of culture in English language learning and their levels of intercultural communicative competence (ICC) across different academic years, thereby including participants from all four years in the research.
The university boasts a diverse faculty of 44 teachers, including one Ph.D holder and six Ph.D candidates from Australia, Canada, and Thailand The remaining faculty members possess Master’s degrees in TESOL and Applied Linguistics Additionally, the university benefits from the expertise of international volunteer lecturers from countries such as America and Norway.
Students now have the chance to engage in cultural exchange programs with peers from Hong Kong University, allowing them to interact with international students Some participants take on roles as coordinators and translators, enhancing the experience and facilitating communication during these enriching programs.
The university boasts excellent teaching and learning facilities for English, featuring a well-equipped library and dedicated internet sections Most classrooms are outfitted with cassette players, computers, projectors, and overhead projectors, enabling both students and teachers to effectively engage in classroom activities and utilize modern teaching methods.
English-major students engage in a comprehensive curriculum that encompasses the four essential language skills: listening, speaking, reading, and writing Their studies also cover a diverse range of subjects, including phonetics, semantics, morphology, second language acquisition, business English, and tourism English Notably, intercultural communication is offered as an optional course for third-year students, allowing them to enhance their understanding of cultural nuances in language use.
In mixed research design, convenient sampling allows researchers to select accessible participants, though it may introduce bias (Creswell, 2012) To mitigate this, it's essential to provide demographic information about the sample (Fraenkel & Wallen, 2009) In this study, participants were conveniently chosen from English language majors at An Giang University, totaling 160 students across all academic levels Their willingness to participate in a survey was solicited, and a representative group also took part in interviews, with the study's objectives clearly communicated to all participants.
The researcher obtained permission from the head of the faculty of foreign languages at An Giang University to collect data using a convenience sampling method, which was chosen due to practical constraints Fourth-year students were engaged in teaching practice, while third-year students were occupied with teaching observations, and first- and second-year students were taking exams, making it challenging to contact all students Ultimately, 160 participants completed the questionnaire, with demographic data outlined in Table 3.1, including gender, age, major, academic level, years of English study, overseas experience, and prior intercultural knowledge Notably, female participants (84.4%) significantly outnumbered males (15.6%), and nearly half (47.5%) were under 20 years old, reflecting the youthful demographic of university students All participants were English majors, specializing in English language education (38.8%) and English language studies (61.2%), although their specific majors were not the focus of this study The participants were evenly distributed across four academic levels, with 65% having studied English for 11 to fewer than 15 years, compared to 33.8% who studied for 7 to 10 years, and only 1.3% for over 15 years While a small fraction (11.3%) had traveled abroad, a majority (88.1%) had communicated with foreigners, and most participants (71.3%) had not taken intercultural courses, with approximately 30% having participated in such courses.
Table 3.1: Research participants’ general information
English language education English language study
11.3 88.7 Experience of talking to foreigners
88.1 11.9 Previous knowledge of intercultural course(s)
Out of 160 participants, 11.9% volunteered for group interviews, resulting in a total of 19 students from four academic levels, with nearly equal representation across years, except for third-year students who made up 21% due to one absence The interviewees comprised 63% female and 37% male students, with 58% aged 21 to 30, slightly surpassing the 42% of students under 20 A majority, 53%, were pursuing English language education, while 47% focused on English language studies Most students (95%) had studied English for 7 to 10 years, with only 5% studying for 11 to under 15 years Significantly, all interviewees reported interactions with foreigners, although 85% had minimal overseas experience Additionally, three-fifths of the students had previously taken intercultural courses, which were optional in their curriculum.
English language education English language study
85 Experience of talking to foreigners
0 Previous knowledge of intercultural course (s)
Research Design
A case study, as defined by Yin (1984), is an empirical inquiry that examines a contemporary phenomenon within its real-life context, especially when the boundaries between the phenomenon and context are unclear, utilizing multiple sources of evidence Zaidah (2007) highlights several advantages of case studies, including the ability to analyze data within the environment where the activity occurs, the suitability of both instrumental and collective approaches for quantitative and qualitative analysis, and the adaptability of case study design to various research questions and settings Consequently, the case study approach is valuable for researchers seeking to explore and understand complex issues effectively.
This study utilized a mixed-method research design, combining both quantitative and qualitative approaches to gather comprehensive information and gain diverse perspectives According to Creswell (2012), this methodology offers a detailed understanding of the research context Additionally, Fraenkel and Wallen (2009) highlight that mixed-method research enhances comprehension of research problems by clarifying relationships between variables, allowing for in-depth exploration, and confirming findings Given these significant advantages, the researcher chose to implement a mixed-method approach in this study.
Research Instruments
The mixed method approach applied two research instruments for collecting data: a questionnaire and semi-structured interview
Questionnaires are essential tools in academic research due to their practicality and ability to gather extensive information from a large sample in a short timeframe They facilitate quick and easy quantification of results, either manually or with software like SPSS version 20 Furthermore, questionnaires can address various issues, including language use, communication challenges, learning preferences, classroom activities, and individual attitudes and beliefs (Richards, 2001) In this study, the questionnaire was adapted from Erfani (2014), Tran and Seepho (2014, 2015), and Byram (1997) to align with the research objectives The survey comprised two sections: Part A focused on participants' demographic data, while Part B explored students' perceptions of cultural roles and their levels of intercultural communicative competence (ICC).
Part A gathered essential background information from respondents, including their gender, age, academic major, level of study, years of English learning, overseas experience, interactions with foreigners, and prior knowledge of intercultural courses These variables were crucial for enhancing the interpretation of the research questions Additionally, the section included an interview invitation for participants to express their willingness to join the interview by providing their email addresses.
(I) Students’ perceptions of the role of culture in English language learning
The survey items of this part were constructed based upon five sub-variables:
The integration of culture in English language learning is essential, encompassing various factors such as intercultural knowledge, skills, attitudes, and awareness A study utilized a five-point Likert scale to assess 16 items, focusing on the necessity and importance of cultural integration through items rn1 to rn4 Additionally, items rk9 to ric25 explored the role of culture in language learning, specifically addressing intercultural knowledge (rk9–rk11), skills (rs12–rs15), attitudes (ra16 & ra17), and awareness (raw18–raw20) To enhance interpretation, four additional items (rc5–rc8) examined different types of culture, providing a comprehensive understanding of cultural integration in language education.
(II) Levels of Intercultural Communicative Competence
The survey items for this part were designed depended upon two sub-variables:
Language competence (LC) refers to students' self-assessment of their listening, speaking, reading, and writing skills In contrast, intercultural competence (IC) encompasses four key factors: knowledge, skills, attitudes, and awareness To evaluate these competencies, a survey comprising 48 items was developed, utilizing a five-point Likert scale ranging from very low to very high Specifically, the survey included items L, S, R, and W for language skills, items ia1 to ia8 for intercultural attitudes, items k1 to k21 for intercultural knowledge, items s1 to s9 for intercultural skills, and items aw1 to aw6 for intercultural awareness.
To ensure the quality of the study, it is essential to consider the reliability and validity of the research instruments, which guarantee consistent and accurate measurements In this research, a questionnaire served as a primary tool for data collection.
The questionnaire was initially designed in English and validated by field experts before being translated into Vietnamese by the researcher To ensure translation accuracy, it was reviewed by experts and a Vietnamese English language teacher A pilot test of the Vietnamese version was conducted to assess the clarity of the wording and instructions, as well as to estimate the time required for respondents to complete the questionnaire Data from this pilot phase were analyzed using SPSS version 20 and Cronbach’s alpha to evaluate item reliability According to Fraenkel & Wallen (2009), a Cronbach’s alpha above 700 indicates reliable items The results, as shown in Table 3.3, confirmed the overall reliability of the questionnaire, with most constructs exceeding the 700 threshold However, the reliability scores for intercultural skills, attitudes, and language competence ranged from 634 to 664, which are considered acceptable due to their adaptation from previous studies.
Table 3.3: Reliability of Sub-Variables
Sub-variables of the role of culture in ELL
Necessity and importance of culture 770 4
Sub-variables of the ICC
Interviews are a powerful method for data collection, providing in-depth exploration of issues (Richards, 2001) Semi-structured interviews, in particular, offer flexibility and depth, allowing for the modification of questions during the interview process (Fraenkel & Wallen, 2009) They serve as a valuable tool for triangulating information gathered from questionnaires To gain comprehensive insights for the study, the researcher developed an interview protocol (see Appendix C1) that included the interview process and questions regarding participants' views on the role of culture in English language learning and their understanding of intercultural communicative competence (ICC) Initially designed in English and reviewed by experts, the semi-structured interview was subsequently translated into Vietnamese and verified by other educators for translation accuracy A pilot interview was then conducted to confirm the validity and reliability of the process.
Data Collection and Analysis Procedures
The researcher facilitated the data collection process by distributing a Vietnamese questionnaire to students at an optimal time, encouraging their willingness to participate Students dedicated approximately thirty minutes to complete the survey, which included time for instructions and explanations from the researcher The collected data was processed using SPSS version 20, employing descriptive statistics such as frequency, means, and standard deviation Additionally, ANOVA tests and Post hoc Tukey tests were conducted to assess variations in students' perceptions of cultural roles and their levels of intercultural competence (ICC) Responses were measured on a five-point Likert scale, ranging from strongly disagree to strongly agree, and interpreted based on mean (M) scores.
M= 2.61 - 3.40: Neutral M= 3.41 - 4.20: Agree M= 4.21 – 5.00: Strongly agree Also, the five-point Likert-scale from very low to very high was interpreted in terms of mean (M) score as follows:
M=1.00 - 1.80: Very low M=1.81 - 2.60: Low M=2.61- 3.40: Average M=3.41 - 4.20: High M=4.21 - 5.00: Very high
To enhance the validity of questionnaire responses, an interview was conducted with 19 students, recruited through cluster sampling, to triangulate the data The author engaged with participants either face-to-face or via email to clarify the research objectives The interviews, organized in four groups based on academic levels, were held in a comfortable setting to encourage open dialogue, lasting approximately thirty minutes each Additional questions were posed during the interviews to clarify responses, and sessions were recorded using an MP3 recorder for data analysis Content analysis, a widely used technique in social sciences, was employed to process the data, utilizing coding to identify patterns and deepen understanding of the study's subject matter (Candel-Mora, 2014).
The methods of data analysis in relation to the research questions and instruments for the whole study are summarized in Table 3.4
Table 3.4: Methods of data analysis in relation to the research questions and instruments
Research questions Instruments Data Analysis
RQ1 What are English-major students’ perceptions of the role of culture in English language learning?
Quantitative analysis -Descriptive statistics Qualitative
RQ2 At what levels are English- major students’ levels of intercultural communicative competence?
- ANOVA test -Post hoc Tukey test
Research Question 3 investigates whether students' perceptions of the role of culture in English language learning differ significantly based on their academic levels, and if so, how these differences manifest.
Quantitative analysis -Descriptive statistics -ANOVA test
Pilot Study
To enhance the effectiveness of the survey instruments and address potential issues that could affect the study's quality, the researcher conducted a pilot study involving both questionnaires and interviews with English major students at An Giang University.
In a pilot study, five students completed a questionnaire, providing valuable feedback on its format and clarity Participants noted that the spacing between "demographic information" and "main concepts" was excessive, leading to concerns about respondent engagement due to the survey's length One tester emphasized that a lengthy survey could bore respondents, prompting the researcher to consolidate the content into a single page Additionally, feedback highlighted the need to avoid extreme language, resulting in the revision of items to eliminate the word "very." These insights were deemed essential for enhancing the data collection process.
In a semi-structured interview, two students were invited to participate, where ten questions were posed, and participants alternated in their responses To enhance understanding, the researcher employed clarifying questions, particularly after discovering that the terms "home culture," "target language culture," and "foreign culture" were challenging for the participants By providing clear explanations and examples, the researcher ensured the students grasped these concepts, which were subsequently integrated into the actual interview process to facilitate more accurate and relevant responses.
Following the pilot study that included both questionnaires and interviews, the researcher revised the questionnaire format based on participant feedback In particular, for the semi-structured interviews, the researcher carefully outlined and explained key concepts related to home culture, target language culture, and foreign culture beforehand This approach aimed to ensure that learners had a clear understanding and guidance, enabling them to provide relevant information for the study.
Ethical Considerations
Some ethical issues were addressed in this study as follows:
1 The researcher submitted and presented the proposal study in front of the Thesis Examining Committee established by Graduate School of Ho Chi Minh City Open University (HCMC OU) and the research proposal was approved
2 For data collecting phase, the researcher asked the Graduate School of HCMC OU for the introduction letter to conduct the survey
3 The researcher presented the introduction letter to the Vice Dean of the Faculty of Foreign Languages of An Giang University to have permission for collecting the data.
Chapter Summary
Chapter 3 has presented the research methodology used to conduct this study It first presented the research setting including research location and participants of the study The research design was the next part, followed by research instruments and data collection and data analysis procedures, and pilot study Finally, ethical considerations were taken into account In the following chapter, the results collected are reported and interpreted.