Teachers’ and students’ perceptions of integrating culture in an english language classroom at nguyen thai binh secondary school (master’s thesis)

MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY VO THI MINH NGOC TEACHERS’ AND STUDENTS’ PERCEPTIONS OF INTEGRATING CULTURE IN AN ENGLISH LANGUAGE CLASSROOM AT NGUYEN THAI BINH SECONDARY SCHOOL MASTER’S THESIS Ba Ria – Vung Tau, March 2023 MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY VO THI MINH NGOC TEACHERS’ AND STUDENTS’ PERCEPTIONS OF INTEGRATING CULTURE IN AN ENGLISH LANGUAGE CLASSROOM AT NGUYEN THAI BINH SECONDARY SCHOOL MASTER’S THESIS Submitted to the Postgraduate Institute in partial fulfillment of the Master’s degree in TESOL Course code: 8140111 SUPERVISED BY ASSOC PROF PHAM HUU DUC, PH.D Ba Ria – Vung Tau, March 2023 ii STATEMENT OF ORIGINAL AUTHORSHIP I certify that this thesis entitled “Teachers’ and Students’ perceptions of integrating culture in an English language classroom at Nguyen Thai Binh Secondary school” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Vung Tau, February 2022 Signature Vo Thi Minh Ngọc iii ACKNOWLEDGEMENTS Firstly, I would like to express my deep sense of gratitude to my supervisor for his helpful guidance, insightful comments and especially her enthusiastic encouragements Without her my thesis would not have been completed Secondly, I am also grateful to all the participants who were enthusiastic and cooperative in completing the online surveys and interviews Without their cooperation, this thesis could not have such precious and reliable data for analysis Especially, I am thankful to all of my students and colleagues for their great encouragement and support whenever I felt exhausted and dealt with the difficulties during the progress of conducting the research Lastly, I would like to express my profound gratitude to my family, especially my parents who have constantly supported me both spiritually and materially during the completion of the thesis iv ABSTRACT Integrating culture into the teaching and learning of English in the classroom implies not only the transmission of intercultural knowledge but also the learners’ enthusiasm in the language On that basis, this thesis was carried out with the main aim at exploring the secondary school teachers’ and students’ perceptions of integrating culture in an English language classroom at Nguyen Thai Binh Secondary school to find out the challenges the secondary teachers and students may encounter to provide some recommendations for secondary school teachers and students to teach and learn English effectively This study used a mixed-methods approach, but the quantitative data collection method was commonly used In my school, there were 15 English teachers at Nguyen Thai Binh Secondary school, teachers from other schools and 120 students from four grades who took part in the survey In terms of data analysis, quantitative data was analyzed using descriptive statistics (e.g., mean, standard deviation, and frequencies/ percentages), whereas qualitative data was analyzed using content analysis Teachers are typically aware of the necessity of teaching and integrating culture in the foreign language classroom, according to the findings of the data analysis It was also shown that while all teachers have some awareness of parts of the target culture, how they deal with the target culture is heavily influenced by curricular considerations and limits Students, on the other hand, have had a lot of trouble understanding the cultural aspect of learning a new language The study's findings have various implications for the integration of culture in foreign language classes, as well as suggestions for further research v TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP iii ACKNOWLEDGEMENTS iv ABSTRACT v LIST OF FIGURES .ix LIST OF TABLES xi LIST OF ABBREVIATIONS xiii CHAPTER INTRODUCTION 1.1 Rationale for the study 1.2 Aims and objectives of the study 1.2.1 Aims 1.2.2 Objectives 1.3 Scope of research 1.4 Research questions 1.5 Significance of the Study 1.6 Organization of the Study CHAPTER 2: LITERATURE REVIEW 2.1 Overview of culture and language 2.1.1 The definition of culture .7 2.1.2 The definition of language 2.1.3 The role of culture in teaching and learning English language 2.2 Teachers’ perceptions 10 2.3 Students’ perceptions 13 2.4 Some different views on culture in language learning 14 vi 2.5 Previous Studies 17 2.6 Theoretical framework of the study 19 2.6.1 Teachers’ cultural cognition 19 2.6.2 Teachers’ professional teaching skills .21 2.6.3 Teachers’ emotions 22 2.6.4 Students’ motivations 23 2.7 Summary 24 CHAPTER 3: METHODOLOGY 25 3.1 Research questions 25 3.2 Research design 25 3.3 Research setting and participants 26 3.3.1 Research setting 26 3.3.2 Participants 27 3.4 Research instruments 30 3.4.1 Questionnaire 30 3.4.2 Validity and Reliability of the Instruments .30 3.4.3 Pilot study .31 3.5 Data collection and analysis procedures 32 3.6 Ethical issues 33 3.7 Summary 33 CHAPTER 4: RESEARCH RESULTS 34 4.1 Findings 34 4.1.1 Findings from students' survey (See APPENDIX B) 34 4.1.2 Findings from teachers' survey (See APPENDIX C) 39 vii 4.2 Results for the research questions 51 4.2.1 Research question 51 4.2.2 Research question 53 4.3 Discussion 53 4.4 Summary 55 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 56 5.1 Conclusions 56 5.2 Pedagogical Implications for teachers and students .58 5.2.1 Teachers .58 5.2.2 Students .59 5.2.3 Limitations 60 5.3 Summary 60 REFERENCES 61 APPENDIXES 65 APPENDIX A: GROUP DISCUSSION OUTLINE 65 APPENDIX B: STUDENT SURVEY QUESTIONS FOR STUDENTS 68 APPENDIX C: SURVEY QUESTIONS FOR TEACHERS 70 viii LIST OF FIGURES Figure What constitutes culture? Figure 2 Theoretical framework of the study 19 Figure Data collection and analysis procedures of the study 32 Figure Results of student’ the choice of studying English was my own 35 Figure 2Results of student’studying English because it is a worldwide language 36 Figure Results of student’ studying English because it enables me to make friends through social media 37 Figure 4Results of student’ studying English because it is the language to communicate with all people abroad 38 Figure Results of student’ studying English because I want to know about the English culture 39 Figure Results of teacher’ the importance of integrating culture in teaching English 40 Figure Results of teacher’ providing my students with appropriate language to be used in different communication situations 41 Figure Results of teacher’ helping my students learn about how to things and behave in different social interactions 42 Figure Results of teacher’ asking my students to share aspects of their own culture in English 43 Figure 10 Results of teacher’ asking my students to all kinds of projects to introduce their own or local culture to foreigners 44 Figure 11 Results of teacher’ asking my students to discover an aspect of a foreign culture and recommend it to their friends 45 ix Figure 12 Results of teacher’ using videos, CD-ROMs or the Internet to illustrate aspects of foreign cultures 46 Figure 13 Results of teacher’ encouraging students to explore the causes of differences between domestic and foreign cultures 47 Figure 14 Results of teacher’ relating cultural content to what I have learned and experienced about foreign cultures or countries 48 Figure 15 Results of teacher’ finding it easy to combine the language and the culture 49 Figure 16 Results of teacher’ introducing culture before or after lesson 50 Figure 17 Results of teacher’ using multi-method to teach cultures 51 x The majority of respondents, with the exception of those who had intercultural experience and understood the value of understanding one's own culture better, supported this conclusion Given that English-speaking cultures have traditionally been seen as the majority in ELT, this may not come as a surprise After all, having a realistic view of oneself is the foundation of intercultural competency Another important result is that the students mostly get textbook-based training, and that the cultural dimension is generally more or less integrated into all three levels of competency However, in order to promote the students' learning, teachers of high-level pupils employ more authentic materials or student-centered, project-based activities, i.e., an intercultural-based approach In contrast, intercultural training in lower-level classrooms is typically more textbook-based and focuses on grammar, vocabulary, and phrases This may help to explain why fewer low level students agreed or strongly agreed with the advantages of learning about different cultures A number of ELT English textbooks have a cultural syllabus with room for a culture note or cultural corner to help students explore life in different parts of world Moreover, for the development of cultural awareness, cultural-related topics are more or less included in recent English textbooks However, the concern with such resources is how to teach or raise cultural awareness, and the teaching methodology As Luo’s (2017) study on textbooks concerning content and pedagogy from the perspective of ELF showed, teachers’ treatment of the textbooks was not ELF-oriented when taking into account the student level Thus, including more culture teaching in textbooks is not effective unless teaching methodologies change to utilize this effectively 5.2 Pedagogical Implications for teachers and students The findings of this study have a number of important implications for future pedagogical practices To implement teachers’ and students’ perceptions of integrating culture in an ELF classroom successfully, some suggestions for teachers, and students will be drawn out in detail as follows 5.2.1 Teachers Explicit cultural integration should be taken into consideration in addition to 58 changing curriculum objectives and textbooks in order to close the gap between teachers' current practices and the effective implementation of cultural integration into EFL teaching as a requirement of educational reformation In other words, teachers should alter the activities outlined in the textbooks to encourage true cross-cultural interactions among students and reflect on the cultural material in the textbooks more critically in light of their own experiences as social and cultural informants Without assistance and direction from educational management, the teachers are unlikely to be able to implement the implications Actually, due to the overriding emphasis on teaching EFL for testing and the overloaded curriculum, teachers were unable to strengthen the cultural integration practices (Chau and Truong, 2018) Additionally, neither pre-service nor in-service teacher education provided teachers with training in IC or intercultural teaching pedagogy (Nguyen, 2013) Without a thorough understanding of pedagogy, teachers run the risk of making cultural integration shallow and dissociative (Sercu et al., 2005) The positionality and teaching methodology of cultural integration should therefore be taught to teachers Teachers lacked the flexibility to conduct cultural integration because they lacked governmental direction and adequate training 5.2.2 Students Students should put self-study first in order to acquire a foreign language more effectively To develop their own skills, students must learn, practice, and work on them Self-study involves exploring one's own interests, consulting dictionaries, working out alone, and using recordings and discs to practice speaking and listening Such self-study demonstrates the learner's independence and confidence, both of which are crucial for learning success For those who already have some basic knowledge of a foreign language and want to delve further into that language's world, this is a crucial prerequisite Numerous effective foreign language learners have demonstrated through experience that the key to success is independent study That is not to say that I underestimate the role of the "guide" but if you only wait for external help without being passionate about it, you cannot learn a foreign language well 59 Learning a foreign language fluently is unquestionably a key pathway to success in the modern context, where youth are not permitted to postpone, especially for young people, who have always been trusted as a shock force on all fronts Integration of Vietnamese youth and ethnic group has been effective Globalization is creating both opportunities and problems while also altering a wide range of conceptions in all spheres of social life The ability to communicate in other cultures and languages is essential for global integration Learning a foreign language alone demonstrates the tendency to improve each person's and each nation's capacity for integration Young people need to understand the importance of this education and have access to the most effective teaching strategies 5.2.3 Limitations The study makes a valuable contribution to the changes in language teaching and learning at secondary level in Vung Tau in general and in Nguyen Thai Binh Secondary school in particular Nevertheless, it may contain some shortcomings that need to be considered in future research First, there were just only Nguyen Thai Binh secondary school teachers and five teachers from other schools invited for the interviews, so the study has not explored all the aspects in relation to perceptions which make teachers apprehend integrating culture in the classrooms Second, the study has not presented experiment - based solutions which aim to help teachers overcome impediments in the execution of integrating culture in the language classroom 5.3 Summary This chapter first presented the conclusions of the research findings The conclusions were followed by suggestions for improving the integration of culture in the classroom and the pedagogical implications for teachers and students for the implementation of integrating culture in the classroom Finally, the limitations of the study were acknowledged 60 REFERENCES Adaskou, K., Britten, D., & Fahsi, B (1990) Design decisions on the cultural content of a secondary English course for Mororcco ELT journal, 44(1), 3-10 Atkinson, D (1999) TESOL and culture TESOL quarterly, 33(4), 625-654 Bayraktaroğlu, A., & Sifianou, M (2001) Linguistic politeness across boundaries: The case of Greek and Turkish (No Title) Bayyurt, Y (2006) Non‐native English language teachers’ perspective on culture in English as a foreign language classrooms Teacher Development, 10(2), 233-247 Beausaert, S A., Segers, M S R., & Wiltink, D P (2013) The influence of teachers’ teaching approaches on students’ learning approaches: The student perspective Educational research, 55(1), 1-15 Boler, M (1999) Feeling power: Emotions and education Routledge Borg, S (2003) Teacher cognition in grammar teaching: A literature review Language awareness, 12(2), 96-108 Borg, S (2011) The impact of in-service teacher education on language teachers’ beliefs System, 39(3), 370-380 Brislin, R W (2000) Cross-cultural training 10 Brown, L V (2007) Psychology of motivation Nova Publishers 11 Byram, M., & Risager, K (1999) Language teachers, politics and cultures Multilingual Matters 12 Byram, M., Gribkova, B., & Starkey, H (2002) Developing the intercultural dimension in language teaching: A practical introduction for teachers Language Policy Division, Directorate of School, Out-of-School and Higher Education, Council of Europe 13 Byrd, D (2014) Learning to Teach Culture in the L2 Methods Course Electronic Journal of Foreign Language Teaching, 11(1) 14 Chau, T H H., & Truong, V (2019) The integration of intercultural education into teaching English: What Vietnamese teachers and say International Journal of Instruction, 12(1), 441-456 61 15 Clayton, C., Barnhardt, R., & Brisk, M E (2008) Language, culture, and identity Language, culture, and community in teacher education, 21-45 16 Damen, L (1987) Culture learning: The fifth dimension in the language classroom Addison-Wesley 17 Faas, D (2008) From foreigner pedagogy to intercultural education: An analysis of the German responses to diversity and its impact on schools and students European Educational Research Journal, 7(1), 108-123 18 Fantini, A E., & Richards, J C (1997) New ways in teaching culture (pp 4044) Teachers of English to Speakers of Other Languages 19 Frenzel, A C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R E (2009) Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment Journal of educational psychology, 101(3), 705 20 Fried, L., Mansfield, C., & Dobozy, E (2015) Teacher emotion research: Introducing a conceptual model to guide future research Issues in Educational Research, 25(4), 415-441 21 Goodenough, W H (1957) Oceania and the problem of controls in the study of cultural and human evolution The Journal of the Polynesian Society, 66(2), 167 22 Graddol, D (2006) English next (Vol 62) London: British council 23 Hargreaves, A (1998) The emotional practice of teaching Teaching and teacher education, 14(8), 835-854 24 Izard, C E (2010) The many meanings/aspects of emotion: Definitions, functions, activation, and regulation Emotion Review, 2(4), 363-370 25 Kozulin, A., Gindis, B., Ageyev, V S., & Miller, S M (Eds.) (2003) Vygotsky's educational theory in cultural context Cambridge University Press 26 Kramsch, O (1998) Tropics of Planning Discourse In Making the Invisible Visible (pp 163-183) University of California Press 27 Krashen, S D (1982) Acquiring a second language World Englishes 28 Lado, R (1964) LANGUAGE TEACHING, A SCIENTIFIC APPROACH 62 29 Lessard-Clouston, M (1997) Towards an understanding of culture in L2/FL education The Internet TESL Journal, 3(5), 12 30 Linares de Sapir, O (1968) Cultural chronology of the Gulf of Chiriqui, Panama 31 Menard–Warwick, J (2009) Co‐constructing representations of culture in ESL and EFL classrooms: Discursive faultlines in Chile and California The Modern Language Journal, 93(1), 30-45 32 Newberry, M (2010) Identified phases in the building and maintaining of positive teacher–student relationships Teaching and Teacher Education, 26(8), 1695-1703 33 Nguyen, T T T (2017) Integrating culture into language teaching and learning: Learner outcomes The Reading Matrix: An International Online Journal, 17(1), 145-155 34 Oatley, K (2000) The sentiments and beliefs of distributed cognition 35 Paran, A (2008) The role of literature in instructed foreign language learning and teaching: An evidence-based survey Language teaching, 41(4), 465-496 36 Patrikis, P C (1988) Reports and Reforms: Where Are the Foreign Languages? ADFL Bulletin, 20(1), 14-19 37 Phipps, S., & Borg, S (2007) Exploring the relationship between teachers' beliefs and their classroom practice Teacher Trainer, 21(3), 17 38 Pulverness, A., & Tomlinson, B (2003) Materials for cultural awareness Developing materials for language teaching, 426-438 39 Rivers, W M (2018) Teaching foreign language skills University of Chicago Press 40 Robinson‐Stuart, G A I L., & Nocon, H (1996) Second culture acquisition: Ethnography in the foreign language classroom The Modern Language Journal, 80(4), 431-449 41 Ryan, A M., Gheen, M H., & Midgley, C (1998) Why some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure Journal of educational psychology, 90(3), 528 63 42 Scherer, K R (2000) Psychological models of emotion The neuropsychology of emotion, 137(3), 137-162 43 Sowden, C (2007) Culture and the ‘good teacher’in the English language classroom ELT journal, 61(4), 304-310 44 Swiderski, R M (1993) Teaching Language, Learning Culture 45 Tang, Y., Zhang, W., Chen, K., Feng, S., Ji, Y., Shen, J., & Liu, Y (2006) Arithmetic processing in the brain shaped by cultures Proceedings of the National Academy of Sciences, 103(28), 10775-10780 46 Tatto, M T (1998) The influence of teacher education on teachers' beliefs about purposes of education, roles, and practice Journal of teacher education, 49(1), 66-77 47 Tran, B (2016) Communication (intercultural and multicultural) at play for cross cultural management within multinational corporations (MNCs) In Handbook of research on impacts of international business and political affairs on the global economy (pp 62-92) IGI Global 48 Vermunt, J D., & Verloop, N (1999) Congruence and friction between learning and teaching Learning and instruction, 9(3), 257-280 49 Vygotsky, L S., & Cole, M (1978) Mind in society: Development of higher psychological processes Harvard university press 50 Yan, E M., Evans, I M., & Harvey, S T (2011) Observing emotional interactions between teachers and students in elementary school classrooms Journal of Research in Childhood Education, 25(1), 82-97 51 Zembylas, M (2003) Emotions and teacher identity: A poststructural perspective Teachers and teaching, 9(3), 213-238 64 APPENDIXES APPENDIX A: GROUP DISCUSSION OUTLINE Part 1: Introduction Dear teachers! My name is Vo Thi Minh Ngoc - Master's student in English language program, Ba Ria - Vung Tau University For the purpose of completing my research thesis on “Perceptions of students and teachers in integrating culture into an English classroom in Nguyen Thai Binh school”, I would like to ask for your support by spending a little time to exchange some of your thoughts and suggestions help me on this issue Thank you very much for your cooperation Part 2: Discussion content 2.1 Discuss the factors in the research model Question 1: What factors affect the integration of culture into English lessons at Nguyen Thai Binh Secondary School? Question 2: Based on the factors proposed by the author, please give your opinion on the elements of cultural integration in English lessons at Nguyen Thai Binh Secondary School of teachers stated below: Components Agree Disagree No opinion I am aware the importance of integrating culture in teaching English I provide my students with appropriate language to be used in different communication situations I help my students learn about how to 65 Notes things and behave in different social interactions I ask my students to share aspects of their own culture in English I ask my students to all kinds of projects to introduce their own or local culture to foreigners I ask my students to discover an aspect of a foreign culture and recommend it to their friends I use videos, CD-ROMs or the Internet to illustrate aspects of foreign cultures such as songs, movies, fashion, festivals, etc I encourage students to explore the causes of differences between domestic and foreign cultures I relate cultural content to what I have learned and experienced about foreign cultures or countries I find it easy to combine the language and the culture I always introduce culture before or after lesson I use multi-method to teach cultures 66 Question 2: Based on the factors suggested by the author, please give your opinion on the factors of cultural integration into English lessons at Nguyen Thai Binh Secondary School of the students mentioned down here: Components Agree Disagree No Notes opinion I chose to study English (the choice of studying English was my own) I am studying English because it is a worldwide language I am studying English because it enables me to make friends through social media I’m studying English because it is the language to communicate with all people abroad I am studying English because I want to know about the English culture In addition, you have any additional factors that affect the integration of culture into English lessons at Nguyen Thai Binh Secondary School and could you please explain in more detail? 67 APPENDIX B: STUDENT SURVEY QUESTIONS FOR STUDENTS Dear students! For the purpose of completing the research thesis topic on “Perceptions of students and teachers in integrating culture into an English classroom in Nguyen Thai Binh school”, I look forward to your cooperation by answering the questions in the survey Collected data is used for scientific research only She commits that the information about NC results will be in the form of statistics without specifying the name of an individual Thank you very much for your cooperation Part I: PERSONAL INFORMATION Please provide some more information about yourself by placing a cross (X) in the boxes : Students please indicate gender: Male Female Please indicate your grade level: Grade Grade Grade Grade Part II: SURVEY INFORMATION For each statement, students should answer by placing an X on one of the numbers to 5; By convention, the larger the number, the more students agree: 1: Totally disagree; 2: Disagree; 3: Normal; 4: Agree; 5: Totally agree No Question content Level of agreement I chose to study English (the choice of studying English was my own) I am studying English because it is a worldwide language 68 5 1: Totally disagree; 2: Disagree; 3: Normal; 4: Agree; 5: Totally agree No Question content Level of agreement I am studying English because it enables me to make friends through social media I’m studying English because it is the language to communicate with all people abroad I am studying English because I want to know about the English culture Thank you very much for your cooperation 69 5 APPENDIX C: SURVEY QUESTIONS FOR TEACHERS Dear teachers! For the purpose of completing my research thesis on “Perceptions of students and teachers in integrating culture into an English classroom in Nguyen Thai Binh School”, I look forward to your support by answering the questions in the survey Collected data is used for scientific research only I commit that the information about NC results will be in statistical form without specifying the name of an individual or unit Thank you very much for your cooperation Part I: PERSONAL INFORMATION Please provide some more information about yourself by ticking a cross (X) in the boxes :: Teacher, please indicate your gender: : Male :Female Teacher, please indicate your age: : Under 25 years old : From 25 to under 35 years old : From 35 to under 45 years old : Over 45 years old The seniority of the teacher/Ms : Less than year : From to years : From to 10 years : More than 10 years Part II: SURVEY INFORMATION For each statement, please answer by placing an X on one of the numbers from to 5; By convention, the larger the number, the more you agree: 70 1: Totally disagree; 2: Disagree; 3: Normal; 4: Agree; 5: Totally agree No Question content Level of agreement I am aware the importance of integrating culture in teaching English I provide my students with appropriate language to be used in different communication 5 5 5 5 situations I help my students learn about how to things and behave in different social interactions I ask my students to share aspects of their own culture in English I ask my students to all kinds of projects to introduce their own or local culture to foreigners I ask my students to discover an aspect of a foreign culture and recommend it to their friends I use videos, CD-ROMs or the Internet to illustrate aspects of foreign cultures such as songs, movies, fashion, festivals, etc 10 I encourage students to explore the causes of differences between domestic and foreign cultures I relate cultural content to what I have learned and experienced about foreign cultures or countries I find it easy to combine the language and the culture 71 1: Totally disagree; 2: Disagree; 3: Normal; 4: Agree; 5: Totally agree No Question content Level of agreement 11 I always introduce culture before or after lesson 12 I use multi-method to teach cultures 13 I’m interested in teaching culture aspects inside the lesson 14 I discover that the students like learning English through cultural knowledge questions Thank you very much for your cooperation 72