Teachers and students attitudes towards the cultural content in the texbook motivate at vus in ho chi minh city ma

VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS THE CULTURAL CONTENT IN THE TEXTBOOK "MOTIVATE! 2" AT VUS IN HO CHI MINH CITY A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGUYEN KHANH VAN Supervised by NGUYEN DUY MONG HA, Ph.D HO CHI MINH CITY, OCTOBER 2021 ACKNOWLEDGEMENTS First and foremost, I would like to express my greatest gratitude and appreciation to my supervisor, Dr Nguyễn Duy Mộng Hà, for all of her devotion, diligent supervision, and constant encouragement together with invaluable advice on my thesis writing Without her insightful recommendations and constructive comments, it would have been impossible for me to accomplish my thesis I also owe my thankfulness to all the lecturers who are always conscientious in delivering worthy knowledge to me throughout years studying the TESOL program at USSH, directly or indirectly contributing to the completion of this thesis Besides, my sincerest thanks also go to the Board of Administrators and other members of the Faculty of English Linguistics and Literature, who gave me an opportunity to defend this thesis Simultaneously, I am also immensely indebted to my colleagues and friends working at the language center - VUS, especially Ms Lan Hương, Ms Trúc Mai, Ms Bảo Quyên, and Ms Diệu Vy, whose permanent assistance and precious experience in teaching English have furnished me with worthful data and information that played an essential role in this research Last but not least, my heartfelt gratitude is sent to my family, whose devoting care and constant support have encouraged me to accomplish the predetermined goals as well as overcome the time of discouragement and tiredness Without their standby support, there is virtually impossible that this thesis will be completed in time i STATEMENT OF ORIGINALITY I hereby citify my authorship of the thesis submitted today entitled: TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS THE CULTURAL CONTENT IN THE TEXTBOOK "MOTIVATE! 2" AT VUS IN HO CHI MINH CITY in terms of the statement of requirements for the Thesis in Mater’s Program issued by the Higher Degree Committee No other person’s work has been utilized without acknowledgement in the content of this thesis The current thesis has not been submitted for the award of any degree or diploma in any other situation Ho Chi Minh City, October 2021 ii RETENTION AND USE OF THE THESIS I hereby state that I, NGUYEN KHANH VAN, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purpose of study and research in accordance with the normal conditions established by the library for the care, loan or reproduction of the thesis Ho Chi Minh City, October, 2021 iii TABLE OF CONTENTS ACKNOWLEDGEMENTS I STATEMENT OF ORIGINALITY II RETENTION AND USE OF THE THESIS III TABLE OF CONTENTS IV LIST OF ABBREVIATIONS VII LIST OF TABLES VIII LIST OF PICTURES AND FIGURES X ABSTRACT XI CHAPTER 1: INTRODUCTION 1.1 BACKGROUND TO THE STUDY 1.2 AIMS OF THE STUDY 1.3 RESEARCH QUESTIONS 1.4 SIGNIFICANCE OF THE STUDY 1.5 SCOPE OF THE STUDY 1.6 ORGANIZATION OF THE STUDY CHAPTER 2: LITERATURE REVIEW .9 2.1 ATTITUDE 2.1.1 The components of attitude 10 2.1.2 The relationship between attitude and motivation in language teaching and learning 11 2.1.3 Factors affecting attitude in English learning process 13 2.1.3.1 Learner’s personality 13 2.1.3.2 Educational context 13 2.1.3.3 Social context 14 2.1.3.4 Other factors 15 2.1.4 The role of attitude in English teaching and learning process 15 2.2 CULTURE 16 2.2.1 The relationship between culture and language 17 2.2.2 Culture in language teaching and learning 18 2.2.3 Categories of culture 18 2.2.4 Sources of cultural information 21 2.2.5 Forms of cultural representation 21 2.3 CULTURAL CONTENT REPRESENTATION IN CURRENT EFL TEXTBOOKS 22 2.4 TEXTBOOK EVALUATION 23 2.4.1 Cultural content representation 23 2.4.1.1 Layout and design 25 2.4.1.2 Activities 26 2.4.1.3 Subject and content 26 2.4.2 The cultural content delivery 27 2.4.2.1 Goals of culture teaching 27 2.4.2.2 Culture teaching strategies 28 2.4.3 Criteria for evaluating cultural content representation in EFL textbooks 29 2.5 RELATED STUDIES 29 2.6 CONCEPTUAL FRAMEWORK 32 iv CHAPTER 3: METHODOLOGY 35 3.1 RESEARCH QUESTIONS 35 3.2 RESEARCH SITE AND PARTICIPANTS 35 3.2.1 Context of the study 35 3.2.2 Participants 36 3.2.2.1 Student participants 36 3.2.2.2 Teacher participants 37 3.3 RESEARCH DESIGN 40 3.4 RESEARCH INSTRUMENTS 42 3.4.1 Textbook analysis 42 3.4.2 Pilot questionnaires 43 3.4.2.1 Student pilot questionnaire 44 3.4.2.2 Teacher pilot questionnaire 47 3.4.3 Questionnaire 52 3.4.3.1 Student Questionnaire 53 3.4.3.2 Teacher Questionnaire 53 3.4.4 Interview questions 54 3.4.5 Classroom observation 56 3.5 DATA COLLECTION PROCEDURE 57 3.5.1 Textbook analysis 57 3.5.2 Classroom observation 58 3.5.3 Questionnaire 58 3.5.4 Interview to teachers 59 3.6 DATA ANALYSIS 60 3.6.1 Textbook analysis 60 3.6.2 Classroom observation 60 3.6.3 Questionnaire 60 3.6.4 Interview to teachers 62 3.7 SUMMARY 62 CHAPTER 4: FINDINGS AND DISCUSSION 63 4.1 DATA ANALYSIS 63 4.1.1 Data analysis from textbook evaluation 63 4.1.1.1 Layout and Design 64 4.1.1.2 Activities 65 4.1.1.3 Subject and Content 65 4.1.2 Data analysis from classroom observation 68 4.1.2.1 Class A 68 4.1.2.2 Class B 69 4.1.2.3 Class C 70 4.1.3 Data analysis from the questionnaire 71 4.1.3.1 Students’ and teachers’ attitudes to the cultural content representation in “Motivate! 2” 72 4.1.3.2 Students’ and teachers’ attitudes to the cultural content delivery through “Motivate! 2” 83 4.1.3.3 Factors motivate students to learn the cultures of different countries in the world 87 4.1.4 Data analysis from teacher interviews 90 4.1.4.1 Teachers’ perception of the importance of culture teaching 90 4.1.4.2 Teachers’ perceptions of the cultural content in “Motivate! 2” and the use of supplementary materials to support culture teaching in class 91 4.1.4.3 Teachers’ perceptions of the topic’s relation to learners’ culture when teaching the Target cultural background 93 4.1.4.4 Teachers’ perceptions of class activities for culture learning 94 4.2 DISCUSSION 95 4.2.1 Students and teachers’ attitudes to the cultural content representation in “Motivate! 2” 95 4.2.1.1 Layout and Design 95 v 4.2.1.2 Activities 95 4.2.1.3 Subject and Content 96 4.2.2 Students’ and teachers’ attitudes to the cultural content delivery through “Motivate! 2” 97 4.2.2.1 Goals achievement related to cultural competence 97 4.2.2.2 Culture Teaching Strategies 98 4.2.3 Factors motivate learners to learn the cultures of different countries in the world 99 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 101 5.1 CONCLUSIONS 101 5.1.1 Teachers and students’ attitudes to cultural content representation in “Motivate! 2” 101 5.1.1.1 Layout and Design 101 5.1.1.2 Activities 101 5.1.1.3 Subject and Content 102 5.1.2 Teachers and students’ attitudes to the cultural content delivery through “Motivate! 2” 103 5.1.2.1 Goals achievement related to cultural competence 103 5.1.2.2 Culture teaching strategies 104 5.1.3 Factors motivate students to learn the cultures of different countries in the world 104 5.2 SUGGESTIONS 105 5.2.1 Suggestions for teachers 105 5.2.2 Suggestions for VUS 107 5.2.3 Suggestions for textbook authors 107 5.3 LIMITATIONS 108 5.4 RECOMMENDATIONS FOR FURTHER RESEARCH 109 REFERENCES 110 APPENDIX 119 APPENDIX 126 APPENDIX 144 APPENDIX 3A: ITEM-TOTAL STATISTICS’ RESULTS OF STUDENT PILOT QUESTIONNAIRE 144 APPENDIX 3B: ITEM-TOTAL STATISTICS’ RESULTS OF TEACHER PILOT QUESTIONNAIRE 146 APPENDIX 148 APPENDIX 4A: CLASSROOM OBSERVATION FORM A 148 APPENDIX 4B: CLASSROOM OBSERVATION FORM B 153 APPENDIX 4C: CLASSROOM OBSERVATION FORM C 159 APPENDIX 4D: A SUMMARY OF CLASSROOM OBSERVATIONS AT VUS 164 APPENDIX 168 APPENDIX 5A: STUDENT QUESTIONNAIRE IN ENGLISH 168 APPENDIX 5B: STUDENT QUESTIONNAIRE IN VIETNAMESE 173 APPENDIX 5C: TEACHER QUESTIONNAIRE IN ENGLISH 178 APPENDIX 5D: TEACHER QUESTIONNAIRE IN VIETNAMESE 183 APPENDIX 188 vi LIST OF ABBREVIATIONS VUS Vietnam USA Society English Centers EFL English as a Foreign Language ELT English Language Teaching NTMK Nguyen Thi Minh Khai Ss Students Ts Teachers USSH University of Social Sciences and Humanities – Ho Chi Minh City EF The Faculty of English Linguistics and Literature TESOL Teaching English to Speakers of Other Languages SPSS 26 Statistical Package for the Social Science) M Mean S.D Standard Deviations CLIL Content and Language Integrated Learning vii LIST OF TABLES Table 2.1 Eight forms of cultural representation in English textbooks 21 Table 2.2 Lee (2009)’s framework of Big “C” and small “c” cultural themes 130 Table 2.3 Themes under Big “C” culture in “Motivate! 2” 131 Table 2.4 Themes under small “C” culture in “Motivate! 2” 133 Table 2.5 The synthesis of culture teaching goals 134 Table 2.6 The synthesis of culture teaching strategies 136 Table 2.7 The synthesis of criteria for evaluating cultural content in EFL textbooks 138 Table 2.8 Criteria for evaluating cultural content representation in “Motivate! 2” 142 Table 2.9 Eight guiding principles of EFL materials design 143 Table 3.1 Demographic characteristics of student participants 36 Table 3.2 Demographic characteristics of teachers in the survey process 38 Table 3.3 Demographic characteristics of teachers in the interview process 39 Table 3.4 The brief summary of student pilot questionnaire items 44 Table 3.5 Reliability statistics’ results for “Layout and Design” 45 Table 3.6 Reliability statistics’ results for “Activities” 45 Table 3.7 Reliability statistics’ results for “Subject and Content” for the first run 46 Table 3.8 Reliability statistics’ results for “Subject and Content” for the second run 46 Table 3.9 Reliability statistics’ results for “Culturally oriented goals” 47 Table 3.10 Reliability statistics’ results for “Culture teaching strategies” 47 Table 3.11 The brief summary of teacher pilot questionnaire items 48 Table 3.12 Reliability statistics’ results for “Layout and Design” 49 Table 3.13 Reliability statistics’ results for “Activities” 49 Table 3.14 Reliability statistics’ results for “Subject and Content” for the first run 49 Table 3.15 Reliability statistics’ results for “Subject and Content” for the second run 50 Table 3.16 Reliability statistics’ results for “Goals achievement related to cultural competence” for the first run 51 Table 3.17 Reliability statistics’ results for “Goals achievement related to cultural competence” for the second run 51 Table 3.18 Reliability statistics’ results for “Culture teaching strategies” 52 Table 3.19 The brief summary of main research questionnaire items for surveyed student 53 Table 3.20 The brief summary of main research questionnaire items for surveyed teachers 53 Table 3.21.Item-total statistics’ results for “Layout and Design” 144 Table 3.22 Item-total statistics’ results for “Activities” 144 Table 3.23 Item-total statistics’ results for “Subject and Content” for the first run 144 Table 3.24 Item-total statistics’ results for “Subject and Content” for the second run 144 Table 3.25 Item-total statistics’ results for “Goals achievement related to cultural competence” 145 Table 3.26 Item-total statistics’ results for “Culture teaching strategies” 145 Table 3.27 Item-total statistics’ results for “Layout and Design” 146 Table 3.28 Item-total statistics’ results for “Activities” 146 Table 3.29 Item-total statistics’ results for “Subject and Content” for the first run 146 Table 3.30 Item-total statistics’ results for “Subject and Content” for the second run 146 viii Table 3.31 Item-total statistics’ results for “Goals achievement related to cultural competence” for the first run 147 Table 3.32 Item-total statistics’ results for “Goals achievement related to cultural competence” for the second run 147 Table 3.33 Item-total statistics’ results for “Culture teaching strategies” 147 Table 4.1 Sources of Culture in “Motivate! 2” 65 Table 4.2 Themes under Big “C” and small “c” cultures in “Motivate! 2” 66 Table 4.3 Students’ attitudes to the layout and design in “Motivate! 2” 72 Table 4.4 Teachers’ attitudes to the layout and design in “Motivate! 2” 72 Table 4.5 Students’ attitudes to class activities for culture learning 73 Table 4.6 Teachers’ attitudes to class activities for culture learning 73 Table 4.7 Students’ preferences for the forms of culture learning activities 74 Table 4.8 Students’ attitudes to the use of supplementary materials for culture learning 74 Table 4.9 Teachers’ attitudes to the use of supplementary materials for culture teaching 75 Table 4.10 Students’ and teachers’ preferences for outside sources of information 75 Table 4.11 Students’ attitudes to the subject and content in “Motivate! 2” 76 Table 4.12 Teachers’ attitudes to the subject and content in “Motivate! 2” 76 Table 4.13 Students’ attitudes to the study of Source, Target and International cultures 77 Table 4.14 Teachers’ attitudes to the study of Source, Target and International cultures 78 Table 4.15 Students’ and teachers’ preferences for learning and teaching the cultural information of native English-speaking countries 78 Table 4.16 Students’ and teachers’ preferences for learning and teaching the cultural information of nonnative English-speaking countries 79 Table 4.17 Students’ attitudes to the learning of visible and invisible aspects of culture 80 Table 4.18 Teachers’ attitudes to the teaching of visible and invisible aspects of culture 80 Table 4.19 Students’ and teachers’ preferences for themes under Big “C” culture 81 Table 4.20 Teachers’ reasons for teaching themes under Big “C” culture 82 Table 4.21 Students’ and teachers’ preferences for themes under small “c” culture 82 Table 4.22 Teachers’ reasons for teaching themes under small “c” culture 83 Table 4.23 Students’ evaluation of the goals achievement related to cultural competence 83 Table 4.24 Teachers’ evaluation of the goals achievement related to cultural competence of students 84 Table 4.25 Students’ attitudes to culture teaching strategies employed in language classrooms 85 Table 4.26 Teachers’ attitudes to the culture teaching strategies employed in language classrooms 85 Table 4.27 Strategies for teaching cultural information inside and/or outside “Motivate! 2” 86 Table 4.28 Hindrances of imparting cultural information in “Motivate! 2” 86 Table 4.29 The reasons for students’ intrinsic motivation to learn the cultures of different countries in the world 87 Table 4.30 The reasons for students’ extrinsic motivation to learn the cultures of different countries in the world 88 Table 4.31 The effect of gender on students’ selection of native English speaking countries 88 Table 4.32 Teachers’ perception of culture teaching’s advantages 91 Table 4.33 The occurrences of native and non-native English speaking countries in “Motivate! 2” 166 ix 29 I like to teach the invisible aspects of culture in terms of: (**) □ Living style/ way of living (table manners, meal times, eating and drinking habits, etc.) □ Customs □ Values, beliefs and attitudes (in relation with religion, politics, social class, wealth, etc,) □ Social conventions (punctuality, leave-taking, length of stay, etc.) □ Others (please specify) _ □ None of them 30 Why you want to teach these aspects? □ Because of my interest and curiosity □ Because of my students’ interest □ Because I want my students to avoid cross-cultural misunderstandings □ Others (please specify) _ □ None of them Part 3: TEACHERS’ ATTITUDES TOWARDS THE CULTURAL CONTENT DELIVERY IN “MOTIVATE! 2” * Please tick in the column that best describes your level of agreeme4nt = Strongly Disagree = Disagree = Agree = Strongly Agree = neither Agree nor Disagree ** Please tick in the boxes that best describes your answers A GOALS ACHIEVEMENT RELATED TO CULTURAL COMPETENCE 31 My students can get good knowledge about the cultures mentioned in “Motivate! 2” based on good results of quizzes/ games 32 My students can relate the cultures of native English-speaking countries to their own culture through class activities and compare the similarities and differences between them 33 I think my students should practice more culturally appropriate phrases/ sentences through simulated dialogues in “Motivate! 2” B CULTURE TEACHING STRATEGIES 34 I enjoy employing diverse teaching strategies to deliver the cultural information inside and/or outside “Motivate! 2” 35 I enjoy employing culture teaching strategies appropriate with my students’ intellectual and language ability to ensure their understanding about class activities 181 36 I am satisfied when my students feel interested and actively engage in the lesson through different strategies to teach the cultural information inside and/or outside “Motivate! 2” 37 What strategies you use to teach the cultural information in “Motivate! 2”? (**) □ Use visual materials (e.g paintings, photographs, displays, posters, maps, statuettes, etc.) to illustrate the visible aspects of different cultures □ Present a small segment of life from different cultures at the beginning of the class (e.g food, songs, movies, etc.) □ Explain one aspect of the Target culture and then organize a discussion of the similarities and differences between learners’ and that culture □ Use content-related quizzes to test the knowledge that have been taught previously or to teach new information (with the aid of Bamboozle, Kahoot, Jeopardylabs, etc.) □ Use role-play or simulation in communicative situations □ Others (please specify) □ None of them 38 What hinders you from teaching the cultural information in “Motivate! 2”? (**) □ Time constraint □ Lack of cultural information in the textbook □ Culture teaching is not as important as language teaching □ Students not have enough attention, motivation or interest in learning cultural information □ Others (please specify) □ None of them THE END! 182 APPENDIX 5D: TEACHER QUESTIONNAIRE IN VIETNAMESE Thân gửi giáo viên tham gia khảo sát! Hiện tiến hành luận văn với tiêu đề “Thái độ giáo viên học sinh nội dung văn hóa sách “Motivate! 2” VUS TP Hồ Chí Minh” để cải thiện chất lượng dạy học ngơn ngữ nói chung với văn hóa nói riêng bối cảnh giáo dục ngoại ngữ Việt Nam Tôi hy vọng anh/chị dành vài phút để hồn thành bảng hỏi Tơi đánh giá cao thông tin mà anh/chị cung cấp Xin chân thành cảm ơn PHẦN 1: THÔNG TIN CÁ NHÂN Tuổi: Giới tính: ❑ Nam ❑ Nữ Số năm dạy tiếng Anh: PHẦN 2: THÁI ĐỘ CỦA GIÁO VIÊN ĐỐI VỚI VIỆC TRÌNH BÀY NỘI DUNG VĂN HĨA TRONG SÁCH "MOTIVATE! 2" * Hãy đánh dấu vào cột miêu tả mức độ đồng ý bạn 1= Rất không đồng ý = Rất đồng ý = Không đồng ý = Bình thường = Đồng ý ** Hãy đánh dấu vào ô miêu tả câu trả lời bạn A BỐ CỤC VÀ THIẾT KẾ Những hình ảnh minh họa sách “Motivate! 2” rõ ràng, đầy màu sắc hấp dẫn Những hình ảnh minh họa sách “Motivate! 2” có liên quan đến chủ đề nội dung mà chúng minh họa Những hình ảnh minh họa sách “Motivate! 2” có liên quan đến sở thích tơi Tơi có cảm xúc tích cực hình ảnh minh họa sách “Motivate! 2” (thú vị, phấn khởi, vui mừng, nhiệt tình, thích thú …) B HOẠT ĐỘNG 183 Các hoạt động lớp để học nội dung văn hóa sách “Motivate! 2” hay thiết kế tơi có liên quan đến sở thích em học sinh Có đa dạng hoạt động lớp để học nội dung văn hóa sách “Motivate! 2” mà gợi hứng thú hay thúc đẩy tham gia tích cực em học sinh 10 Tơi khen ngợi/ tặng học sinh hình dán hay bánh, kẹo cho tham gia tích cực em hoạt động lớp để học nội dung văn hóa sách “Motivate! 2” hay thiết kế 11 Tơi sử dụng nguồn thơng tin bên ngồi lớp học để cung cấp thêm thông tin liên quan đến văn hóa học sinh hay nước khác ngồi có sách “Motivate! 2” 12 Tơi sử dụng nguồn thơng tin bên ngồi lớp học để tổ chức hoạt động lớp cho việc học nội dung văn hóa sách “Motivate! 2” hay thiết kế tơi 13 Tơi thích tham khảo nguồn thơng tin bên ngồi lớp học dạng: (**) □ Nguồn điện tử (video, trang web, chương trình TV, phim, nhạc …) □ Tài liệu văn (sách, báo, tạp chí, tập san …) □ Tài liệu trực quan (tranh, ảnh, đồ, biểu đồ, đồ thị …) □ Khơng có C CHỦ ĐỀ VÀ NỘI DUNG 14 Nội dung sách “Motivate! 2” có liên quan đến chủ đề 15 Những chủ đề nội dung sách “Motivate! 2” liên quan đến sở thích tơi 16 Những chủ đề nội dung sách “Motivate! 2” thú vị hấp dẫn em học sinh 17 Tơi có cảm xúc tích cực chủ đề nội dung sách “Motivate! 2” (thú vị, phấn khởi, vui mừng, nhiệt tình, thích thú …) 18 Sự đa dạng chủ đề nội dung liên quan đến văn hóa nước khác trình bày “Motivate! 2” 19 Nội dung sách “Motivate! 2” không cung cấp thành kiến hay rập khn tiêu cực văn hóa khía cạnh tơn giáo, chủng tộc, giới tính, ngoại hình, khiếm khuyết, trị, (đàn áp tơn giáo, phân biệt chủng tộc, phân biệt giới tính, chống tự kỷ, ) 20 Tơi thích dạy thêm văn hóa em học sinh và/hay sách “Motivate! 2” 21 Tơi thích dạy thêm văn hóa nước nói tiếng Anh ngữ (Vương quốc Anh, Mỹ, Canada, Úc, New Zealand …) 22 Những nước nói tiếng Anh ngữ mà anh/chị thích dạy văn hóa nhất? (**) 184 □ Vương quốc Anh □ Mỹ □ Canada □ Úc □ New Zealand □ Khác (hãy ghi rõ ra) □ Khơng có 23 Tơi thích dạy thêm văn hóa nước nói tiếng Anh ngữ (Nhật Bản, Hàn Quốc, Trung Quốc, Ý, Pháp ) 24 Những nước nói tiếng Anh khơng phải ngữ mà anh/chị thích dạy văn hóa nhất? (**) □ Nhật Bản □ Thái Lan □ Hàn Quốc □ Đức □ Trung Quốc □ Nga □ Singapore □ Brazil □Ý □ Ấn Độ □ Pháp □ Mexico □ Khác (hãy ghi rõ ra) □ Khơng có 25 Tơi thích dạy thêm khía cạnh nhìn thấy văn hóa (di tích lịch sử, người tiếng, âm nhạc phim ảnh, nghệ thuật, …) 26 Tơi thích dạy khía cạnh nhìn thấy văn hóa mặt: (**) □ Địa lý (vị trí, vùng khí hậu, thảm họa thiên nhiên …) □ Nghệ thuật (tranh, ảnh, điêu khắc …) □ Văn học (thơ, truyện dân gian, truyền thuyết …) □ Khoa học kỹ thuật □ Mua sắm □ Y phục (đồng phục, trang phục truyền thống ) □ Âm nhạc phim ảnh □ Lịch sử (con người, vật, kiện, địa điểm lịch sử …) □ Ẩm thực □ Hoạt động giải trí (sử dụng phương tiện truyền thơng, xem chương trình TV …) □ Các chủng tộc □ Nghề nghiệp □ Ngày lễ □ Chính trị (luật pháp) □ Phương ngữ/ tiếng địa phương □ Giao tiếp phi ngôn ngữ □ Khác (hãy ghi rõ ra) □ Khơng có 27 Tại anh/chị lại muốn dạy khía cạnh đó? 185 □ Vì u thích tị mị tơi □ Vì u thích em học sinh □ Vì chúng liên quan đến sống ngày quen thuộc với □ Khác (hãy ghi rõ ra) □ Khơng có 28 Tơi thích dạy thêm khía cạnh khơng thể nhìn thấy văn hóa (giá trị, niềm tin, cách sống …) 29 Tơi thích dạy khía cạnh khơng thể nhìn thấy văn hóa mặt: (**) □ Phong cách sống/ cách sinh hoạt (cách ứng xử bàn ăn, ăn, thói quen ăn uống …) □ Những phong tục/ tục lệ □ Giá trị, niềm tin thái độ (có liên quan đến tơn giáo, trị, giai cấp xã hội, giàu sang …) □ Những quy tắc xã hội (sự giờ, thời gian lưu trú, nghỉ phép, cho nhận …) □ Khác (hãy ghi rõ ra) □ Khơng có 30 Tại anh/chị lại muốn dạy khía cạnh đó? □ Vì u thích tị mị tơi □ Vì u thích em học sinh □ Vì tơi muốn em học sinh tránh hiểu lầm văn hóa □ Khác (hãy ghi rõ ra) □ Không có PHẦN 3: THÁI ĐỘ CỦA GIÁO VIÊN ĐỐI VỚI VIỆC GIẢNG DẠY NỘI DUNG VĂN HĨA THƠNG QUA SÁCH "MOTIVATE! 2" * Hãy đánh dấu vào cột miêu tả mức độ đồng ý bạn 1= Rất không đồng ý = Rất đồng ý = Khơng đồng ý = Bình thường = Đồng ý ** Hãy đánh dấu vào ô miêu tả câu trả lời bạn A CÁC MỤC TIÊU ĐẠT ĐƯỢC LIÊN QUAN TỚI NĂNG LỰC VĂN HĨA 31 Học sinh tơi có kiến thức tốt văn hóa đề cập sách “Motivate! 2” dựa vào kết tốt câu hỏi hay trò chơi 32 Học sinh tơi liên hệ văn hóa nước nói tiếng Anh ngữ với văn hóa nước thơng qua hoạt động lớp so sánh điểm giống khác chúng 33 Tôi nghĩ học sinh nên thực hành cụm từ/ câu phù hợp với văn hóa qua đoạn hội thoại mô sách “Motivate! 2” nhiều 186 B NHỮNG CHIẾN LƯỢC GIẢNG DẠY VĂN HÓA 34 Tơi cảm thấy hài lịng áp dụng nhiều chiến lược giảng dạy khác để truyền đạt thơng tin văn hóa và/hay ngồi sách “Motivate! 2” 35 Tơi cảm thấy hài lịng áp dụng chiến lược giảng dạy văn hóa phù hợp với lực trí tuệ ngơn ngữ học sinh để đảm bảo hiểu biết em hoạt động lớp 36 Tôi cảm thấy hài lịng học sinh tơi cảm thấy hứng thú tích cực tham gia vào học thơng qua chiến lược khác để dạy thông tin văn hóa và/hay ngồi sách “Motivate! 2” 37 Anh/chị sử dụng phương pháp để dạy thông tin liên quan đến văn hóa sách “Motivate! 2”? □ Sử dụng tài liệu trực quan (tranh, ảnh, hình, áp phích, đồ, tượng nhỏ …) để minh họa khía cạnh nhìn thấy văn hóa mục tiêu □ Trình bày đoạn nhỏ sống từ văn hóa khác bắt đầu lớp học (đồ ăn, hát, phim …) □ Giải thích khía cạnh văn hóa mục tiêu sau tổ chức thảo luận điểm giống khác văn hóa học sinh văn hóa □ Sử dụng câu đố liên quan đến nội dung học để kiểm tra kiến thức dạy trước để dạy thơng tin (với hỗ trợ Bamboozle, Kahoot, Jeopardylabs …) □ Sử dụng đóng vai mơ tình giao tiếp □ Khác (hãy ghi rõ ra) _ □ Khơng có 38 Điều cản trở anh/chị dạy thơng tin liên quan đến văn hóa sách “Motivate! 2”? □ Hạn chế thời gian □ Thiếu thông tin liên quan đến văn hóa sách □ Dạy văn hóa khơng quan trọng dạy ngơn ngữ □ Học sinh khơng có đủ ý, động lực hứng thú để tìm hiểu thơng tin liên quan đến văn hóa □ Khác (hãy ghi rõ ra) _ □ Khơng có XIN CHÂN THÀNH CÁM ƠN! 187 APPENDIX TEACHER INTERVIEW TRANSCRIPT TEACHER (T1) Q1: Well…I think teaching culture in language classroom is as important as teaching the grammar, vocabulary or the four skills A You know…in today's globalized world, we have a lot of chances to meet or work with people from different backgrounds…or cultures And…with the incessant development of social network like Facebook, Twitter, Instagram or…the social media like YouTube, Tik Tok, etc., we can approach different aspects of culture like food, music, clothes, movies, nonverbal communication behaviors, daily behaviors, etc and…if we don't know about them, it may lead to misunderstanding or miscommunication when chatting or interacting with other people Or in the daily life, when we interact with different people, we have to be aware of the situations to…behave rightly For example, when you are invited to a party, or a wedding, what you should bring with or what you should wear If you behave wrongly or…differently, it’s not just about embarrassment or shame, it may destroy your relationship with others So, different cultures, different regions or even different situations occurring everyday will have different things to be mindful of And teaching culture in classroom can help me and my students obtain valuable information that can be used for various purposes, not just in the classroom B Well…for me as a teacher, I can extend my cultural knowledge of different countries so that I can provide further cultural information to my students or…make my lessons more interesting or attractive And for my students, they can have a comprehensive understanding of the topic they are studying With the cultural information they obtain, they can prepare for their studying abroad or…avoid misunderstanding or…feel confident when communicating with other people from different cultures and backgrounds Or we can use it for travelling to different countries but on the condition that the pandemic COVID-19 was repelled [*laugh] Q2: From what I see, this textbook is not a good source of cultural content A As you may know, the cultural information presented through visual illustrations or class activities only focuses on the cultural aspects of native English speaking countries like the USA or the UK…while the culture of non-native English speaking countries is not mentioned much so the culture is not diverse enough…Even though the key characteristic of the book highlights the cultural diversity, there is no Vietnamese culture in the textbook B Yes 188 C I usually use video clips on YouTube, songs or pictures related to the lesson to present the topic or content that I’m going to teach or to clarify the meaning of new words…Sometimes, I use extensive readings from the Internet to give my students more examples in relation with the content of the reading text…also, help them to practice their reading skills or…extend their vocabulary If possible, I also try to bring some objects to class to make my lesson more attractive and lively Q3: Yes A Doing so can help my students easily link what they have just learned to their real life so that they can remember new words quickly or understand the meaning of words that are difficult to explain…They can also obtain more information about their own culture outside the textbook B Not often It depends on the topics or the lesson content that I will teach Q4: Yes A For the warm-up activities…I want to increase their interest and active engagement in the lesson And maybe give them an overview about what they are going to learn next During the lesson, I want to provide further cultural information to my students, not just those in the textbook And these activities also help my students…consolidate the knowledge that they have just learned And hopefully, their cultural awareness can be enhanced to some extent [*laugh] B I often combine the cultural information provided in the textbook with Vietnamese culture in the form of quizzes by using Bamboozle, Kahoot! Or…with the game "Chase the vocabulary" designed by PowerPoint, I use the pictures of new words and mix them with other blank cards, ask my students to say the word and find the card that has the picture TEACHER (T2) Q1: Well, I think it’s just a little bit important A “Motivate! 2” is for teenagers of young age Many of them are not interested in learning cultural contents and lose focus easily However, we can add a few interesting cultural events to make them feel curious and want to know more about the country and language B I think we can learn some cultural information of some countries in the textbook and…use them to solve the exercises in the textbook Q2: No A The content is very limited and outdated The cultural information just mainly mentions countries like USA or UK…in contradiction with the diversity emphasized by the textbook authors This makes me confused 189 B Yes C Just to provide more information so I often use videos on YouTube, reading texts from newspapers and pictures Q3: Yes A Sometimes when I so, I see my students tend to engage more in the lesson When they learn something familiar to their interest or real life, they will raise ideas actively B I often relate the topic to learners’ culture whenever I can Q4: No A You know we have a lot of things to like correcting the homework, reviewing previous lesson and teaching new lesson So with the time limitation, I rarely design further class activities beside those already provided in the textbook B X TEACHER (T3) Q1: In my opinion, teaching culture in class is moderately important A Because you will know about the culture of the language that you are teaching and your students can gain some valuable information not only from the textbook but also from your lesson B If you want to teach culture in class, you must have wide knowledge about the culture of that language It means you have to look for and…memorize lots of information but then you can use that knowledge to communicate with the foreigners or…travel around the world And my students…after learning, can use these information to prepare for studying abroad or maybe pass their exams Q2: Yes A Uhm…I think the CLIL reading part can provide sufficient information related to culture B No, because of the time limitation, I think the information provided in the textbook is enough for me to teach C X Q3: Yes A Just to help my students recognize the differences and similarities between several cultures B Sometimes I so 190 Q4: No A Well, with my busy schedule [*laugh] and the time limitation, I don’t have much time to design more activities beside those in the textbook B X TEACHER (T4) Q1: I think culture teaching is unimportant A In my opinion, students need to focus more on grammar and vocabulary B X Q2: No A The illustrations and contents only focus on describing the cultural aspects of native English speaking countries, and it doesn't offer a wide scope of view on the world culture B Yes C I often use the videos to give students more background knowledge on the topic Q3: Yes A […] to make pique students interested in the topic B I always relate the topic to the culture of my students whenever I have a chance Q4: Yes A I design some class activities to introduce the lessons and give students more information outside the book B I usually use quizzes on Bamboozle, or design the game named “Stop the bus” with content related words to review the previous lesson or tell them what they are going to study TEACHER (T5) Q1: From my teaching experiences, I think it’s unimportant A At this level of learners, I think the other ones like grammar, vocabulary, and other four skills are more important B X Q2: No 191 A I think the culture content in this book is not interesting enough for students Maybe because it's not relatable to what they usually see and feel in daily life B No C X Q3: Yes A Uhm…mainly to keep their interest I see that when they learn something familiar to them, most of them tend to express their interest or active learning in that topic B I usually it but still need to depend on the topic or lesson Q4: No A I focus on the other stuff like grammar and vocabulary B X TEACHER (T6) Q1: I think it’s important to teach culture in class A Because teaching culture can help students understand the usage of different phrases in different situations and contexts B Students will be more engaged in the lesson, which helps me a lot while teaching cause I don’t have to stop to remind them to focus on the lesson or encourage them to participate in class activities again and again Q2: No A The textbook does not provide enough detailed and interesting CLIL Reading materials B Yes C I often use some outside sources like Reading Explorer series, TED Talk videos, National Geographic magazines, etc to provide further knowledge to my students Q3: Yes A I see my students will be more interested in the lesson if they can learn new things about their own country and other ones B I usually relate Q4: No 192 A There is not enough time for teachers and students to research the cultural information in order to have a useful enough activity B X TEACHER (T7) Q1: Probably important A In my view, teaching culture results in the higher cultural awareness of students, which assists them in more effective communication with people in different cultures…in the era of globalization B For both teachers and students, teaching and learning culture is a chance to…broaden cultural information of countries around the world Thanks to that, we can be more confident to conduct our future plans such as studying, settling or traveling abroad Q2: No A I think the textbook doesn’t have enough cultural information of different countries through pictures and contents The majority of content is mainly about the culture of native English speaking countries most of them are from the USA or the UK So, the cultural content is not diverse enough, which conflicts with the key characteristic of this textbook B Yes C Mostly videos on YouTube…to provide my students with further information so that they can make their own comparison or evaluation among different cultures Q3: Yes A Just to diversify the cultural information for my students and enhance the awareness of their own culture B I often so Q4: Yes A To make my lessons more appealing and intriguing B I usually utilize Kahoot to form interesting quizzes Sometimes, I also ask my students to make posters of traditional food, clothes or famous movies and places of different countries and then present in front of the class TEACHER (T8) 193 Q1: I think it is important A As the learners are studying language as a foreign language, cultural aspects cannot be acquired naturally and must be taught by teachers, learnt from textbooks, through the tasks or from the other peers B As I have concerned, teaching culture offers a bunch of benefits for teacher and students in my classes…Teaching culture helps my students have a better understanding of the language they are about to learn in terms of its origins, history It somehow raise their curiosity and discovery, hence…motivate them to self-study Teaching culture also widens their vision about the world, helps them realize the need to learn a foreign language Also, cultural contents are important part of every discourse Without context, history, or culture, a language surely will lose its true value Q2: Yes A The book includes many interesting topics that are closely related to English speaking country cultures like films, life with the tribe, British legend, April fool, teenagers' life, and so on They not only include great stories and reading practice but also tasks to apply the grammar points in the unit with cultural knowledge B Yes C I usually ask questions about learners' own reflections with their culture so that they can learn it critically If they want to apply something, they have to think about the appropriateness of their culture Q3: Yes A I want to diversify my students' cultural information and enhance their awareness of their own culture B I usually so Q4: Yes A The activities are somehow repetitive (mainly Q&A) so I have to adjust to make them more appealing B I sometimes organize debates, surveys, Q & A sessions, extensive reading time, etc to teach the cultural content I often use Bamboozle, Kahoot!, Wordwall, board games and other competitive activities 194 195