Rationale
Globalization and technological advancements are reshaping education, especially in foreign language teaching, by emphasizing the need for internationalization and cross-cultural understanding Modern language programs must extend beyond linguistic skills to encompass the broader cultural context, recognizing that language is intertwined with cultural identity There is a growing consensus that incorporating cultural learning into language education is essential for fostering students' awareness of diverse perspectives on personal and social experiences (Sellami, 2000).
Globalization has shifted the focus of English language teaching from achieving communicative competence rooted in native-speaker norms to fostering intercultural communicative competence This evolution aims to equip learners to become intercultural speakers or mediators, capable of navigating complexity and embracing multiple identities while steering clear of the stereotypes associated with viewing individuals through a singular identity lens.
Language teaching aims to develop both intercultural and linguistic competencies, preparing students for meaningful interactions with individuals from diverse cultures This approach fosters understanding and acceptance of different perspectives, values, and behaviors, highlighting the enriching and educational experiences that arise from such interactions.
Stern (1983) emphasizes the importance of understanding the interaction between language and culture for language learners, highlighting that intercultural awareness is essential for achieving intercultural communication competence, a key objective in foreign language education (Han, 2013) Kramsch (1998) identifies intercultural awareness as the "fifth skill," crucial for navigating the complexities of a globalizing world, alongside reading, writing, listening, and speaking In today's interconnected society, fostering intercultural awareness is vital for preparing language learners to thrive in diverse social, cultural, economic, and technological environments The term "intercultural" underscores the necessity for learners to comprehend both their own culture and that of others (Kramsch, 1993) Despite the emphasis on developing intercultural communicative competence in foreign language education, effective strategies for enhancing this competence among students, particularly in Vietnamese high schools, remain largely unexplored This action research focuses on "Improving students’ intercultural awareness through guided discussion."
An action research study conducted with 11th-grade English major students at Luong Van Tuy High School for Gifted Students explores the implementation of guided discussions as a classroom technique This approach aims to enhance students' intercultural awareness, fostering a deeper understanding of diverse cultures and perspectives.
Aims and objectives of the study
This action research is aimed at exploring how students’ intercultural awareness was changed as a result of guided classroom discussions.
Research questions
To fulfill this aim, the following research questions were raised:
To what extent do guided discussion activities change the students’ intercultural awareness?
Method of the study
This study aims to enhance students' intercultural awareness through a new teaching strategy, utilizing an action research approach for data collection.
- Pre-treatment and post-treatment questionnaires administered to the students
Teaching diaries serve as essential research instruments in the action research cycle, facilitating pre-research analysis, documenting the process, and evaluating the effects of the actions taken They also encourage reflection on each stage of the action cycle, enhancing the overall understanding of teaching practices.
Scope of the study
To enhance students' intercultural awareness, EFL teachers can implement various techniques This study specifically investigates the effectiveness of guided discussions in increasing students' intercultural consciousness.
In a study conducted with 35 Grade 11 English major students at Luong Van Tuy High School for Gifted Students, guided discussions were implemented over six classroom sessions to enhance intercultural awareness The collected data were analyzed to identify effective strategies for improving students' understanding of diverse cultures Based on the findings, several solutions were proposed to elevate the quality of cultural education in high school settings.
Significance of the study
This study aims to enhance the intercultural awareness of 11th-grade English major students at Luong Van Tuy High School for Gifted Students By facilitating guided discussions, teachers can help students develop their intercultural competence Additionally, students will explore fascinating cultural differences among various countries, which will improve their communication skills and lead to more effective conversations.
Structure of the thesis
The study consists of three major parts:
The introduction of the study outlines its rationale, aims, and objectives, while also presenting the research questions and methodology employed It defines the scope and significance of the research, details the study's design, and reviews relevant previous studies to provide context.
Part B, Development, includes three chapters:
LITERATURE REVIEW
Definitions of intercultural awareness
Scholars have defined intercultural awareness in various ways To explain difficult concept of intercultural awareness Kramsch claims:
Language should be understood as a social practice, making culture central to language education Cultural awareness is essential for achieving language proficiency, as it is not merely an additional skill alongside speaking, listening, reading, and writing, but rather a fundamental component of effective language teaching.
Kramsch emphasizes that language competence is intertwined with cultural awareness, stating that understanding the relationship between one's own culture and the target culture is crucial (Kramsch, 1993) She argues that both cultural and intercultural awareness are essential for effective language use The Common European Framework for Languages (2002) defines intercultural awareness as the interplay of knowledge, awareness, and understanding between one’s own culture and the target culture This concept also encompasses the recognition of regional and social diversity within both cultures and the perspectives shaped by national stereotypes.
Intercultural awareness, as defined by Yassine (2006), involves recognizing and understanding both one’s own culture and the cultures of others This awareness emerges when individuals move beyond the belief that their cultural perspective is superior or singular, allowing them to appreciate and assess diverse viewpoints.
Intercultural awareness involves a conscious understanding of how culturally based forms and practices influence communication, allowing individuals to apply this knowledge flexibly in real-time interactions (Baker, 2012) Additionally, intercultural communication (ICC) encompasses interpersonal communication marked by cultural variance, affecting values, beliefs, thought patterns, and behaviors, which can lead to differing expectations and interpretations during interactions (Scollon & Scollon, 2001) This understanding aligns with the definition proposed by Korzilius, Hooft, and Planken.
(2007), because it is more practical and understandable when compared with other more complex and implicit definitions:
Intercultural awareness involves empathizing and decentering, particularly in communication It is the capacity to adopt the viewpoint of a conversational partner from a different culture or nationality, recognizing their cultural background This understanding allows individuals to consider and appreciate diverse perspectives during interactions.
Intercultural awareness extends beyond simply learning facts about different cultures; it involves a range of skills and attitudes According to Chris Rose (2004, cited in Yassine 2006), essential components include observing and recording elements from both home and target cultures, comparing and contrasting them, negotiating meaning, tolerating ambiguity, and accepting differences Additionally, it requires defending one's own viewpoints while recognizing the legitimacy of others and remaining open to multiple interpretations.
Intercultural awareness, as defined by Byram et al (2002), is the process of enhancing one's understanding of both personal and global cultures to foster international and cross-cultural comprehension This study adopts this definition to emphasize the aim of improving students' intercultural understanding through guided discussions as a specific pedagogical intervention.
Intercultural Awareness is the ability to effectively engage with individuals from diverse cultures, requiring a transformation of one's own attitudes and worldview (Byram, 2000; Seelye, 1994) This awareness encompasses understanding different values, attitudes, and behaviors, along with the skills to interact in a non-judgmental manner (Parmenter, 2003) It represents a comprehensive approach to language learning that integrates culture and communication, shaping curriculum decisions (Asian Education Foundation, 2005) In the context of foreign language education, Intercultural Awareness involves activities that address behavior and speech patterns, including conversation topics, opening and closing dialogues, and navigating cultural nuances such as personal space and non-verbal cues.
Intercultural awareness involves understanding how cultural contexts and backgrounds shape communication, enabling individuals to anticipate potential miscommunication and effectively navigate diverse communicative behaviors rooted in different cultures.
Intercultural awareness is essential for effective communication, comprising an understanding of both one's own culture and that of others This awareness allows individuals to recognize their cultural values, beliefs, and perceptions, as well as those of different cultures Misunderstandings often arise because cultural interpretations of behaviors, such as dining practices, can vary significantly For instance, while an American may view lunch as a time for business discussions, in Vietnam, it serves as a social occasion to foster relationships Without cultural awareness, people risk projecting their own cultural norms onto others, leading to misinterpretations of verbal and non-verbal cues.
In summary, the concept of intercultural awareness encompasses the recognition and understanding of the need for social changes within a global framework, highlighting the growing interconnectivity among diverse cultural groups This connectivity is often marked by uneven development, necessitating continued efforts to foster a more integrated global community Achieving competence in intercultural relations requires a deep understanding of cultural conventions, which Chen (2007) describes as the cognitive aspect of intercultural communication that influences individual thoughts and behaviors.
Intercultural awareness in language learning is frequently regarded as a 'fifth skill,' complementing the traditional skills of reading, writing, listening, and speaking This perspective serves as a valuable starting point for grasping a complex concept, as noted by Claire Kramsch.
Generally, language itself is defined by a culture We cannot be competent in the language if we do not also understand the culture that has shaped and informed it
To effectively learn a second language, it is crucial to develop an awareness of its associated culture and how it connects to our native language and culture This highlights the importance of both cultural and intercultural awareness in language acquisition According to Kramsch, intercultural awareness should be viewed not merely as a skill, but as a comprehensive competence that encompasses various skills and attitudes.
The role of intercultural awareness
In today's increasingly globalized world, as noted by Friedman (2005), geographical boundaries are becoming less significant, leading to greater direct contact between Eastern and Western societies This shift underscores the importance of cultural awareness and intercultural communication skills for effective collaboration across cultures Stadler (2009) highlights that fundamental aspects of intercultural communication, such as understanding Asian clients' cultures, appropriate greetings, respect, and gift-giving, are often overlooked, potentially causing challenges in global business interactions To foster intercultural competence, it is essential to teach these skills through concrete examples, as Eastern and Western cultures are markedly distinct Immersive language and cultural experiences in target countries provide learners with valuable context and insights into foreign customs This presentation will demonstrate how to create activities that enhance learners' intercultural awareness.
Intercultural competence enhances learners' awareness of both their own culture and the culture of the language they are studying By reflecting on the similarities and differences between their culture and the target culture, students explore often overlooked aspects, which helps clarify their identity This process fosters a deeper understanding of themselves and their relationship with individuals from different cultural backgrounds.
In a foreign language classroom, selecting appropriate activities can redirect learners' focus towards their lives, enabling them to uncover and take pride in various aspects of their identity.
Learners play a crucial role in the educational process, actively contributing to and benefiting from their classroom experiences Engaging with both the target and home cultures fosters a hands-on discovery approach to learning, enhancing not only language skills but also personal development and community membership By integrating intercultural awareness into foreign language instruction, educators can help students explore their identities and promote personal growth This growth arises from reconciling their beliefs with new and challenging cultural perspectives The iceberg model illustrates that while we may only see the visible aspects of culture, such as food and language, the deeper issues—like attitudes, beliefs, and communication styles—are often overlooked Ignoring these fundamental differences can lead to misunderstandings and hinder effective communication and relationships.
Understanding our cultural dynamics can be challenging, as culture often operates at an unconscious level from the moment we are born Our experiences, values, and cultural backgrounds shape our perceptions and actions To truly recognize the influence of our culture on our behavior, we may need to step outside our cultural boundaries Seeking feedback from international colleagues can provide valuable insights and clarity regarding our cultural traits.
Misinterpretations often arise from a lack of awareness of our own behavioral norms, leading us to project them onto others For instance, in Japan, maintaining direct eye contact can be perceived as disrespectful This highlights the importance of intercultural awareness in interactions with individuals from diverse backgrounds, as behaviors deemed appropriate in one culture may be viewed as inappropriate in another Misunderstandings occur when we apply our interpretations to others' realities For example, Italians might view Americans as overly focused on work, constantly discussing business during meals and drinking coffee on the go However, this reflects differing cultural values: in Italy, meals are social events that foster relationships, while in the U.S., they may serve a transactional purpose, such as finalizing business deals.
Focusing solely on one variety of English is increasingly impractical; instead, it is essential to embrace the diversity of English by enhancing skills in multilingual and intercultural communication This includes abilities such as accommodation, code-switching, negotiation, and mediation Intercultural awareness, as outlined by Baker (2009, 2012), seeks to define the specific skills and knowledge necessary for effective communication in diverse contexts.
Intercultural awareness, as highlighted by Byram (1997), extends the concept of intercultural communicative competence by emphasizing that effective intercultural communication transcends mere vocabulary, grammar, and phonology Unlike traditional cultural awareness that treats cultures as fixed entities, intercultural awareness acknowledges the dynamic and intercultural aspects of the socio-cultural context in which English serves as a lingua franca.
According to Straub (1999) as cited in Thanasoulas (2001), learners need to be provided with some kind of meta-language in order to talk about their culture and
To foster essential intellectual objectivity in cross-cultural analysis, it is crucial for students to develop critical thinking skills This growth occurs when they examine the foundations of their own culture in relation to the cultural principles of the language they are studying.
Developing intercultural awareness
Intercultural awareness means the transformation from “ethnocentrism” to
Ethnorelativism involves understanding issues from another person's perspective, fostering empathy and awareness of how communication dynamics can drive intercultural transformations in individuals and society.
One of the most well-established models of intercultural competence was developed by Byram in 1997 (Sinicrope, Norris and Watanabe, 2007) Byram proposed a five-factor model of intercultural competence (Byram, 1997, Chapter 2):
1 The attitude factor which refers to the ability to see oneself in relation to others,
2 Knowledge about one’s own and other cultures, and in addition knowledge about the process of social interaction
3 The skills of interpreting and relating,
4 The skills of discovery and interaction, and
5 Cultural awareness which describes the ability to use perspectives, practices, and products, in one’s own culture and in other cultures to make evaluations
In order to improve students’ intercultural awareness, should pay attention to enhance intercultural awareness skills What are these attitudes and skills that make up the competence? Among them are:
- dealing with or tolerating ambiguity
- limiting the possibility of misinterpretation
- defending one's own point of view while acknowledging the legitimacy of others
Intercultural learning emphasizes the importance of accepting differences, which is similar to many skills typically taught in education What sets it apart is the heightened awareness of our actions and the critical nature of these skills, making intercultural communicative competence more achievable This competence extends beyond mere knowledge; it can be fostered through materials that incorporate cultural and intercultural themes, creating a continuous learning loop Developing intercultural awareness involves understanding not only the cultural beliefs and practices of a new language context but also reflecting on one's own beliefs and values There are various ways to cultivate these intercultural skills, both outside the classroom and within language classes for engaging discussions.
Discussion is a valuable teaching tool in classrooms when implemented thoughtfully Properly designed discussion tasks foster creativity and facilitate meaningful interactions, enhancing learners' understanding Such tasks encourage progressive knowledge-seeking inquiry and expansive learning, where students actively synthesize new information with their existing knowledge and experiences, ultimately leading to the creation of new knowledge and a deeper understanding of the learning process.
Class discussions significantly improve student comprehension by providing context, expanding perspectives, and emphasizing diverse viewpoints They reinforce knowledge, boost student confidence, and foster a sense of community in the learning environment While the opportunities for engaging discussions can differ based on the subject and course format, the motivation for facilitating these discussions remains constant.
Recognizing discussion as a valuable learning method beyond mere instruction has significant implications for designing discussion tasks According to Hacker and Niederhauser (2000), effective learning is achieved through the intentional design and application of instructional strategies by educators.
The learning-through-discussion framework aligns with Bereiter's (1994) concept of progressive discourse, focusing on helping learners develop their individual thoughts, consider alternative viewpoints, and negotiate meaning collaboratively By implementing thoughtful and well-structured discussion tasks, educators can facilitate critical inquiry, debate, and reflection, ultimately guiding students toward achieving their learning objectives.
This article outlines four key discussion tasks tailored for classroom environments, highlighting the roles of teachers and the learning strategies to be employed by participants The focus of this research will be on the effective implementation of guided discussion tasks.
Guided or directed discussion tasks aim to enhance learners' critical thinking skills, improve their oral expression, and provide experience in asking and answering questions.
Stage 1: The teacher poses a discussion question to the whole class Guidelines are given on discussion etiquette and criteria for evaluation Each learner contributes an original answer in response to the discussion question
Stage 2: Learners offer responses or questions to each other's contributions as a means of broadening the discussion's scope
Stage 3: Learners present their views or the views of their groups, either orally or in writing at the end of the guided discussion task
Enhancing cultural awareness involves recognizing both the benefits and challenges of cultural differences While cultural diversity can lead to complications, especially in organizations that require uniformity in thought and action, it also enriches problem-solving capabilities and fosters a broader sense of identity Embracing diversity can ultimately cultivate valuable skills and innovative approaches, transforming potential obstacles into strategic advantages.
In becoming culturally aware, people realize that:
- We are not all the same
- Similarities and differences are both important
- There are multiple ways to reach the same goal and to live life
- The best way depends on the cultural contingency Each situation is different and may require a different solution
A supportive social environment that promotes cultural coexistence fosters enthusiasm and positive attitudes, especially among the younger generation This cultural integration can lead to a harmonious balance and a coherent behavioral framework Conversely, challenges in merging cultures or existing hostilities can force individuals to choose one culture over another, resulting in uncertainty regarding their cultural identity Ultimately, the best outcome of cultural integration is when individuals have the freedom to make their own choices without external pressures.
To achieve intercultural awareness, it is essential to acknowledge and respect both cultural similarities and differences Without a positive attitude towards learning and understanding diverse cultures, one may inadvertently deny the existence of these cultural nuances.
Intercultural communicative competence (ICC) equips foreign language students with the essential attitudes, knowledge, and skills necessary for effective interactions across cultures This framework fosters meaningful intercultural learning, enabling individuals to navigate diverse cultural contexts successfully (Byram, 1997; Deardorff, 2006; Fantini).
The literature on intercultural communicative competence emphasizes the importance of equipping learners to engage effectively with individuals from diverse linguistic and cultural backgrounds To facilitate this, educators should design foreign language lessons that encourage students to reflect on their beliefs about the target culture while actively exploring its products, practices, and perspectives Once students' attitudes and knowledge are established, they should engage in tasks that develop the intercultural skills necessary for building reciprocal relationships with people from different cultures By integrating an intercultural perspective into the curriculum, teachers can provide learners with opportunities to practice analysis, interpretation, communication, and interaction related to the target culture's products and practices.
According to Byram (1997), students will undoubtedly bring their predetermined ideas into intercultural conversations
Language teachers play a crucial supportive role in helping learners understand their own culture while connecting with the social contexts of their peers They must cultivate skills, attitudes, and values alongside knowledge of specific cultures, incorporating discussions on human rights, equality, and issues like bias, prejudice, and racism By addressing these topics, educators enable students to engage in meaningful conversations about cultural diversity (Byram et al., 2002, p.16).
"teachers need to see themselves as “transformative intellectuals” rather than mere
METHODOLOGY
CONTEXT OF THE STUDY
The research was conducted at Luong Van Tuy High School for Gifted Students in Ninh Binh, where English is prioritized as a crucial subject Named after a local hero, the school is dedicated to fostering an optimal environment for English education Recently, an English speaking club was established to enhance students' listening and speaking skills Students attend eight English classes weekly, with admission based on their performance in an entrance exam organized by the Ninh Binh Department of Education and Training This ensures that the school attracts the most exceptional students from across the region.
This research focused on the 11th-grade English major students at Luong Van Tuy High School for Gifted Students in Ninh Binh province The class comprised 35 students, including 29 girls and 6 boys, all aged 17 and eager to learn about social knowledge With seven to eight years of English education in elementary and secondary school, their grasp of English, particularly grammar, was commendable However, they exhibited limited understanding of social communication and intercultural competence.
During the second term of the academic year, students completed 57 main periods and 19 consolidation periods of English over 19 weeks, focusing on the last 7 units of the "11 English textbook," with each unit spanning 5 to 6 periods.
This study focuses on materials sourced from 11 English textbooks published by the Ministry of Education and Training, along with various supplementary resources tailored by educators.
RESEARCH DESIGN
The research was conducted as a classroom action research There are some definitions of action research proposed by experts It was defined by Elliot (1991, p
54) that action research integrates teaching and teacher development, curriculum development and evaluation, research and philosophical reflection into a unified conception of a reflective educational practice “Insider”, i.e teachers, is empowered by a unified education practice Regarding to teachers, Wallace (1998) states that action research is a way of reflecting on the teacher’s teaching (or teacher-training, or management of an English department, or whatever the teacher does in ELT) It is done by systematically collecting data on his/her everyday practice and analyzing it in order to come to some decision about what the future should be
Kemmis and McTaggart (cited in Nunan, 1988) assert that action research is fundamentally a collaborative endeavor It is characterized as descriptive research conducted by a teacher within their own classroom, focusing on enhancing understanding rather than altering the subject being studied According to Kemmis and McTaggart, the primary motivation for engaging in action research is to drive systemic change.
Cohen and Manion (1985) emphasized that action research is inherently situational, focusing on identifying and addressing specific problems within educational contexts Its primary objective is to enhance the current state of affairs in the classroom, initiated by practitioners facing real challenges Mills (2003) echoed this sentiment, defining action research as a systematic inquiry by teacher researchers aimed at understanding school operations, teaching methods, and student learning outcomes The ultimate goal of this inquiry is to gain insights, foster reflective practices, implement positive changes in the educational environment, and improve student success.
Action research, as defined by Dick (2002), is a dual approach that combines action and research, allowing teachers to engage in self-reflective inquiry This method enhances the rationality and fairness of their practices while deepening their understanding of the contexts in which these practices occur (Carr and Kemmis, 1983) Its effectiveness is particularly evident in classroom settings, making it a valuable tool for educators seeking to improve their teaching methods.
According to Gay and Airasian (2003), this method enables teachers to explore their practices more deeply, gaining insights into their own actions and those of their students It fosters a better understanding of the learning process and the teacher's role in education Typically, solutions to identified issues are developed collaboratively among teachers, positioning them as equal partners in determining effective strategies and areas for improvement in their classrooms.
Action research is primarily conducted by practitioners, ensuring that the findings are directly applicable to real-world problems Additionally, the methods and approaches explored in this type of research are characterized by their flexibility, allowing for adaptable solutions to various challenges.
This action research project aimed to enhance intercultural awareness through classroom action research, aligning with the characteristics of effective action research The study followed the procedures outlined by Kemmis and McTaggart (1988, as cited in Burns, 2009, p 8) to ensure a structured approach to educational change and improvement.
Action research is commonly understood as the process of investigating one’s own teaching practices to foster improvement This study aims to explore how guided discussions enhance students' intercultural awareness, making action research an appropriate methodology for this investigation.
According to Kemmis and McTaggart (as cited in Burns, 2009), action research follows a dynamic and complementary process comprised of four key steps: planning, action, observation, and reflection Each of these steps plays a crucial role in the overall model of action research.
1 Identifying problems and planning the action;
2 Implementing the action and observing the effect of the critically informed action in the context in which it occurs;
3 Reflecting the result of the observation, and
4 Revising the plan for the following step
This model can be illustrated in diagram as follow:
Figure 2: The model of action research
Before initiating the action, I conducted a preliminary investigation using a pre-treatment questionnaire to assess students' understanding of intercultural competence The action was implemented in six steps: identifying the problem, planning the action, executing the plan, observing the outcomes, reflecting on the process, and revising the strategy Due to time constraints, the action study was completed in one cycle instead of the recommended two or three cycles, which would have yielded more comprehensive results.
The following is the timetable I followed during six weeks of the action implementation:
Table 2 The timetable of the action implementation
1 Do pre-treatment questionnaire and choose the topic related interculture students like most
Do pre-treatment questionnaire and choose the topic related interculture students like most
Students: Prepare in groups of 6-7 students about selected topic
The researcher: Write teaching diary
2 Guided discussion topic: Intercultural communication
Discussion Students: Prepare in groups of 6-7 students about selected topic The researcher: Write teaching diary
Discussion Students: Prepare in groups of 6-7 students about selected topic The researcher: Write teaching diary
Discussion Students: Prepare in groups of 6-7 students about selected topic The researcher: Write teaching diary
5 Guided discussion topic: Giving gift etiquette
Discussion Students: Prepare in groups of 6-7 students about selected topic The researcher: Write teaching diary
6 Do post-treatment questionnaire and the student interview
Do post-treatment questionnaire and the student interview
Students: Prepare in groups of 6-7 students about selected topic The researcher: Write teaching diary
For each week, the teaching lasted four periods (45 minutes per period) Students worked in different groups as well as in their base groups to fulfill the given tasks
To assess the effectiveness of guided discussion activities in enhancing students' intercultural awareness, I conducted a preliminary study one week prior to implementation The data gathered from the pre-treatment questionnaire informed the development of a targeted action plan aimed at addressing students' challenges in fostering intercultural awareness.
Based on the results of the pre-treatment questionnaire, I selected guided discussion activities for use in teaching These activities were meticulously prepared by the teacher prior to each lesson.
Step 1 Choosing topic for guided discussion activities
Recognizing that traditional classroom discussions often lack effectiveness and engagement, I opted for guided discussions that resonate more with students To enhance intercultural awareness, I incorporated supplementary materials, as the textbook alone was insufficient Based on my experience and student interests, we selected four relevant topics for in-depth discussion.
Step 2 Preparing the discussion activities
In this stage, I developed discussion activities tailored to the key concepts of the three units Prior to implementing these activities in the lessons, I ensured that students were equipped with relevant language and expressions to enhance their learning experience.
The implementation of the action lasted six weeks, and there was a three- period speaking class for each week
In my role as both a practitioner and an observer, I focused on enhancing students' intercultural awareness while teaching Initially, I collected a wide range of materials to introduce new language concepts, providing students with essential structures and vocabulary, while promptly addressing any mistakes During subsequent discussion activities, the emphasis shifted to encouraging student participation and input.
The students worked in groups and in class, read the instructions carefully and worked out what they had to do
DATA COLLECTION
To assess the improvement of students' intercultural awareness, various data collection tools were employed, including a pre-treatment questionnaire, interviews, and a post-treatment questionnaire.
The pre-treatment and post-treatment questionnaires provided valuable data from 35 students, facilitating an in-depth exploration of their responses.
1) students’ attitudes towards interculture and
The pre-treatment questionnaire aimed to assess students' attitudes toward intercultural competence and was divided into four sections The first part consisted of three open-ended questions focused on identifying students' attitudes The second part included five questions designed to evaluate students' skills and performance regarding intercultural issues during guided discussions Part three featured five situational questions to test students' knowledge of intercultural awareness Finally, the fourth part comprised ten questions aimed at exploring students' interests in intercultural topics.
The post-treatment questionnaire consisted of 25 items divided into two sections The first section assessed students' knowledge of intercultural competence following the intervention, while the second section gathered students' feedback on guided discussion activities Responses were measured on a five-point scale, ranging from 1 to 5.
“Strongly disagree”, 2 = “Disagree”, 3 = “Neutral”, 4 = “Agree”, 5 = “Strongly agree”
Before the first guided discussion activities of the research project, students completed a pre-treatment questionnaire (Appendix A) Following the final guided discussion activities, they filled out a post-treatment questionnaire (Appendix B) to assess the outcomes of the project.
In an English-language student interview, three main questions were posed, with the interviewer seeking further clarification and elaboration from the participants As noted by Arskey and Knight (1990), this method surpasses other research tools like questionnaires and classroom observations, enabling the researcher to elicit deeper insights into the interviewees' lived experiences, values, and perspectives rather than just surface opinions (Gubrium and Holstein, 2002).
The interview involved five students from each group, selected based on their pre-treatment and post-treatment test scores This included two students with significantly improved scores, two with slight improvements, and one who showed no progress after the intervention Each student participated in individual interviews consisting of three questions, lasting between 5 to 10 minutes, allowing ample time for thoughtful responses.
The interview questions not given to students in advance because the interview aimed at revealing their spontaneous feelings towards interculture
The students, sometimes, were allowed to speak in Vietnamese so that the researcher can elicit more information from the subjects The data from the interviews was analyzed after gathering
2.3.3 Classroom self-observation and teaching diaries
Arskey and Knight (1990) emphasized the importance of observing actual behavior, as individuals' thoughts and actions may not always align Classroom observation data offered valuable insights into the impact of guided discussions on enhancing students' intercultural awareness Following each lesson, I documented my actions and identified areas for improvement, which informed my future planning.
TECHNIQUES OF ANALYZING DATA
The data from the questionnaire responses were quantitatively analyzed using descriptive statistics, emphasizing percentages, while the interview data underwent qualitative analysis to uncover key themes and patterns in students' perspectives and opinions.
RESEARCH FINDINGS AND DISCUSSION
Pre-treatment questionnaire results
This part will present the analysis of the data collected from 35 students of
11 th English major form Pre-treatment questionnaire was used to investigate the levels of the students’ knowledge and their attitude towards interculture before the action
In the pre-treatment questionnaire, students expressed their perceptions of culture, cultural differences, and intercultural understanding Their responses revealed a limited grasp of cultural knowledge, primarily focused on surface elements like literature, history, customs, traditions, and major festivals In contrast, they demonstrated minimal awareness of deep cultural aspects, including communication norms, thought processes, and underlying values.
Culture is a way of thinking, behaving
A cultural difference is not common in another culture
Intercultural awareness is having an understanding of both your own and other cultures
Intercultural awareness means an understanding and appreciation of cultural differences
Data of part 2 in the pre-treatment questionnaire was used to assess students’ attitude towards intercultural awareness
Figure 3.1 Students’ attitude towards intercultural awareness
According to Figure 3.1, only 17.14% of students achieved good to very good levels of intercultural awareness, while 45.72% were classified as very poor or poor, highlighting a significant deficiency in their ability to engage effectively in intercultural settings due to a lack of intercultural knowledge These findings underscore the students' inadequate intercultural awareness.
In the pre-treatment questionnaire's third part, an analysis of students' responses to 12 questions about intercultural situations revealed a low score in their intercultural communication competence This indicates that students possess a limited understanding of essential intercultural communication skills.
The preliminary investigation revealed students' knowledge of intercultural communication, as illustrated in Figure 3.2 The data indicated that a mere 8.57% of the 35 students, or just 3 individuals, scored between 8 and 10.
Very GoodGoodFairPoorVery Poor the highest score However, 27 out of 35 students (74.29%) got mark from 3 to 5 as lowest score, which were judged at Poor level
Figure 3.2 Students’ level of knowledge about intercultural communication
In exploring popular discussion topics among students, it is evident that Food and Drink, Business, Gift Etiquette, and Gestures are highly favored The data indicates that over 90% of students are engaged by these subjects, highlighting their significant interest.
Table 3.1 Students’ levels of interest in guided discussion about interculture
11 I like participating in activities where I am part of a group to discuss about topic
12 I like participating in activities where I 85.71% 11.43% 2.86% 100%
GoodAveragePoor am part of a group to discuss about topic
13 I like activities where there is a lot of discussion about topic “Charity”
14 I like activities where I can talk with my friends about topic “Communication style”
15 I like working in groups to discuss with my classmates about topic “Food and drinks”
16 I like participating in activities where I am part of a group to discuss about topic
17 I like participating in activities where I am part of a group to discuss about topic
18 I like participating in activities where I am part of a group to discuss about topic
19 I like participating in activities where I am part of a group to discuss about topic
20 I like participating in activities where I am part of a group to discuss about topic
An analysis of data from a pre-treatment questionnaire revealed that students possess low intercultural awareness and struggle with intercultural situations, indicating a lack of familiarity with the subject Despite this, students expressed a strong interest in discussing topics that could enhance their intercultural communication competence In response to these findings, I initiated Cycle I to address the students' challenges.
After action findings
In this article, I assess the effectiveness of intercultural teaching by measuring the improvement in intercultural consciousness over six weeks To evaluate this approach, I administered an intercultural awareness test at the conclusion of the program, utilizing a combination of questionnaires and communication activities in real-life scenarios A post-treatment test was conducted to determine if the intercultural teaching successfully enhanced students' intercultural awareness.
In the figure below, the students’ levels of knowledge about interculture after action was clearly indicated
Figure 3.3 Students’ levels of knowledge about interculture after action
Very GoodGoodAveragePoor
The analysis of the data in Figure 3.2 reveals a notable improvement in students' post-treatment test scores Interestingly, only 2 students achieved the lowest score of 3 Among the 35 students, 6 (17.14%) scored between 4 and 6, while the number of students scoring between 7 and 8 rose significantly from 6 to 15 Additionally, 12 students, representing 34.29%, scored between 8 and 10, indicating a positive trend in academic performance.
In short, based on the data of post-treatment test/questionnaire, we can see that the students’ intercultural awareness was improved a lot after six weeks of implementation
3.2.2 Students’ attitudes towards effectiveness of guided discussion method
The chart clearly illustrates a significant increase in students' scores in intercultural communication competence when taught through guided discussion This demonstrates the effectiveness of the teaching technique employed to enhance students' intercultural awareness.
The following table shows students’ comments on some of the opinions about guided discussion activities
Table 3.2 Students’ comments on guided discussion activities
((1) Strongly disagree; (2) Disagree; (3) Neutral; (4) Agree; (5) Highly agree)
1 Guided discussion makes me feel relaxed and enjoyable 0 0 22.86%
2 Guided discussion helps lower my anxiety and develop confidence 0 8.57%
3 By guided discussing intercultural situations, I gain more information, new insights and knowledge, and an increased ability to analyze the situation and formulate a course of action
4 Guided discussion makes the lessons more interesting because I can get involved in the tasks, and work out the solutions to the problems with the friends
5 Guided discussion helps me a lot in improving my intercultural awareness 0 8.57%
A study revealed that 71.43% of students found guided discussion activities relaxing and enjoyable, enhancing their interest in intercultural lessons Only 2 students disagreed with this sentiment Additionally, all participants acknowledged that these activities provided them with valuable information, insights, and improved analytical skills When asked about the impact of guided discussions on their intercultural awareness, 77.14% agreed that it was beneficial, while 14.29% were uncertain and 3 students disagreed.
The interview focused on the participation of five selected students in guided discussion activities, examining their attitudes towards the impact of these discussions on their intercultural awareness and the extent of changes in their understanding of different cultures.
Five students were selected based on their scores through post-treatment test:
In a recent study, two students (S1 and S2) demonstrated significant improvement in their post-treatment test scores compared to their pre-treatment results Meanwhile, two other students (S3 and S4) showed only slight increases in their scores However, one student (S5) exhibited no noticeable gains following the intervention A summary and analysis of the interview content are provided below, with the interview questions available in Appendix E.
Most students interviewed reported a change in their intercultural awareness, with S1 and S2 indicating significant improvements In contrast, S3 and S4 acknowledged some changes, albeit to a lesser extent.
My understanding of intercultural situations has evolved significantly after learning about interculture Initially, I viewed intercultural awareness merely as recognizing the similarities and differences among cultures However, I now understand that it encompasses a deeper awareness and understanding of both my own culture and those of others.
Learning about interculture has significantly enhanced my understanding of intercultural situations, boosting my confidence in communicating with individuals from diverse backgrounds I realized that true intercultural awareness arises when individuals recognize that their cultural perspective is not the sole or superior viewpoint, prompting them to appreciate and evaluate different perspectives.
My understanding of intercultural situations has significantly expanded due to increased communication with individuals from diverse backgrounds Learning the language has facilitated these interactions, allowing me to become more aware of various cultural contexts and experiences.
My understanding of intercultural issues has improved, but progress has been slow due to my limited background knowledge As a result, I find it challenging to quickly and easily grasp new concepts in this area.
Below are the samples of the reasons why students had changed in their intercultural awareness According to them, their perception about intercultural situations had an improvement, because:
Intercultural awareness is essential for individuals as it fosters understanding of diverse cultures Recognizing the significance of different cultures and languages plays a vital role in enhancing personal growth and social interactions.
Going from my own experience, one of the key things that has enabled me to develop intercultural awareness is studying and investigating my own culture together with friends (Student 4)
Interview data indicated that students have notably shifted their attitudes regarding intercultural issues, suggesting a consistency in their intercultural awareness prior to language learning To gain deeper insights into the factors influencing these views, the study explored various adjustments made to incorporate intercultural awareness into foreign language teaching and learning.
Students widely agree that intercultural awareness involves understanding and appreciating cultural differences, emphasizing key elements such as acceptance, respect, and tolerance Additionally, participants provided personal examples and explanations of intercultural awareness, highlighting its significance in fostering a more inclusive environment.
Recognizing the diversity in social and cultural environments is essential, as it fosters respect and tolerance Embracing these differences allows for a deeper understanding of the various individuals we encounter, promoting a willingness to learn from one another.
I found that intercultural awareness is a collection of skills and attitudes that help to interpret understand and relate to people of a culture other than our own (Student 3)
In addition, the following comments given by two students provide relatively detailed explanations of their understandings:
Reflection
A study revealed that guided discussion activities in speaking and writing classes significantly enhanced students' intercultural awareness over six weeks Initially, most students had minimal knowledge of intercultural concepts, but by the end of the program, nearly all exhibited increased confidence in communicating with individuals from diverse cultures Observations indicated that the majority of students developed a deeper understanding of intercultural dynamics during this period of learning.
Students reported that guided discussion activities were both enjoyable and beneficial in overcoming challenges when communicating with individuals from diverse cultures The preparation provided by the teacher prior to these tasks equipped them with valuable knowledge and language skills, enhancing their cultural awareness relevant to the lessons As a result, students felt more confident and at ease when engaging with people from English-speaking countries and other cultures.
As both a teacher and researcher, I gained valuable insights from this action research, which demonstrated that implementing guided discussions significantly enhanced students' intercultural awareness This approach facilitated a gradual transformation in students' understanding of diverse cultures, leading to a heightened consciousness of cultural differences over time.
Action research enables me to find effective solutions for enhancing teaching quality while simultaneously increasing my intercultural awareness This approach, defined by Kemmis and McTaggart (1982) as a study through self-reflection, uniquely integrates action with research It aims to verify theories and improve practical teaching methods, ultimately leading to a deeper understanding of the syllabus, teaching, and learning processes, as well as a better interpretation and testing of current educational theories.
Based on the study's findings, I would like to offer recommendations for teachers and students at Luong Van Tuy High School for Gifted Students, as well as for future researchers and the institution itself The suggestions are outlined as follows:
To enhance intercultural teaching, educators should employ engaging methods such as guided discussions while maintaining a friendly and sensitive approach to students' situations By being effective motivators, teachers can foster a more enjoyable learning environment for English language learners Based on positive findings, it's essential for teachers to incorporate innovative discussion activities that bolster students' intercultural communication skills Additionally, educators should focus on expanding students' knowledge of different cultures to boost their confidence in cross-cultural interactions Investing time in preparing supplementary materials and providing essential cultural context before class discussions is crucial for effective intercultural education.
Students must recognize the significance of enhancing their intercultural awareness for their future careers and daily life, and subsequently develop a plan to boost their intercultural communication skills It is essential for them to engage in thoughtful English learning both inside and outside the classroom To build confidence in communicating with individuals from diverse cultures, students should invest time in gathering relevant information and understanding intercultural concepts in groups prior to class Emphasizing creativity and active participation in English learning, along with implementing effective teaching techniques and strategies, can further motivate students in their educational journey.
Future research should focus on enhancing guided discussions, aiming to apply this approach not only to intercultural education but also to the development of various other skills.
In conclusion, the class observation and test results indicate that nearly all students showed an improvement in their intercultural awareness, with some demonstrating only minimal change This suggests that guided discussion activities can effectively enhance students' intercultural understanding For those who did not show improvement in this cycle, it is anticipated that future cycles, with support from teachers and peers, will foster progress The researcher aims to achieve even better results in the next cycle of the study.
PART C CONCLUSION AND PLAN FOR THE NEXT CYCLE
Summary of main findings
A study was conducted to enhance intercultural awareness among 11th-grade English major students through guided discussion activities Over six weeks, 35 students participated in the program, and data were gathered using pre-treatment and post-treatment questionnaires, along with student interviews.
After the implementation, the study answered the research questions:
To what extent do guided discussion activities change the students’ intercultural awareness?
Research indicates that guided discussion activities significantly enhance intercultural awareness among students However, three students exhibited minimal improvement due to their limited understanding of culture and intercultural concepts.
The findings showed that guided discussion activities played a certain part in improving students’ intercultural awareness Many of the students could improve their scores in the post-treatment test
A comparison of pre- and post-activity data revealed that guided discussion activities significantly enhanced students' intercultural awareness.
This study emphasizes the significance of enhancing intercultural awareness and communication, particularly in educational environments The findings offer valuable insights for researchers aiming to improve intercultural understanding in these settings.
Limitations of the study
In this research cycle, students' intercultural awareness was assessed primarily through questionnaires and interviews However, relying solely on self-reported data may provide an incomplete picture Consequently, it remains challenging to determine how these reported changes in awareness translate into actual intercultural communicative competence.
In this research cycle, the teacher-researcher selected the discussion topics, leaving uncertainty about the students' enjoyment of the culture-related subjects.
These limitations are to be addressed in the next cycle.
Plan for the next cycle
Reflecting on the recent action research cycle, I found that students exhibited positive attitudes towards intercultural discussions, as guided activities helped them articulate their ideas more clearly For the next cycle, I plan to extend the duration of these discussions and involve a larger group of high school students Their intercultural knowledge, skills, and attitudes will be assessed using Byram’s (1997) framework Additionally, I will empower students to select their own discussion topics, while continuing to employ guided discussions This approach will be enhanced by integrating project-based learning, which will involve students in developing intercultural projects.
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APPENDIX A (ENGLISH VERSION) APPENDIX 1 PRE-TREATMENT QUESTIONAIRES FOR STUDENTS
This pre-treatment questionnaire aims to support research on enhancing intercultural awareness through guided discussions among 11th-grade English major students at Luong Van Tuy Gifted High School The focus is to assess students' attitudes, knowledge, and awareness regarding intercultural communication Your participation in answering the following questions is greatly valued, and rest assured that your identity will remain confidential in any data analysis or discussion.
Part I Please answer some following questions:
Question 2 What is a culture difference?
Question 3 In your opinion, what is intercultural awareness?
1 = Very poor (1-5 points); 2 = Poor (6-10 points) ; 3 = Fair (11-15 points);
4 = Good (16-20 points); 5 = Very good (21-25 points)
1 I listen to people from other cultures when they tell me how my culture affects them 1 2 3 4 5
2 I find that people from other cultures have fresh ideas and different points of view to bring to my life
3 I realize that people outside my culture could be offended by my behavior I’ve asked people if I have offended them by things I have done or said and have apologized whenever necessary
4 I respect my friends and teachers, regardless of where they are from 1 2 3 4 5
5 If I am in mixed groups or teams, I will mix with everyone I will not just stay with people from my culture, or only with people from the dominant culture
Part III Please tick (√) the box or fill in the column that best describes your thoughts
1 Shaking hands with women is acceptable in
Indonesia □ True □ False □ No information
2 The thumbs up sign means 'OK' in
Argentina □ True □ False □ No information
3 Australians prefer people with a sense of humour □ True □ False □ No information
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III really be Americans and prefer this to being called Canadians
5 When Swedes involved in a group conversation which of these is poor etiquette?
6 Which of the following subjects should you avoid talking to a Finn about?
7 How do Danes prefer to be addressed? □ Mr/Mrs/Miss/Ms followed by their surname
8 Arabs expect gifts to be opened in front of the giver □ True □ False □ No information
9 In Britain you tip your plate away from you when eating soup □ True □ False □ No information
10 Eating with your hands is rude in Malaysia □ True □ False □ No information
11 Mexicans are supposed to keep their hands on the table during a meal □ True □ False □ No information
12 Dropping your chopsticks in China is considered bad luck □ True □ False □ No information
Part IV: When discussing about intercultural communication, which of the following topics are you interested in?
Read each statement carefully and then decide if you are:
(1) Very interested; (2) Interested; (3) Not interested
11 I like participating in activities where I am part of a group to discuss about topic “Health”
12 I like participating in activities where I am part of a group to discuss about topic “Behaviour”
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14 I like activities where I can talk with my friends about topic “Communication style”
15 I like working in groups to discuss with my classmates about topic “Food and drinks”
16 I like participating in activities where I am part of a group to discuss about topic “Environment”
17 I like participating in activities where I am part of a group to discuss about topic “Giving gifts etiquette”
18 I like participating in activities where I am part of a group to discuss about topic “Interview”
19 I like participating in activities where I am part of a group to discuss about topic “Sport”
20 I like participating in activities where I am part of a group to discuss about topic “Business”
Thank you very much for your cooperation!
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APPENDIX A PHIẾU KHẢO SÁT DÀNH CHO HỌC SINH
Bảng câu hỏi khảo sát được thiết kế nhằm nghiên cứu “Nâng cao nhận thức liên văn hóa của học sinh thông qua thảo luận có định hướng” với đối tượng là học sinh lớp 11 chuyên Anh trường THPT chuyên Lương Văn Tụy Mục tiêu của nghiên cứu là khảo sát thái độ, hiểu biết và nhận thức của các em về giao tiếp liên văn hóa.
Sự hỗ trợ của các em trong việc trả lời bảng khảo sát là rất quý giá đối với tác giả Tác giả cam kết bảo mật thông tin cá nhân mà học sinh cung cấp Xin chân thành cảm ơn sự hợp tác và tham gia của các em!
Phần I Em hãy trả lời những câu hỏi dưới đây:
Câu 1 Theo em, văn hóa là gì?
Câu 2 Theo quan điểm của em, thế nào là sự khác biệt về văn hóa?
Câu 3 Em hiểu có nhận thức liên văn hóa là thế nào?
1 = Rất yếu; 2 = Yếu; 3 = Khá; 4 = Tốt; 5 = Rất tốt
1 Tôi lắng nghe mọi người đến từ các nền văn hóa khác khi họ nói văn hóa của tôi ảnh hưởng như thế nào đến họ
2 Tôi nhận ra rằng mọi người từ những nền văn hóa khác mang đến cuộc sống của tôi những ý tưởng mới mẻ và quan điểm khác nhau
3 Tôi nhận ra rằng những người bên ngoài nền văn hóa tôi có thể bị phật ý bởi hành vi của tôi
Tôi hỏi họ xem liệu tôi có xúc phạm họ bởi những điều tôi làm hoặc nói hay không và sẽ nói xin lỗi nếu cần
4 Tôi tôn trọng bạn bè và giáo viên của tôi bất kể họ từ nền văn hóa nào tới 1 2 3 4 5
5 Nếu tôi làm việc trong nhóm hay đội đa văn hóa, tôi sẽ kết hợp với tất cả mọi người Tôi sẽ không chỉ giao tiếp với những người từ nền văn hóa của tôi hoặc chỉ với những người từ nền văn hóa thống trị
Phần III Đặt dấu (√) vào phương án em cho rằng miêu tả đúng nhất suy nghĩ của em: Điểm đánh giá:
Trả lời sai hoặc không có thông tin: 0 điểm
1 Bắt tay phụ nữ được chấp nhận ở
Indonexia □ Đúng □ Sai □ Không có thông tin
2 Ký hiệu ngón trỏ giơ lên có nghĩa là “OK” ở
Achentina □ Đúng □ Sai □ Không có thông tin
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3 Người Otraylia thích những người có khiểu hài hước hơn □ Đúng □ Sai □ Không có thông tin
4 Những người đến từ Canada coi họ thực sự là người Mỹ và thích điều này hơn là được gọi là người Canada
□ Đúng □ Sai □ Không có thông tin
5 Khi người Thụy Điển tham gia vào nhóm hội thoại, điều nào được coi là phép xã giao kém?
□ Để tay trong túi quần
□ Phản đối công khai □ Chặn lời
6 Chủ đề nào bạn nên tránh đề cập đến với người Phần Lan?
□ Chính trị và thể thao
□ Cuộc sống riêng □ Môi trường
7 Người Đan Mạch thích được gọi như thế nào hơn?
□ Mr/Mrs/Miss/Ms + họ
8 Người Ả-rập mong quà tặng sẽ được mở ra ngay trước mặt người tặng □ Đúng □ Sai □ Không có thông tin
9 Ở Anh bạn sẽ để xa đĩa của bạn ra khi bạn dùng súp □ Đúng □ Sai □ Không có thông tin
10 Ăn bằng tay bị coi là mất lịch sự ở Malaysia □ Đúng □ Sai □ Không có thông tin
11 Người Mehico để tay của họ lên bàn trong khi dùng bữa □ Đúng □ Sai □ Không có thông tin
12 Làm rơi đũa trong khi ăn bị coi là điềm xấu ở Trung Quốc □ Đúng □ Sai □ Không có thông tin
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Phần IV: Khi thảo luận về giao tiếp liên văn hóa, em thích những chủ đề nào? Hãy đọc những câu dưới đây và sau đó quyết định
(1) Rất thích; (2) Thích; (3) Không thích
11 Em thích thảo luận theo nhóm về chủ đề “ Sức khỏe”
12 Em thích thảo luận theo nhóm về chủ đề “ Hành vi cư xử”
13 Em thích thảo luận theo nhóm về chủ đề “ Từ thiện ”
14 Em thích thảo luận theo nhóm về chủ đề “ Phong cách giao tiếp ”
15 Em thích thảo luận theo nhóm về chủ đề “ Ẩm thực”
16 Em thích thảo luận theo nhóm về chủ đề “ Môi trường”
17 Em thích thảo luận theo nhóm về chủ đề “ Cách thức tặng quà”
18 Em thích thảo luận theo nhóm về chủ đề “ Phỏng vấn”
19 Em thích thảo luận theo nhóm về chủ đề “ Thể thao”
20 Em thích thảo luận theo nhóm về chủ đề “ Kinh doanh”
Trân trọng cảm ơn sự hợp tác của các em!
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POST-TREATMENT TEST FOR STUDENTS
Time allotted: 35 minutes Part I Please tick (√) the box or fill in the column that best describes your thoughts
1 In Bolivia you are waiting for a bus and when it arrives the driver gives you the so-so gesture (twisting the flat, open hand) This means
□ There may be room if you give me a tip
□ Get on □ The bus is full
2 When an Arab brings the tips of all fingers and thumb together and bobs the hand up and down, this means □ Calm down □ Hurry Up □ Get lost
3 To indicate someone is miserly, the
Dutch would… □ Slap their elbow
□ Glide the forefinger down the nose
4 When a Pole flicks their finger against the neck it means □ You're dead □ Join me for a drink
5 During a break for a meeting between you and a group of Saudis, you walk into the men's room to find a
□ They must have had smelly feet
□ They are preparing to read their prayers
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X sink You should know that:
6 If you were to buy a Korean one of these gifts, which would be the most suitable?
□ Craft item from your own country
7 When giving or receiving a gift in China, you should do using □ Both hands □ Right hand □ Left hand
8 Why would you not give a Brazilian a knife for a gift? □ It represents the threat
□ It represents the cutting off of a relationship
□ It represents the desire to marry the recipient's daughter
9 If invited to a house for dinner in Turkey, which of these would you take?
10 In Bolivia what colour flowers would make a poor choice for a gift? □ White □ Red □ Yellow
11 When receiving a business card from Korean you should do so with
□ Left hand propped up with right hand
□ Both hands □ Right hand only
12 In Spain, the main purpose of a business meeting would be to:
□ Make decisions by discussing in the
□ Brief the team on a decisions already taken
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XI and con's of an issue
13 You are making a proposal to a group of Japanese executives when you notice a few of them sat with their arms folded and eyes closed They are:
□ Tired and catching up on some sleep
□ Pretending to be asleep to show you that they think your presentation is poor
14 While in South Korea, you present a gift to a new client to thank him or her for his hospitality and to cement your business relationship He/she refuses to accept the gift You should:
□ Apologise for offending him/her
□ Insist he/she takes it until it is accepted
□ Offer it to someone else from his/her company
15 There are three of you interviewing an Afghani man for a position in your company Of the interviewers, two of you are women The interviewee only ever gives eye contact to the man and never to the women This is because:
□ He is nervous around women
□ He sees women as second class citizens
16 In Belgium how many times should you raise your glass when toasting? □ Once □ Twice □ Three times
17 At a dinner in Hong Kong where will the guest of honour be seated? □ To the left of the host
□ To the right of the host
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Part II After lessons about interculture through guided discussion method I realize that…
(1) Strongly disagree (2) Disagree (3) Neutral (4) Agree (5) Highly agree
1 Guided iscussion makes me feel relaxed and enjoyable
2 Guided discussion helps lower my anxiety and develop confidence
3 By guided discussing intercultural situations, I gain more information, new insights and knowledge, and an increased ability to analyze the situation and formulate a course of action
4 Guided discussion makes the lessons more interesting because I can get involved in the tasks, and work out the solutions to the problems with the friends
5 Guided discussion helps me a lot in improving my intercultural awareness
Class:……… drink at a business gathering? □ Wine □ Vodka □ Beer
19 Jews are forbidden from eating which of these? □ Duck □ Lobster □ Tuna
20 In the Middle East which of these should you avoid when eating?
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1 Ở Bolivia em đang chờ xe buýt và khi xe tới, người lái xe đưa ra một cử chỉ kiểu như xoáy lòng bàn tay, mở bàn tay ra Điều đó có nghĩa là…
□ Còn chỗ ngồi nếu em đưa tiền thêm/tiền bo
□ Lên xe đi □ Xe đầy rồi
2 Khi một người Ả-rập đưa đầu tất cả các ngón tay và ngón tay cái cùng với nhau và nâng tay lên xuống, điều này có nghĩa…
□ Bình tĩnh □ Nhanh lên □ Lạc đường
3 Để ám chỉ ai đó keo kiệt, người Đan Mạch sẽ…
□ Vỗ khuỷu tay của họ
□ Trượt ngón tay trỏ xuống mũi □ Giơ nắm đấm
4 Khi một người Ba Lan búng nhẹ ngón tay ngược phía cằm, điều đó có nghĩa là…
□ Em chết chắc □ Uống cùng tôi đi
□ Đừng thử sự kiên nhẫn của tôi
5 Trong giờ nghỉ giữa cuộc họp giữa em và một nhóm người Ả-rập, em đi vào phòng nghỉ dành cho nam thì thấy một số người trong số đó đang rửa chân trong bồn Em nên biết rằng:
□ Họ chắc hẳn có mùi hôi chân □ Họ đơn giản đang rửa chân
□ Họ đang chuẩn bị cầu nguyện
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6 Nếu em định mua cho một người Hàn Quốc một trong những quà tặng này, món quà nào phù hợp nhất?
□Đồ dùng cho công việc
□Đồ thủ công của đất nước em □Sô cô la
7 Khi nhận hoặc tặng một món quà ở Trung Quốc, em nên sử dụng… □ Cả hai tay □ Tay phải □ Tay trái
8 Tại sao em không nên tặng người Brazil quà tặng là một con dao?
□ Vì điều đó thể hiện sự đe dọa
□ Điều đó thể hiện sự cắt đứt mối quan hệ
□ Điều đó thể hiện sự xứng đáng cưới con gái của người nhận
9 Ở Thổ Nhĩ Kỳ nếu được mời đến dùng bữa tối, em nên đem theo gì? □ Tiền □ Bánh ngọt □ Rượu Uytski
10 Ở Bolivia màu hoa nào sẽ là lựa chọn sai lầm dành làm quà tặng? □ Trắng □ Đỏ □ Vàng
11 Khi nhận một tấm danh thiếp từ người Hàn Quốc, em nên làm điều đó
□ Tay trái đỡ lấy tay phải □ Cả hai tay □ Chỉ dùng tay phải
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12 Ở Tây Ban Nha, mục đích chính của cuộc gặp thương mại/kinh doanh là:
□ Đưa ra quyết định bằng cách thảo luận về độ dài của điểm lợi và điểm hạn chế của một vấn đề
□ Thỏa thuận hợp đồng dưới sự thống nhất
□ Tóm tắt lại cho cả nhóm về một vấn đề đã được quyết định
13 Em đang đưa ra đề nghị với một nhóm lãnh đạo Nhật Bản, khi đó em nhận ra một số người trong số họ ngồi khoanh tay và nhắm mắt Họ đang:
□ Mệt mỏi và tranh thủ ngủ
□ Giả vờ ngủ để cho em thấy rằng họ nghĩ bài thuyết trình của em rất chán