Luận văn thạc sĩ Luật học: Nhận thức của sinh viên chuyên Anh về ảnh hưởng của văn hóa đến mối quan hệ giữa các cá nhân

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAININGHANOI LAW UNIVERSITY LUONG THI MAI CHI 443024 ENGLISH - MAJORED STUDENTS’ PERCEPTIONS OF THE INFLUENCE OF CULTURE ON INTERPERSONAL R

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING

HANOI LAW UNIVERSITY

LUONG THI MAI CHI

443024

ENGLISH - MAJORED STUDENTS’ PERCEPTIONS OF THE

INFLUENCE OF CULTURE ON INTERPERSONAL

RELATIONSHIPS: A STUDY AT HANOI LAW UNIVERSITY

GRADUATION

PAPER

HANOI - 2023

MINISTRY OF JUSSTICE MINISTRY OF EDUCATION AND TRAINING

HANOI LAW UNIVERSITY

LUONG THI MAI CHI

443024

ENGLISH — MAJORED STUDENTS’ PERCEPTIONS OF THE

INFLUENCE OF CULTURE ON INTERPERSONAL

RELATIONSHIPS: A STUDY AT HANOI LAW UNIVERSITY

Major: English Language

SUPERVISOR Nguyen Thi Hong Thu, MA.

HANOI - 2023

I hereby state that I: Luong Thi Mai Chi, 443024, being a candidate for the

degree of Bachelor of Arts accept the requirements of the University relating to the

retention and use of Bachelor's Graduation Paper deposited in the library

In terms of these conditions, I agree that the origin of my paper deposited in

the library should be accessible for the purposes of study and research, in

accordance with the normal conditions established by the librarian for the care,loan, or reproduction of the paper

Supervisor Student

Nguyen Thi Hong Thu Luong Thi Mai Chi

April 4", 2023

This research study would not have been accomplished without the

assistance of people to whom I am immensely grateful First and foremost, I wouldlike to express my profound appreciation to my supervisor, Nguyen Thi Hong Thu,

for her unwavering support of my study and research, as well as her patience,

inspiration, passion, and extensive knowledge Her assistance was invaluable duringthe study and composition of this thesis My heartfelt gratitude goes to all thelecturers and staff members at Hanoi Law University's Department of English fortheir efforts and services I would like to extend my most sincere thanks to all 100English majors who participated in the questionnaire, as well as the five interviewparticipants who assisted me in obtaining higher-quality data The study would nothave been completed without their essential factor and recommendations Inaddition, my members of family give their wholehearted support Their kindnessand patience have enabled me to overcome what appears to be an impossiblechallenge at times Thank you also to the group of my best friends who haveconstantly pushed me to finish the assignment and have supported me throughoutthe thesis process of writing Finally, I would like to express my gratitude to myselffor working hard and doing my absolute best to accomplish my graduation thesis Ihope this thesis is a huge success

ABSTRACTCulture is a vital component of our identity, and it has a huge impact on our

behavior, beliefs, and values Cultural differences may possess a significantinfluence on student-student and teacher-student relationships at universities In any

specific university, the diversity of cultural origins may be a catalyst for innovation,

new perspectives, and unique ideas The aim of this study was to identify the views

of English - majored students at Hanoi Law University on the influence of culture

on interpersonal relationships From that, suggesting some recommendations forremoving cultural barriers in developing interpersonal relationships of English -majored students at Hanoi Law University To achieve that objective, quantitativeand qualitative methods were used The participants taking part in a questionnairesurvey were 100 English — majored student and five participants were interviewedsome questions related to assignment According to the result, students weresignificantly aware of the influence of culture on interpersonal relationships atuniversity The participants found that there are numerous cultural barriers inmaintaining interpersonal relationships at university The study of the influence ofculture on interpersonal interactions at university is a significant contribution to thediscipline of education It emphasizes the problems and possibilities connected withcultural diversity and offers practical suggestions for developing a pleasant andequitable learning environment In the future, researchers can develop on theadvantages of this study and further investigate the influence of culture oninterpersonal relationships within the university setting by broadening the scope ofthe research and investigating a broader spectrum of relationships

TABLE OF CONTENTS

DECLARATIONS 1 |ACKNOWLEDGEMENTTS HH HH HH TH HH ngu ilCid We ey seeranesernrnnsetnttottttottrtigIBI080000801000G70E./G001X00003010010110.0B0DNGIAEANGUESN.22NSGRSNNESSHIUSI2RGISN3I0000/206008E illIDRSN9)09.)02.11 VilLIST OF FIGURES 1157 VilINTRODUCTION - Quà |

1, Eafiondle CoE LÍ WY sis sca escent ss se a sn 8 A ta AER ST A A 488/0 1

P Aims 0061) 2

3 Research qu€S(ÏOIS GG SH HH HH Ho Họ kh 3

Fs RO OT TỈTE NEW sasesssnnnnnrenreinnh nntrenttontratt-tgroraintttrtnnidToiietT8T0N08000/018.880G100860nN19ã80.88 3

5 Significance of the Sfudy - ccccesceceeessneeceeeeneeeeeeeesneeeeeeeeneeeeesenneeeees 4

6 Organization of the S(Ud - G 1n HH HH HH, 4CHAPTER 1: LITERATURE REVIEW QQ LH HH HH HH HH hệt 51.1 TDelnitidn cof oul sc ss i ses sense se cs ne ae ni ok aes za ne ae ana naa ts ane Hán eR nO 5

1.2 Interpersonal Relationships - - - S112 ngờ 7

1.2.1 Definition of Interpersonal ÑelÏafionsliiDs «-< << 71.2.2 The importance of Interpersonal Ñelationslhiips -«- 81.2.3 Type of Interpersonal Relationships at HHÌV€FSIÍV - «<< 5+ 91.2.3.1 Student — student relationships ccccccceseceeeseceeeneeeesseeeesseeeeseeees 101.2.3.2 Teacher — student relationships 5+ + 55c + ++s++eexsseereeerres lãi1.3 The influence of culture on Interpersonal Relationships at university 131.3.1 The influence of culture on student - student relationships 131.3.2 The influence of culture on teacher - student relationships 141.4 The cultural barriers in maintaining Interpersonal Relationship at

A) d 16

1.5 The previous studies on the influence of culture on Interpersonal

Relationships at unÏV€TSÏẨY - HS Hư 17CS) 20CHAPTER 2: METHODOLOGY Ặ Q Q.12 *Sn HH TH ng kg ky 212„i„ PRYDVÏDHHÍS ss scr ccs cass axe ne aan Ba AAS BR A AG AA nc A RA A 212.2 Data collection ÏnsfruIn€nf - - esceeeeeeceneeeeeeeeaeeeseeceeeeeseeeeeeesaes Zi2.2.1 QUCSTIONNAITE SHFVGJ G Ă nnnkkhrry 21nein TAT VILE ess sss 04 a 0 A RNS CD ts SE OR a RON 50 222.3 Data Collection ccc ceecceceeseeeeeseecesneeceenaeecesaeeceenaeeceeaeeeeeaeeesenaeeeeeaeeees 232.3.1 Data collection by QH€SÍIOHH(IT cv ereu 232.3.2 Collecting data by means Of interview S 5S SĂ Si 24Dab, TRAE, HH HÏYRÍS «ses cass cnscnase ann nas ans cana siete sic Ade AA SAD 4140.001 A sR A OR 242.4.1 Quantitative data analysis IH€fHHO(Ỉ, Ỏ Q0 SH ng ve 242.4.2 Qualitative data analysis HIGfÏ1OỈ G0 vn khu 26xuân «INR sce xenon nc rs case a, NAN, S08 Sc Se Nae 28CHAPTER 3: RESULTS AND DISCUSSION0.00 ceeeneceeneeeeetneeetenes 293.1 N€SUI(S Q TH HH HH Họ ngờ 29

$3.I.I Respondents’ IHOTIHHQfÏOHH Ă Sky 293.1.2 English — majored students’ perception on Interpersonal

[.(2/////7/11/77,0000n00n0n0n8080808 n8 .e 303.1.3 English - majored studentfs' perceptions of the influence of culture onInterpersonal Relationships at Hanoi Law University 5-5 343.1.4 Students’ perceptions of the cultural barriers in maintaining

Interpersonal Relationships at Hanoi Law University - -<<<< 55+ 42

| en giai DHiGTHiiHB ti tiainG ta ta SRLSS10010905.380.8182001388.183 306 483.2.1 The influence of culture on interpersonal relationships at university 48

3.2.2 The cultural barriers on maintaining interpersonal relationships at7/7/2174 oo eccecsccccceseceeeneeeesnneeeeneeceeaeeeseaneeeseneecesaaecensaeeceeaeeceesueceseaeeeeeaaeceneaeeeseaaeees 503.3 SuImmarV G SH TH TH kh 33CHAPTER 4: RECOMMENDATIONS Q SH HH re, 544.1 Recommendations for reducing cultural barriers to developing student —student relationships at university ccccccccccesseceeeeeeeeeeeeeeneeeeeneeeeneneeenens 544.2 Recommendations for reducing cultural barriers to developing teacher —student relationships at UMIVerSity - Ặ Gv ket aS4.2.1 Recommendations for teachers on reducing cultural barriers to

developing teacher — student relationships at University 5 S55 5555 554.2.2 Recommendations for students reducing cultural barriers to developingteacher — student relationships at HHV€FSIÍD Gv ey 56

Do MITHTTHTTTY nuanggướn san snes nn sins cawuen sch 458 Cr SSAA ss ES A A ARTA A BOCA 488 57CONCLUSION - HH HH ng HH nh 58

1 Summary of the main fÏndinøs - - << 11222111113 1111 vn 58

2 Implication of the s(udy cccceesseecceeenneeeeeeeeneeeeeseeeeeeeeeeeneeeeeeeeas oo

3 Limitations and suggestions for further research -««<<<<<+ 6030)›40) 1001 62APPENDICES 11 73

LIST OF TABLES

Table 1: English - majored students' perceptions of the influence of culture

on Interpersonal Relationships

Table 2: English - majored students' perceptions of the influence of culture

on student — student relationships at Hanoi Law University

Table 3: English - majored students' perceptions of the influence of culture

on teacher — student relationships at Hanoi Law University

Table 4: Students' perceptions of the cultural barriers in maintaining

Interpersonal Relationships at Hanoi Law University

Figure 3: Type of Interpersonal Relationships of English — majored students

Figure 4: Percentage of English — majored students choosing commoncultural barriers to maintaining interpersonal relationships at Hanoi Law

University

1 Rationale of the study

Interpersonal relationship building and maintenance are essential for asuccessful and fulfilling life In fact, having strong social support can be especiallyimportant during emotionally challenging times Social support is rooted ininterpersonal relationships, and studies have shown that strong relationshipsimprove a person's overall well-being

It is widely accepted that culture has a significant impact on the norms, roles,regulations, practices, interpretations, and aspirations of interpersonal relationships(Berscheid, 1995, p 531) However, cultural influences go far beyond just howindividuals interpret and display their interpersonal interactions Culture can alsoimpact the internal and external components of relationships, including bothbehavior and representation For example, research has suggested that culturaldifferences can exist in the way people express emotions within interpersonalrelationships (Planalp & Fitness, 1999) Additionally, cultural influences can alsoshape the way individuals approach conflict resolution, communication styles, and

even the overall importance placed on interpersonal relationships within a given

society As such, understanding the cultural context of interpersonal relationships isvital for building and maintaining strong relationships that can support a person'soverall well-being and success in life

Culture plays an increasingly significant role in shaping interpersonalrelationships, particularly in the context of university life In fact, the impact ofcultural differences on interpersonal relationships is a topic that has been studiedextensively in the field of education When we talk about interpersonal relationships

in education, we are referring to a wide variety of relationships that exist betweendifferent actors For instance, peer relationships in class are an important aspect ofinterpersonal relationships in education This includes relationships betweenstudents from different cultural backgrounds, which can sometimes lead tomisunderstandings or conflicts In addition, the relationships between teachers and

students are also a crucial part of interpersonal relationships in education The

cultural background of both the teacher and the student can have a significant

impact on the way they interact with each other, and it is important to be mindful of

these differences in order to foster positive and inclusive learning environments

The author of this graduation thesis is aware of the paramount importance ofinterpersonal relationships in the university setting and how cultural factors canheavily influence these relationships To address this gap in research, the author hasdeveloped a comprehensive and systematic project that seeks to shed light on theseissues Through careful analysis and exploration of existing literature, as well as theauthor's own empirical research, this project seeks to contribute to a deeperunderstanding of the dynamics of interpersonal relationships in higher education It

is hoped that this research will provide valuable insights into how to foster positiveand productive communication and collaboration among students and teachers inthe university setting The topic is named “English - majored students’ perceptions

of the influence of culture on Interpersonal Relationships: A study at Hanoi LawUniversity”

2 Aims of the study

The influence of culture has become increasingly important in the formation

of interpersonal relationships, particularly in the context of university life Thisstudy aims to delve deeper into the significance of cultural impact on interpersonalrelationships in universities, examining the various ways in which culture can affectstudent interactions

In addition to exploring the importance of culture, this study also identifiesthe various cultural barriers that can hinder the development of students'interpersonal relationships in universities These barriers can include differences inlanguage, values, and customs However, it is important to note that these barriersare not insurmountable

To overcome such obstacles, this study proposes several strategic measures

to help students overcome the remaining barriers from the impact of culture on

interpersonal relationships These measures include promoting cultural exchange

programs, developing language support programs, and encouraging students to

participate in cultural activities By implementing these measures, students can

develop a better understanding of different cultures and find practical ways toovercome cultural challenges

Through this study, the author hopes that not only English — majoredstudents, but all students at university, will gain a more accurate perception of thepositive and negative influences of culture in interpersonal relationships Byrecognizing the cultural impact on interpersonal relationships, students canovercome cultural barriers and develop stronger, more meaningful connections withtheir peers from diverse backgrounds

3 Research questions

The study will be undertaken to address the following questions:

1 How has culture influenced Interpersonal Relationships from English

-majored students’ perception at Hanoi Law University?

2 What are the cultural barriers in maintaining InterpersonalRelationships of English - majored students at Hanoi Law University?

4 Scope of the study

The scope of the study is to explore how culture influences interpersonal

relationships among university students This study will delve into the variouscultural factors that may have an impact on these relationships, such as language,religion, ethnicity, and social norms In addition, the study will employ bothquantitative and qualitative research methods to gather data and analyze thefindings The research will also consider the limitations and challenges ofconducting such a study, such as obtaining a diverse sample of participants andensuring the validity and reliability of the data This study aims to provide acomprehensive analysis of the complex relationship between culture andinterpersonal relationships in the university setting The findings of this research

can be used to inform university policies and programs aimed at fostering a more

inclusive and supportive environment for all students, regardless of their culturalbackground.

The participants of the study are 100 English - majored students of theFaculty of Legal English at Hanoi Law University The study focuses oninterpersonal relationships of English - majored students

5 Significance of the study

This study is of great importance because it aims to improve the influence ofculture on students’ interpersonal relationships The study will explore ways forstudents to overcome cultural barriers to develop strong interpersonal relationshipswith their friends and teachers The significance of this study lies in the fact that itwill analyze the effect of culture on interpersonal relationships within universities.The findings of this study will not only help students to better understand the impact

of culture on their relationships but also aid in developing strategies to improvethese relationships

Moreover, this study will provide recommendations for students to maintainhealthy interpersonal relationships By doing so, students will be able to not only

develop new relationships but also strengthen existing ones This will ultimately

help create a more inclusive and welcoming environment in universities, which will

benefit both students and teachers

6 Organization of the study

The study contains three central parts: Introduction, Development and

Conclusion

The Introduction includes the Rationale, Aims, Research questions,

Scope, Significance and Organization

The Development includes four chapters as follows: Literature review,Methodology, Results and Discussion and Recommendations

The Conclusion provides a summary of the study, implications, and

limitations and suggestions for the following study

CHAPTER 1: LITERATURE REVIEW1.1 Definition of culture

There are many definitions of the term "culture," one of which is that it refers

to a comprehensive idea Culture has been described in several ways, but the most

basic definition is that it is the learnt and shared behavior of a community of

interacting human people More than 200 pages of a book written by Alfred L.Kroeber and Qyde Kluckhohn (1952) were devoted to various meanings of thephrase Since then, several academics have added new definitions and strategies

In Oxford Dictionary, “culture” means the culture, art, way of life, and socialstructure of a certain nation or group In Cambridge Dictionary, “culture” is defined

as a type or civilization unique to a certain race or country

The United Nations Educational, Scientific, and Cultural Organization(UNESCO) (2002) provides the following definition of culture: culture should be

seen as a set of distinguishing spirituals, material, intellectual, and emotional

features of society or a social group, and that it encompasses, in addition to art andliterature, lifestyles, methods of living together, value systems, customs, and beliefs

Regarding the definition of culture, sociologists and anthropologists wouldnot agree The British anthropologist Edward Tylor (1871) provided one of the mostcomprehensive definitions of the term culture He described as “that complex whole

which includes knowledge, belief; art, morals, law, custom and any other

capabilities and habits acquired by man as a member of society”

Geert Hofstede (Hofstede, 1994:5) described culture as the collective mental

programming that separates members of one group or category of people fromanother while according to Lustig & Koester (2010), culture is a taught collection ofcommon interpretations concerning beliefs, values, norm and social practices thatinfluence the behavior of a large group of people

Spencer-Oatley (2008) supposed that culture was a hazy collection of shared

behavioral norms that impact each member's behavior and assessments of the

"meaning" of other people's behavior Moreover, Lederach (1995) illustrates culture

as the general belief and methods that a group of people have developed forobserving, interpreting, expressing, and reacting to the social reality in theirenvironment

Samovar and Porter (2003) defined culture as the accumulated body ofinformation, including knowledge, experience, beliefs, values, attitudes, meanings,hierarchies, religion, notions of time, roles, spatial relationships, and concepts of theuniverse, that a group of people has accumulated over generations throughindividual and group endeavor According to Gudykunst and Kim (1992), culturerefers to the knowledge systems that a sizable group of people share

Kroeber and Kluckhohn (1952) realized that the essential core of cultureconsisted of traditional ideas and especially their attached values Culture systemscould, on the one hand, be considered as products of action, and, on the other hand,

as conditioning elements of more action Culture is composed of patterns, explicitand implicit, of and for behavior acquired and transmitted by symbols, constitutingthe distinctive achievements of human groups, including their embodiment inartifacts

Banks and McGee (1989) stated that most social scientists that day believed

that culture essentially consists of the symbolic, ideational, and intangible

components of human civilizations The way a group of people interprets, uses, andperceives its artifacts, tools, and other physical cultural features was what definesthat culture In modern cultures, it was ideals, symbols, interpretations, andviewpoints rather than actual things and other elements of human society that setone group of people apart from another Symbols, objects, and actions weretypically understood by members of a culture in the same or comparable manner.Additionally, Avruch (1998) assumes that culture consisted of the derivatives ofexperience, structured, learnt or generated by the members of a population,

including those pictures or encodement and their interpretations transferred from

earlier generations, from contemporary persons, or generated by individualsthemselves.

In conclusion, culture is a complex phenomenon that is difficult tounderstand, therefore there is not an easy method of describing it Furthermore, it ischallenging to provide us with precise definitions of the concept because variousdefinitions of culture represent various beliefs or understandings

1.2 Interpersonal Relationships

1.2.1 Definition of Interpersonal Relationships

The contact or affiliation between two or more members of society isreferred to as an interpersonal relationship It will be challenging for an individual

to live alone without interacting with others Hence, interpersonal relationships arecrucial for human cohabitation

A relationship is generated when two individuals choose to spend time withone another and have a comfortable time doing As a result, people who engage into

an interpersonal relationship should share similar interests and aspirations Butindividuals entering interpersonal relationships for employment or other purposes

have agree on some common goals and ground regulations to maintain peace with

each other and accomplish their objective

Sciences Daily explains interpersonal relationships as social associations,connections, or affiliations between two or more persons They could be orientedaround something(s) shared and vary in varying degrees of closeness and sharing,signifying the discovery or establishment of common ground

Choi et al (2022) mentioned how interpersonal interactions could beconsidered as a community link with each other while Onyilo and Shamo (2019)supposed that an interpersonal relationship was a powerful, profound, or close bondbetween two or more people that may endure from a few minutes to a lifetime

According to Portner and Riggs (2016), an interpersonal relationship is a link

between two or more people that can extend from temporary to permanent Some of

the perspectives from which interpersonal relationships are formed are family,

friendship, and other societal factors These viewpoints can differ depending onfamily, friends, marriage, external relationships, ties at work, clubs, and neighbors.Law, custom, and mutual agreement are the foundations of groupings and society,and these are the frameworks that control interpersonal relationships Interpersonal

relationships are founded on love, solidarity, regular encounters, and/or social

commitment, in addition to legislation, custom, or mutual agreement

Each individual has a range of interpersonal relationships with family,friends, important others, and coworkers on a regular basis While each relationship1S unique, there are certain similar aspects that influence the quality and longevity ofall partnerships Connection, appropriateness, sincerity, tolerance, and time aresome of these factors (Juneja, 2020)

1.2.2 The importance of Interpersonal Relationships

Our interpersonal relationships originate for causes other than the biology ofour species We already comprehend the significance of connections in our life andhow they save us from feeling lonely and neglected Interpersonal relationships ofmany types contribute to an individual's general well-being and progress

It is possible to argue that the goal of interpersonal connections is to maintainour healthy survival According to Intiful et al (2021), other than the origin ofindividuals, interpersonal relationships are formed for a variety of reasons With theamount of effort required to develop and sustain interpersonal bonds, one mustprofit Some of the advantages that these relationships may provide is the formation

of food habits For most of us, these partnerships allow both parties to contribute toeach other's mental and physical well-being Individuals who have strong, healthyinterpersonal relationships are healthier and less overwhelmed by life's obstacles

Pronina and Gerasimova (2018) stated that interpersonal relationshipscomprised one of the most powerful, significant, and useful aspects of our life.There is not much question that individuals refer to a circle of interpersonal

interactions as a support network But nonetheless, not all interpersonal

relationships have the same characteristics

In addition, mutual dependency and relationship satisfaction are the two

essential elements of interpersonal relationships, which are generally governed by

complimentary concepts (Cartwright, 2019; Wilde & Dozois, 2019) Whenindividuals are satisfied with the dynamics of their relationships and feel as thoughtheir needs are consistently being satisfied to a satisfactory level, they are said to be

in a satisfied relationship (Cartwright, 2019) It demonstrates that the fundamentalpsychological desire to be an integral part of enjoyable and fulfilling relationshipshas been achieved A key predictor of happiness is the degree of relationshipsatisfaction, which is influenced by perceptions and actions in interactions andrelationships (Murray et al., 2003)

Therefore, strong interpersonal relationships have been proposed as aprotective barrier against anxiety and danger, as a means of assistance with tasks, as

a source of psychological support in daily life, as a companion in collaborativeactivities, and as a foundation for emotional and social development (Argyle, 1999;Battistich & Hom, 1997; De Leon, 2000; Gutman, Sameroff & Eccles, 2002;Martin, 2013)

1.2.3 Type of Interpersonal Relationships at university

Interpersonal relationships at university play a crucial role in shaping anindividual's social, emotional, and intellectual development Interpersonalrelationships at university includes a wide variety of the relationships betweenactors such as peer relationships in class or teachers and students For instance,positive interpersonal relationships with teachers and peers, in the context of astudent's life, develop healthy social, emotional, and intellectual performance aswell as positive sentiments of self-esteem and self-worth (Martin & Dowson, 2009)

Moreover, positive interpersonal relationships can lead to the development ofimportant life skills, such as effective communication, problem-solving, andconflict resolution These skills are not only essential for succeeding in the

academic setting but are also valuable in one's personal and professional life Thus,

it is important for students to cultivate positive relationships with their peers andteachers to foster a healthy and fulfilling university experience

1.2.3.1 Student — student relationships

Type of relationship that students may encounter at university is friendships.Friendships can also be positive or negative, depending on the individuals involvedand the circumstances surrounding the friendship Students who have strongfriendships may experience a sense of belonging and support, while those withnegative friendships may experience feelings of loneliness and isolation

Relationships among students impact their performance and determine theirsuccess (Aspelin, 2012) Emotional suffering is predicted by interpersonalrelationships Students with strong interpersonal relationships demonstratedminimal psychological trauma (Kenny, Dooley & Fitzgerald, 2013)

Peer relationships predominate among college students in interpersonalinteractions at the university level (Chai et al., 2018) People's subsequent behaviorsare impacted by how they understand social events; as a result, the socialenvironment in which individuals live has an impact on people's behaviors(Salancik and Pfeffer, 1978) In a similar manner, the social exchange hypothesisstates that individuals exhibit greater prosocial conduct when they get more social

support as well as when they give more support to others (Cropanzano and Mitchell,

2005) According to studies by Bédard et al (2014) and Giiroglu et al (2014),prosocial behaviors are positively predicted by favorable peer relationships

According to Wang and Hu (2021), peer relationships may have a significant

impact on how cooperative college students perform as cooperation is a prosocial

activity Having solid social connections allows individuals to cooperate better; thehigher the peer relationship, the higher the quality of cooperation in pursuing

common goals with cooperative peers (Blair and Perry, 2019) Similarly, people

tend to cooperate more with those they regard to be friends (Chen et al., 2016)

Consider that conduct is frequently quite consistent with motivational tendencies

(Heckhausen and Heckhausen, 2018) For instance, according to research by Brooks

and Rose (2008), individuals who have powerful cooperative tendencies are more

likely to engage in cooperative activity and share knowledge with others

Interpersonal trust is a measurement of connections with people When peertrust is considerable, connections are stronger and cooperative inclinations are moreprominent However, connections become more distant when peer trust is low,which has a less substantial impact on cooperative inclinations (Wang and Chen,2011) Teamwork will be of higher quality when team members may excludeindividuals who might deviate, "piggyback" off others, or be confrontational (Yoeli

et al., 2013) Consequently, it is possible to hypothesize that interpersonal trust has

a favorable impact on cooperative inclinations

Besides, interpersonal relationship has an influence on college students’mental health, and constructing friendly interpersonal relationship is one of thecriteria of mental health (Chu C, Buchman-Schmitt JM, Stanley IH, et al, 2017).According to Argyle (1994), the capacity to communicate with others successfully

is referred to as interpersonal skills Interpersonal relationships can benefit fromsocial assistance, while problems with interpersonal relationships can have animpact on depression

College students can improve their sense of security by developing friendly

interpersonal relationships as a means of increasing their security awareness (Kim,2015) Gustafsson and Krickel-Choi (2020) stated that security can satisfy thedemands of college students’ love and interpersonal interaction, and people’sfeeling of security is endangered, leading to loneliness and double separation,resulting in psychological difficulties It is vital to foster awareness of safety ofcollege students and help students to incorporate into the collective to enhance their

sense of security, which is advantageous to their mental health

1.2.3.2 Teacher — student relationships

In addition, there are also relationships between students and teachers These

relationships can be positive, such as when a student finds a mentor in a teacher, or

negative, such as when a student and a teacher do not get along In either case, theserelationships can have a significant impact on a student's academic and personallife

According to Klarin, Lukié and Ušljeberka (2003), a student's performance

in college is correlated with the strength of their relationship with their teacher

Furthermore, it is possible to observe the way the student's creativity is developingbecause of the teacher and student's interpersonal relationships All are naturally

creative; however, it depends on one's lifestyle, including their connections to their

environment and their experiences during their prenatal, natal, preschool, andschool years in addition to their later years (Juul and Jensen, 2010, 46)

According to Frymier and Houser (2000), similar to how any two individualswould while building a relationship, teachers and students should first get to knowone another, exchange information, alter expectations Teachers and students bothhave objectives they expect to achieve The attainment of such goals depends on theinstructor and student's capacity to interact with each other and resolve dispute.These are communication intensive activities that go on in all relationships

The absence of the equality normally associated with friendship and thepresence of time limits are two ways that the teacher-student relationship differsfrom other friendships Although these distinctions are substantial, they have nobearing on communication's fundamental role in the establishment and maintenance

of relationships

The relationship that emerges between teachers and students promoteslearning both intrinsically and extrinsically Students ' views toward the topic andthe teacher (affective learning) enhance cognitive learning (Bloom, Hastings, &

Madaus, 1971; Rodriquez, Plax, & Kearney, 1996) A favorable relationship

between the teacher and the students promotes emotional learning, which in turnimproves cognitive learning (Bloom et al., 1971) While children can learnintellectually when affect is bad, motivation to employ the information isremarkably low To the degree teachers desire their students to utilize andappreciate the content delivered in class, teachers need to be engaged with affectivelearning and methods to accomplish it The interaction between teachers andstudents is a crucial role in the emotional learning that takes place in the classroom

One strategy to studying the evolution of relationships is the communication skillsnecessary to create and sustain friendships (Burleson & Samter, 1990).

Conditions for cooperation are created when a teacher is persistent, patient,listening, and encourages the engagement of the student in the learning processwhile also making efforts that contribute to the student's education and development

of his or her competencies (W Glasser & B Jakovlev 1999)

1.3 The influence of culture on Interpersonal Relationships at university

The influence of culture on interpersonal relationships at university is acomplex and fascinating topic Culture plays a significant role in shaping thedynamics of student-student and teacher-student relationships at university Cultureencompasses a wide range of factors, such as race, ethnicity, nationality, language,religion, and socioeconomic status, among others These factors can shapeindividual values, beliefs, attitudes, and behaviors, which in turn can affect howstudents interact with each other and with their teachers

1.3.1 The influence of culture on student - student relationships

The concept of friendship exists in almost all civilizations and nations(Cohen, 1966) But nonetheless, friendships vary between cultures in terms of howthey are regarded and developed (Baumgarte, 2016) While some cultures employ

an additional flexible concept of friendship, others utilize more rigid definitions(Stewart and Bennett, 1991; Goodwin, 1999) There is variation in how manyfriends people maintain and what they anticipate from friends depending on howfriends are described For instance, Americans frequently have more acquaintanceswith personalities more disparate in their differences than people from othercultures Ghanaian culture, for example, is more cautious while forming friends(Adams & Plant, 2003) Some cultures place a strong emphasis on the closeness andcaliber of their friendships

Vulnerability in friendship is also perceived differently in different cultures(Keller, 2004a) When compared to Chinese students, Western students place higher

value on close friendships and intimate relationships (Keller et al., 1998; Keller,

2004b) Also, in certain communities, friendships are more permanent and stable,while in others, they are more flexible and connections of choice In the latterscenario, people can deliberately choose their relationships, which permitsrelationships to change more quickly People consequently tend to trust strangers

more, develop friendships more actively, disclose more information about

themselves, and offer more assistance (Schug et al., 2010; Thomson et al., 2018).Friendships in individualistic societies are characterized by these actions becausethey have increased interpersonal mobility (Kito et al., 2017)

Values direct people's opinions and actions toward attempts that theyevaluate significant (Kluckhohn, 1951; Rokeach, 1973; Schwartz, 1992).Therefore, this broad measure could grasp individuals experiencing good friends,obtaining and providing support networks to friends, and spending time withfriends, yet it is not sufficiently specific as to create confusion among individualswith distinct cultural backgrounds

Self-disclosure is a crucial component in friendship development andpreservation (Matsushima & Shiomi, 2002; Samter, 2003) Self-disclosure has beennoted as a crucial sign of friendship across cultural boundaries According to Gareis

(1999), cultural values surrounding self-disclosure have a significant impact on how

friends are formed Furthermore, Lee (2006) lists self-disclosure as one of thesetried-and-true methods for creating a relational identity in cross-cultural friendships

1.3.2 The influence of culture on teacher - student relationships

There are many aspects of culture, however some are considered morecrucial for teachers to comprehend compared to others as they directly influenceteaching and learning They also include customs, communication methods,learning strategies, achievements, and relationship patterns of different cultures

The concept of culture serves as a framework that directs and shapesteachers' behavior in the classroom since it encompasses all cultural norms, beliefs,

and practices that are common to the members of a society In other terms, culture

influences the way people act, think, and communicate, which in turn influences

how teachers educate and how students learn (Chafi, 2017) The cultural standardsand practices that teachers contribute to the classroom influence how they teachstudents since a society's cultural patterns determine its educational norms (Obanya,2005) This means that the cultural values of a society determine the role that a

teacher should play and how he or she should interact with and instruct his or her

students in the classroom because the magnitude of teachers is correlated with how

cultural influences define the role of teacher in the educational process (Wursten &

Jacobs, 2016) Also, because of the reality that cultures vary from one civilization toanother, cultural principles of teaching also vary based on the function that isallocated to the teacher through these cultural principles (Clarke, 2003) Thisindicates that cultural and social contexts strongly influence the methods andstrategies of instruction (Kumar, 2013) In other words, in a collectivistic culture,teachers typically employ the old-fashioned method of instruction where they stand

at the center of the classroom In other words, students are passive and reliant whilethey manage the learning process by teaching students what to study and how toacquire it (Post, 2008) Also, when students disobey the rules in a collectivist

culture, consequences are required (Triandis, 2001) To maintain discipline in theclassroom and address any disruptive behavior that doesn't conform to societal

norms, in other words, punishment is utilized as a regulating technique

In reality, how effectively teachers interact with multicultural and ethnically

diverse students generally determines what they understand and can accomplish as

well as what they are able to comprehend and doing Students from numerouscultural groups' intellectual thought is culturally encoded in that its expressionforms and content are significantly influenced by cultural indoctrination (Cazden,John, & Hymes, 1985) To teach students of various cultural backgrounds more

successfully, teachers must be able to understand these patterns

Significant indicators of educational performance, such as achievementlevels, graduation rates, enrollment in special education, punishment in schools, andjuvenile justice results, consistently demonstrate poorer results for students fromculturally and linguistically diverse backgrounds (Hegedus, 2018; Keyworth, 2015;

Orfield et al., 2004; U.S GAO, 2018) These results were undoubtedly influenced

by cultural differences between the home and the school (Sugai et al., 2012) Being

sensitive to cultural differences can ameliorate this situation This necessitatesconsidering the cultural aspects, life experiences, and viewpoints of pupils fromvarious ethnic backgrounds (Gay, 2002) Instruction becomes more meaningful,relevant, and exciting when knowledge and skills are placed within the context of astudent's experiences As a result, students are more motivated to succeed andaccomplish (Gay, 2002) According to Bruneau et al (2017), cultural sensitivity andempathy have been connected because culture has a significant impact on theattitudes, values, and behavior patterns that students and teachers bring to theeducational process

1.4 The cultural barriers in maintaining Interpersonal Relationship at

university

Friendships from different culture are distinguished by cultural differencesthat provide new cultural information and enhance persons' perspectives Also,different cultural groups have different meaning systems, which complicates thetransmission of information As a result, there is a higher probability formiscommunication, ambiguity, irritation, and conflict (Barnett & Lee, 2002) Thedevelopment of cross-cultural friendships could cause challenges that otherfriendships do not The possibility of cross-cultural friendships establishing is

increased by prior cross-cultural relationship experiences and overcoming language

barriers (Sias et al., 2008) Besides, members of a dominant culture may be more

enthusiastic about discussing their culture with a multicultural friend than in

learning about their friend's culture in some cases, demonstrating how context and

power impact friendships (Lee, 2006) According to Halualani et al (2004),

students at a culturally diverse institution believed they had numerous cultural

encounters, however many of these connections appeared to be relatively shallow

Furthermore, many students reported having limited opportunity to learn about howcultures differ Similarly, despite the globalization of Australian universities and theopportunity for mutual cultural awareness, Volet and Ang (1998) observed that

contacts between local Australians and overseas students from Asian originsgenerally remain limited.

There could be an extensive variety of explanations reasons teachers arehaving difficulty effectively conducting teaching-learning processes with diversecultures According to Hermans (2002), one of the fundamental objectives ofteacher education programs is to educate prospective teachers for multiculturalclassroom environments Eryaman, Genc, and Aktan (2011) also emphasize thenecessity of multi-cultural education in schools for teachers through to moreeffectively deal with the challenges that result from diversity in classrooms andsociety As a result, it is critical to prepare teachers and prospective teachers withthe required abilities to develop education environments for students from diversecultural backgrounds Prospective teachers must be capable of developing culturallysensitive teaching approaches (Basbay and Bektas, 2010) Moreover, teachereducation programs must be conscious of their responsibilities in providing bettereducational settings for multicultural classrooms and multicultural society realities(Hermans, 2002) Moreover, adopting multicultural instructional approaches andadding cultural information in the curriculum are both culturally responsivecomponents of teaching These misunderstandings are generated, in part, byteachers' lack of information about the contributions of diverse cultural backgrounds

to respective subject areas, in addition to their lack of experience with multicultural

education

1.5 The previous studies on the influence of culture on Interpersonal

Relationships at university

The research by Adams and associates (Adams, 2005; Adams and Plaut,

2003) shown that cultural ideas regarding interpersonal relationship choicesignificantly (e.g., how much a person can choose friends or enemies) Thesecultural variations have significant effects on how interpersonal relationshipsdevelop and terminate Research on relational mobility has investigated at how

friendships develop and decompose across cultural boundaries Adams and

colleagues’ research has uncovered fascinating cultural variations in the definitions

of friends and enemies In this study, Ghanaian and European-American cultures

were contrasted In contrast to the later culture, which places more emphasis on

collectivism and an interdependent model of self and connections, the former placesmore emphasis on individualism and an autonomous model of identity and

relationships (Adams, 2005) Adams and Plaut (2003) have spoken with

European-American and Ghanaian student and non-student adults about friendship networksand the significance of friends as part of one of their cross-cultural studies.European-Americans described friendships as having a bigger network of friendsand providing emotional support than Ghanaians indicated It's fascinating toobserve that Ghanaians more frequently claimed that possessing too many friendscould be a concern because friendships can have both benefits and drawbacks.These data point to three significant cultural disparities in the definition offriendship First, it appears that European-Americans perceived friendships as lessdemanding and involving fewer interpersonal commitments than Ghanaians, as seen

by their broader networks of friends and their stronger focus on the negative aspects

of friendships Second, the greater emphasis placed on emotional support byEuropean-Americans implies that they valued self-expression and self-disclosure infriendships more than Ghanaians could Finally, the higher emphasis on potentialbetrayals among Ghanaians raises the possibility that one's social network in that

country includes individuals who may desire for doing individual's harm The study

on enemyship in interpersonal relationships by Adam and colleagues was prompted

by this cultural disparity

On the other hand, the study by Lu et al (2021) used an exploratorytechnique to examine how national characteristics may affect how much peoplevalue friendships Several dimensions for cultural and social constructs have been

established throughout research Hofstede's cultural aspects, which consists of six

national constructions through which nations arrange society, is one suchframework (Hofstede et al., 2010) Even though, there are several dimensions onwhich cultures differ, they chose to concentrate primarily on the Hofstedecharacteristics because of the substantial body of study on their connections to

social behavior, health, and well-being that has been conducted in the past Lu et al

do conduct some further analyses looking at different taxonomies of cultural

dimensions Occasionally, Lu et al explain the idea of friendship importance, how

friendships could differ across previously researched country-level variables (such

as gross domestic product, income inequality, and Hofstede's cultural dimensions),

and how these variables might affect the consequences of friendships on health and

well-being They examine each factor's connections to well-being in detail andmake predictions about how it might influence and interact with friendship essential

to anticipate well-being

For previous studies on the influence of culture on teacher - studentrelationships, Gay (2002) supposed that besides essentially becoming conscious of,appreciating, and essentially acknowledging the reality that different ethnic groupshave different values or express similar values in different ways, teachers need tohave a thorough understanding of cultural diversity Teachers need to learn how toincorporate knowledge of ethnic and cultural diversity into culturally sensitivemethod to enhance and teaching methods in addition to learning that knowledge.Teacher training programs should teach educators how to address racial, regional,and cultural challenges through curriculum and instruction, in addition to how todemonstrate greater empathy It's critical to expand teachers' awareness of the

various cultures they will encounter in the classroom to encourage greater cultural

sensitivity in students Candidates for teacher preparation should receive instruction

on bias' effects and how to maintain high expectations for all students Theemphasis of training should be on creating a classroom environment that embracesand supports a student population that is culturally different Teachers are required

to be proficient at facilitating cross-cultural interaction among the students theywould be teaching Appreciating the distinctive cultures of cultural minorities, howthese cultural values affect learning, and how to adapt curriculum and instruction in

a manner that acknowledges and appreciates our diversity as individuals arenecessary for this approach of teacher education

In summary, universities today can maintain and develop based oninterpersonal relationships The influence that culture has on student-student

relationships and the teacher-student relationships at university is considerable.

Most previous studies have demonstrated that culture has a significant influence on

interpersonal connections on the inside of the university Nevertheless, past researchonly investigated at one kind of relationship, and not combined friendship and

teacher connections Additionally, even though there are several impediments, past

research has not identified which cultural barriers have influenced thoserelationships In previous studies, researchers looked at students' perception andresponses about the serious influence culture has on interpersonal relationships.However, while studies have shown positive cultural influences, there aredifficulties in maintaining those relationships As a result, my study is aimed atclarifying the influence of culture on both student-student and teacher-studentrelationships, thereby identifying the barriers that need to be surmounted This is themost recent study, based on the number of participants who are English - majoredstudents at Hanoi Law University, that provides objective assessments and bestrepresents students' perspectives on the positive influence of culture oninterpersonal relationships at university and the cultural barriers to developing thoserelationships

1.6 Summary

In conclusion, the influence of culture on interpersonal relationships atuniversity is a complex and multifaceted topic that requires further exploration Byunderstanding the impact of cultural differences on communication patterns, valuesand beliefs, and social norms and behaviors, each individual can build positiverelationships and create a more inclusive campus community Therefore, it isimportant for universities to recognize and address the influence of culture onstudent-student relationships and teacher-student relationships This can involvepromoting intercultural awareness and competence among students and faculty,

providing resources for cross-cultural communication and conflict resolution, and

creating a welcoming and inclusive campus environment for all students, regardless

of their cultural background

CHAPTER 2: METHODOLOGY

In this chapter, the author demonstrates research methodology, which is the

overarching idea underpinning strategies for locating, selecting, processing, andanalyzing both quantitative and qualitative data

2.1 Participants

Participants included 100 English — majored students who participated in thesurvey using a questionnaire and 5 English — majored students who participated in aface-to-face interview from Hanoi Law University An explanation for selecting thetarget group is due to the appropriateness of their academic levels To be morespecific, these students studied culture credits at university Because they areEnglish — majored students at the Faculty of Legal English, their English skills andspecialized knowledge requirements will differ from those of other law studentswho do not major in English Their English proficiency is advanced, and studentsmust study intensive English language topics, including culture

2.2 Data collection instrument

The primary data collection instruments for the study were a research-createdsurvey questionnaire and an in-depth interview

2.2.1 Questionnaire survey

The questionnaire was utilized for gathering data The author created thequestionnaire after consulting previous studies by both foreign and domesticauthors The questionnaire was designed with the goals and research objectives ofthis graduation study in mind The questionnaire survey in the current study wasdivided into two components

Part 1: Background information (02 questions) in which one question related

to the gender of the participant and one question “Have you ever studied subjects

related to the topic of "culture"?”

Part 2: Contents of questionnaire (07 questions) about the topic

“Interpersonal relationships” (02 questions), the influence of culture onInterpersonal Relationships, the influence of culture on student - student

relationships at university, the influence of culture on teacher - student relationships

at university and the cultural barriers in maintaining Interpersonal Relationships at

university (02 questions)

The author requested the respondents to select and rate the degrees of each

response to certain of the questionnaire's questions Each response had five levelsand was predicated on a 5-point Likert scale: Strongly disagree - Disagree - Neutral

- Agree - Strongly agree

Research participants include 100 English — majored students at Hanoi LawUniversity Some personal information of participants was complied into thefollowing table:

No Gender Quantity (students)

| Female 56 students

2 Male 38 students

3 Prefer not to say 6 students

2.2.2 Interview

During the structured in-depth interview with five English-major students,

six questions were asked to survey their choice for the topic of the study:

"English-major students' perceptions of the influence of culture on interpersonalrelationships: A study at Hanoi Law University." The interviewees were asked toshare their thoughts on each of these questions in detail, providing comprehensiveinsights into the four central objectives of the study

The first objective of the study is to understand the importance ofinterpersonal relationships in universities The interviewees were asked to discusstheir own experiences and observations regarding the significance of interpersonalrelationships among university students They shared various views, including therole of these relationships in academic success, social life, and personal growth

The second objective of the study is to explore the influence of culture on

interpersonal relationships in universities The interviewees were asked to share

their thoughts on how cultural factors affect the way students interact with each

other They discussed the impact of cultural differences, such as language barriers,

social norms, and values, on building and maintaining relationships amonguniversity students

The third objective of the study is to identify cultural barriers to maintainingstudents' interpersonal relationships at university The interviewees were asked toreflect on the challenges they faced in building and maintaining meaningfulrelationships with their peers from different cultural backgrounds They shared theirexperiences of cultural misunderstandings, stereotypes, and prejudices, whichhindered their efforts to establish strong connections

The fourth objective of the study is to recommend strategies for overcomingcultural barriers to developing interpersonal relationships at the university Theinterviewees were asked to suggest practical solutions for fostering cross-culturalunderstanding and improving communication among university students Theyshared their ideas on creating cultural exchange programs, organizing social events,and promoting diversity and inclusion on campus Overall, the interview resultsprovide valuable insights into the complex dynamics of interpersonal relationships

in a multicultural university environment

2.3 Data collection

2.3.1 Data collection by questionnaire

(1) Content of the questionnaire (Appendix 1)

(2) Method of data collection:

Data was collected by pre-designed research questionnaire and

structured in-depth interview with students about their perception of the

influence of culture on interpersonal relationships After carefully creating the survey questionnaire with the help of a supervisor, it was evaluated in a pilot

study to ensure its validity and reliability Before distributing questionnaires

to the target samples, the author obtained the consent of the superiors as well

as the personal consent of the participants to conduct the investigation.

Respondents had five days to respond to their responses The questionnaire

has been sent to students majoring in Legal English through an online Googleform

In the online questionnaire, the author offered explicit descriptions of

the study's sole aims, a brief description of how to reply, and a promise of

participant confidentiality Following that, data screening was performed toidentify meaningful replies for data analysis As a result, 100 relevant

responses were chosen for data analysis The data was then examined by the author, who counted the number of people who selected each option and presented the results as a proportion.

2.3.2 Collecting data by means of interview

(1) Content of interview questions (Appendix 2)

(2) Data collection methods:

A structured in-depth conversation took place to acquire completesurvey findings information The survey respondents consented toparticipating in the face-to-face interview The interview was taped with thepermission of the interviewee to copy the material

2.4 Data analysis

The study's process and methods were investigated using a mixed method ofquantitative and qualitative research, with the goal of investigating English-majoredstudents' perceptions of the influence of culture on Interpersonal Relationships such

as through questionnaire survey and interview questions A questionnaire for 100

respondents and five interviews were utilized in this study

2.4.1 Quantitative data analysis method

In quantitative data analysis, the author is required to use reasonable andcritical thinking to translate raw statistics into usable data Calculating variable

frequencies and differences is one aspect of quantitative data analysis A

quantitative technique is commonly connected with the collection of data to support

or disprove hypotheses generated earlier in the research process The identical datawithin the information set could potentially be construed in many kinds of methods;therefore, fair and comprehensive judgment is required This main data findingshould be extensively analyzed and objectively assessed by comparing it to otherresults obtained using the same scientific methodology In addition, results fromprevious phases of the study procedure should be referred to represent other authors'perspectives Secondary data must also be included logically and objectively intodata analysis

Quantitative data analysis using statistical software involves the following

stages:

(1) Preparing and validating data by entering it into a computer

(2) Choosing relevant tables and diagrams depending on study goals

(3) Selecting acceptable statistics for data description

(4) Selecting relevant statistics to investigate data linkages and trends

While statistical software can save time by eliminating manual calculationsand charting, it must be used correctly When using specialized statistical software,

it is easy to generate incorrect or inappropriate analyses

The choice and use of statistical software, in addition to statistical studies ingeneral, require the guidance of your dissertation supervisor First, IBM SPSS(Statistical Package for Social Sciences) software version 28.0.0 was used toevaluate the survey questionnaire's quantitative data Regarding the distribution of

questions on the influence of culture in interpersonal relationships at Hanoi Law

University, recurrence and descriptive analysis were specifically used to ascertainthe perceptions of Legal English majors regarding the proportion of students'answers Descriptive statistical analysis using Likert scale items were run in SPSS

to get a sense of the primary material The qualitative values were converted into

1.00 - 1.80: I completely disagree with this statement;

1.81 - 2.60: I disagree with this statement;

2.61 - 3.40: I am neutral with this statement;

3.41 - 4.20: I agree with this statement;

4.21 - 5.00: I completely agree with this statement;

2.4.2 Qualitative data analysis method

The qualitative data analysis method is a process of examining andinterpreting non-numeric data such as text and images This method involves athorough examination of the data to identify patterns, themes, and meanings thatcan help researchers gain a deeper understanding of complex phenomena

Qualitative data analysis can involve various techniques such as conducting

interviews, focus groups, and observations to gather data Researchers can then use

a variety of methods to analyze the data, including content analysis, groundedtheory, and narrative analysis, among others

One of the most significant advantages of the qualitative data analysismethod is that it allows researchers to explore complex phenomena in detail Thismethod is particularly useful in fields such as psychology, sociology, and

anthropology, where researchers are often interested in understanding humanbehavior and experiences.

Moreover, the qualitative data analysis method can provide valuable insightsinto the attitudes, beliefs, and perceptions of individuals or groups, which can becritical in developing effective interventions or policies

Qualitative data analysis is a crucial aspect of research and decision-makingprocesses It is especially important when dealing with complex or sensitive issues,where the opinions and experiences of individuals can provide valuable insights.The process of qualitative data analysis begins with a thorough review of the datathat is being analyzed This could be in the form of transcripts, audio recordings, orother forms of qualitative data

After the initial review, it is important to identify the key themes and patternsthat emerge from the data This is where coding comes in, as it allows the data to beclassified into different categories Once the data has been coded, it can then beanalyzed in a more detailed manner, to identify relationships between differentcategories This process of analysis can help to identify important trends andpatterns in the data, which can then be used to develop insights and inform

decision-making

One of the key benefits of qualitative data analysis is its ability to providerich and detailed insights into complex issues By taking the time to analyzequalitative data in a systematic and thorough manner, it is possible to gain a deeperunderstanding of the experiences and perspectives of individuals This can beparticularly valuable when working with vulnerable or marginalized groups, wheretheir experiences may not be fully understood or represented in traditional forms ofdata analysis

Finally, you need to link research findings to hypotheses or research aims

and objectives When writing data analysis chapter, you can use important

quotations from the transcript to highlight major themes within findings andpossible contradictions It is important to note that the process of qualitative data

analysis described above is general and different types of qualitative studies mayrequire slightly different methods of data analysis The qualitative data of thestructured in-depth interview was examined through the content of the answers.Before commencing the analysis process, the audio files of each interviewee were

numbered to ensure their confidentiality and then transcribed in writing Based on

the interview transcription, the author carried out a frequency analysis of the results

to investigate the common tendency amongst participants' answers to each question

Overall, qualitative data analysis is a valuable tool for researchers anddecision-makers alike By following a structured process of review, coding, andanalysis, it is possible to gain valuable insights into a wide range of topics andissues The qualitative data analysis method is a versatile and comprehensiveapproach that can provide valuable insights for researchers in a wide range of fields.2.5 Summary

The author has provided a comprehensive overview of the research design,data-gathering instruments, samples of the study, and procedures for data collectionand analysis This information is essential for readers to understand how the studywas conducted and how the results were obtained The author has provided adetailed explanation of the methodology employed during the study, which isimportant to validate the study's findings

CHAPTER 3: RESULTS AND DISCUSSION3.1 Results

In this section, the authors proceeded to analyze the data collected from the survey

by distributing and collecting questionnaires, obtaining responses from participants,

and directly interviewing students The data from the survey questionnaires aresummarized and explained in this chapter using pie charts, bar charts and tables.The initial findings from the dummy run were insufficient, indicating that thequestionnaire required further refinement to obtain a satisfactory Cronbach's Alphavalue of at least 0.7 Considering this, the author proceeded to revise thequestionnaire, considering the feedback received during the dummy run After thenecessary adjustments were made, the questionnaire was administered toparticipants, and the data collected was analyzed to determine the extent to which itfulfilled the desired level of Cronbach Alpha The resulting value was found to meetthe desired level of reliability and precision, thus ensuring the accuracy of thesubsequent analytical steps These steps included a thorough examination of thedata using various statistical methods, allowing for a comprehensive understanding

of the research topic and the formulation of well-supported conclusions

3.1.1 Respondents’ information

e The percentage of students who study and have not studied cultural subjects

@ | used to learn them # | have not had the opportunity to study subjects

Figure 1: The percentage of students who have studied and have not studied

cultural subjects

The above pie chart shows the percentage of students who have studied and

have not studied cultural subjects at Hanoi Law University The survey was

conducted to evaluate the extent to which cultural subjects are being taught tostudents and the results showed that more than half of the students surveyed have

taken courses related to culture The percentage of students who studied cultural

subjects accounted for 69% of the total number of students participating in the

questionnaire survey This means that most of the surveyed students, specifically

those in their 3rd and final year of university, have taken courses related to culture

On the other hand, the survey also revealed that there are still a significant number

of students who have not studied culture-related subjects Out of the total number of

students who participated in the survey, 31% of the total number of studentschoosing to have not studied culture-related subjects

3.1.2 English — majored students’ perception on Interpersonal Relationship

e Factors that create interpersonal relationships

The association 73 (73%)

The connection 82 (82%)

The interaction 76 (76%) Bond between two and more 86 (86%)

14 (14%)

0 20 40 60 80 100

Figure 2: Factors forming Interpersonal Relationships of English — majored

studentsThe chart above provides an overview of the various elements that contribute

to the formation of interpersonal relationships From the chart above, it is easy tosee that most of the participants' perception is that an interpersonal relationship isunderstood as a “bond between two and more people”, accounting for 86%

(equivalent to 86 answers) Moreover, the second highest percentage answer with

82% is “the connection” Most of the participants perceived an interpersonalrelationship made up of 4 factors except "other", which accounted for only 14%

Besides, the number of participants choosing both “the association” and “theinteraction” exceeded 70 students, accounting for 73% and 76% respectively.

Additionally, to survey the perception of five English — majored students

about factors that form interpersonal relationships, the author asked them one

question: “What elements do you suppose form an interpersonal relationship?”.During the interview, students provided insightful responses and highlighted severalfactors that contribute to the formation of interpersonal relationships throughoutone's life The first interviewee gave opinion about this question by the followinganswer: “Interpersonal relationships are formed from the process of mutualunderstanding, connection and interaction with each other ” Similarly, the fifthinterviewee also supposed that the association between two or more individualswho interact with each other is referred to as an interpersonal relationship Thesecond one relied: “7 believe that interpersonal relationships are easily formedbecause of the relative similarity of viewpoints, interests, and communicationpatterns.” Moreover, the third student answered this question: “Jn my opinion,interpretation relationships often take place based on physical proximity,geography, psychological well-being, and familiarity.”

On the other hand, the fourth student gave point of view: “Complementing

each other to correct deficiencies is an important factor in establishinginterpersonal relationships `

In conclusion, most students believe that there should be interactive

connections, or similar aspects between two or more individuals involved in

interpersonal relationships In addition, the interviewed students mentioned many

aspects to create a healthy interpersonal relationship