Trang 1 MINISTRY OF EDUCATION AND TRAININGHO CHI MINH CITY UNIVERSITY OF TECHNOLOGY---THESIS PROPOSALMaster of Arts in English LanguageEFL STUDENTS’ BELIEFS AND CHALLENGES IN THELEARNING
INTRODUCTION
Background to the study
The interconnections of language and culture has been widely acknowledged in English as a Foreign Language (EFL) education (Kramsch, 1998) Learning a language involves not only mastering its linguistic structures but also understanding the cultural nuances embedded within it The integration of culture into language learning has gained increasing recognition due to the globalized nature of communication, where individuals from diverse linguistic and cultural backgrounds interact more frequently Byram (1997).
Language serves as a medium through which culture is expressed and transmitted As a widely spoken international language, English plays a pivotal role in facilitating cross-cultural communication and understanding Acquiring English proficiency equips individuals with a tool to access information, participate in global conversations, and pursue educational and career opportunities in an interconnected world (Crystal, 2003) However, language is inseparable from the cultural context in which it operates As learners engage with English, they inherently engage with the cultural connotations, social norms, and communicative practices that shape its use (Kramsch, 1993) Therefore, EFL students' comprehension and appreciation of culture are integral to effective communication in English.
Intercultural Communicative Competence (ICC) is effectively navigating interactions with people from different cultural backgrounds In a globalized world, ICC promotes harmonious relationships and prevents misunderstandings between individuals with diverse perspectives (Byram, 1997) EFL education has recognized the significance of ICC, as it is about linguistic competence and fostering cultural sensitivity and adaptability EFL learners must understand cultural differences, embrace diverse viewpoints, and apply this awareness in communication (Fantini, 2000).
EFL students face unique challenges in developing ICC Often separated by geographical distances and limited exposure to native speakers and foreign cultures, EFL learners may rely heavily on classroom instruction to gain cultural insights This emphasizes the importance of identifying their beliefs and challenges in a learning culture, as these factors can significantly influence their ability to engage in intercultural interactions and language use effectively.
Vietnam, a country with a rich cultural heritage and a growing global presence, has recognized the significance of ICC in its educational landscape. English language proficiency has become valuable for academic, economic, and social advancement As Vietnam continues to integrate into the global community, its citizens' ability to communicate effectively with people from diverse cultural backgrounds becomes paramount.
The Vietnamese education system strongly emphasizes English language education, and cultural competence is an essential aspect of this endeavor. Integrating culture into English language teaching enhances students' linguistic abilities and equips them with the skills to interact confidently and respectfully in international contexts Understanding EFL students' beliefs and challenges related to culture in the Vietnamese context is crucial for tailoring practical pedagogical approaches that facilitate ICC development.
High schools play a central role in shaping students' language and cultural competencies within the Vietnamese EFL education landscape High school students are at a critical juncture in their academic journey, where foundational language skills are established, and attitudes toward culture and language learning are formed A comprehensive understanding of a Vietnamese high school's current teaching practices and cultural curriculum can shed light on the strategies and challenges associated with developing ICC.
Despite recognizing the importance of cultural integration in EFL education, several challenges persist in the Vietnamese context, especially within the confines of Vinh Loc B high school in Ho Chi Minh City Limited exposure to authentic cultural materials, a teacher-centric approach, time constraints, and examination-focused learning are among the practical issues hindering cultural incorporation into language instruction Furthermore, EFL students may hold various beliefs, including stereotypes and biases, that impact their receptiveness to cultural learning Identifying these challenges and beliefs is essential for designing targeted interventions that promote effective cultural learning.
Overall, the interconnections of language and culture underscores the significance of understanding EFL students' beliefs and challenges in learning culture This chapter has explored the importance of learning English and culture, the role of ICC, the relevance of ICC in the context of Vietnam, the current state of cultural education in Vinh Loc B high school, challenges in learning cultures,and the unique issues faced by EFL students of Vinh Loc B high school in HoChi Minh City.
Statement of the problem
In an increasingly globalized world, acquiring a second language is not limited to merely mastering grammar and vocabulary; it requires a deep understanding of the associated culture English as a Foreign Language (EFL) students not only grapple with the nuances of the English language, but they also confront a myriad of cultural elements that are integral to effective communication in English This entails embracing, resisting, or negotiating various cultural aspects within their local context and the broader English- speaking world (Kramsch, 1998).
However, while it is widely acknowledged that language and culture are intertwined (Kramsch, 1998; Byram, 2008), understanding how EFL students perceive this relationship remains challenging Preliminary research has suggested that students harbor beliefs about the English language that cultural elements can influence However, the extent and nature of these beliefs are yet to be systematically analyzed (Pajares, 1992).
Furthermore, learners often face challenges integrating these cultural elements into their language-learning journey While some studies have delved into the linguistic challenges of EFL learners (Lightbown & Spada, 2013), only some have delved deeply into the cultural hurdles they face For instance, misunderstandings or misinterpretations of cultural references can be significant barriers for EFL students (Byram & Feng, 2004) There is a gap in the literature identifying the specific cultural challenges EFL students face and how these challenges are affected by their pre-existing beliefs about English-speaking cultures.
There are multifaceted challenges students face in the learning of culture, drawing insights from seminal works such as those by Alptekin (2002) and Byram (1997) Three primary categories of barriers emerge in the scholarly discourse: linguistic, cognitive, and socio-cultural Linguistic barriers consist of difficulties in decoding language components deeply rooted in particular cultures, including idioms and colloquialisms (Alptekin, 2002) Cognitive barriers are the obstacles students face in questioning or adapting their existing cultural paradigms, thus introducing complexities that hinder effective cultural learning (Byram, 1997) Socio-cultural barriers encapsulate conflicts between values and norms of the native and target cultures, which can be disruptive to the learning process (Byram, 1997; Alptekin, 2002).
Focusing on the specific educational context of Vinh Loc B High School inBinh Chanh District, Ho Chi Minh City, students encounter a range of practical problems that echo the theoretical challenges outlined For instance, EFL students struggle with understanding English idiomatic expressions that don't translate well into their native language, leading to linguistic barriers.Additionally, classroom discussions may reveal cognitive barriers, as students find it difficult to critically engage with foreign cultural perspectives due to their ingrained cultural beliefs Furthermore, socio-cultural barriers manifest when students, raised with Vietnamese values and norms, are introduced to Western culture, sometimes resulting in misunderstandings or even confrontations These practical problems can adversely affect not only academic performance but also students' confidence and interest in cultural studies.
The challenges delineated in the two preceding paragraphs serve as the foundation for the research aims and objectives of this thesis A deep understanding of both the theoretical and practical barriers provides the impetus to explore how these intersect and influence the learning experiences of EFL students at Vinh Loc B High School Thus, the overarching aim is to provide evidence-based grounded insights that can inform educational strategies and policies to enhance cultural learning.
Aims and objectives of the study
The primary aim of this research is to explore and examine EFL students’ beliefs and challenges related to the learning of culture within the specific context of Vinh Loc B high school, located in Binh Chanh district, Ho Chi Minh City Particularly, the research takes these objectives:
(1) to examine the beliefs of English as a Foreign Language (EFL) learners about cultural learning.
(2) To uncover the specific challenges faced by EFL students at Vinh Loc B high school in the process of learning about cultures.
Research questions
Three key research questions are addressed.
1 What are EFL students’ beliefs in the learning of culture at Vinh Loc B high school?
2 To what extent are EFL students’ challenges in the learning of culture atVinh Loc B high school?
Scope of the study
This research focuses on understanding the beliefs and challenges EFL (English as a Foreign Language) students face at Vinh Loc B High School concerning culture learning Adopting a mixed-methods design, the study draws on quantitative and qualitative research methods to gather a broad and deep understanding of the subject matter The quantitative facet of this research involves administering a questionnaire to 120 grade 11 students at Vinh Loc B High School This method captures measurable data and insights regarding students' beliefs and challenges The collected data will then be analyzed using the Statistical Package for the Social Sciences (SPSS), which will facilitate the identification of prevailing patterns, trends, and correlations among the student responses.
In alignment with the quantitative approach, the study further delves into the qualitative domain by conducting semi-structured interviews with select high school students These interviews are designed to shed light on the intricate nuances, personal experiences, and specific challenges students face when learning about culture in the EFL context The narratives and insights from these interviews will be subjected to a content analysis approach This rigorous analytical process will aid in discerning key themes, recurring issues, and deeper underlying meanings behind the students' perceptions and challenges.
By amalgamating both research methods, this study aspires to comprehensively portray EFL students' beliefs and challenges in cultural learning at Vinh Loc B High School.
Significance of the study
The study on EFL students’ beliefs and challenges in the learning of culture at Vinh Loc B High School holds paramount significance for a variety of reasons.
Firstly, it provides an in-depth understanding of EFL students' beliefs,which are instrumental in shaping their learning experiences and outcomes.
Educators, curriculum designers, and policy-makers can make more informed decisions to create a compelling and culturally rich English learning environment that aligns with students' preconceived notions and perceptions by identifying these beliefs.
Secondly, the research's emphasis on pinpointing challenges faced by EFL students in the learning of culture offers valuable insights for educational stakeholders It uncovers potential pitfalls in the present educational framework and illuminates areas that require immediate attention and intervention Addressing these challenges head-on can pave the way for a more inclusive, holistic, and practical cultural learning experience for EFL students The findings can influence curricular adjustments, teaching methodologies, and even teacher training programs, ensuring that the cultural component of EFL education is taught with utmost efficacy.
Furthermore, given that the context is the Vinh Loc B High School in Binh Chanh district, Ho Chi Minh City, the study contributes region-specific knowledge to the broader academic discourse on EFL and cultural learning. Such localized insights are invaluable as they provide a nuanced understanding of the region's unique cultural dynamics and educational realities, making the findings highly pertinent and actionable for the specific school and its community.
This study holds the potential to not only enhance the EFL cultural learning experience for students at Vinh Loc B High School but also to inform best practices and strategies for EFL educators and institutions globally.
Definition of Key Terms
Culture: “A learned meaning system that consists of patterns of traditions, beliefs, values, norms, meanings, and symbols that are passed on from one generation to the next and are shared to varying degrees by interacting members of a community” (Ting-Toomey & Chung, 2012, p.16).
Intercultural Communication: "The interaction between individuals from different cultural backgrounds where they convey, interpret, and negotiate shared meanings in an attempt to achieve mutual understanding" (Samovar, Porter, & McDaniel, 2009, p 9).
Intercultural Language Learning: "An approach to language education that emphasizes the integral connection between language and culture, aiming to foster learners' abilities to navigate and communicate in culturally diverse contexts" (Liddicoat & Scarino, 2013, p 45).
Students' Belief: "The underlying convictions held by students about the nature of knowledge, learning, and their own capabilities within the academic environment, which can influence their learning behaviors and motivations" (Horwitz, 1988, p 283).
Structure of the Thesis
The initial chapter, titled Introduction, sets the stage for the study by outlining its background, problem statement, objectives, research queries, significance, anticipated outcomes, key term definitions, and the overall thesis layout.
The subsequent chapter, the Literature Review, presents the theoretical underpinnings relevant to the study and synthesizes related previous research. The gap in the existing literature is identified to underscore the necessity of the current investigation.
In the third chapter, labeled Research Methodology, readers are provided with detailed insights into the research approach, framework, location, sample selection, participants, tools used, data gathering methods, data analysis techniques, and assurances of reliability and validity.
Chapter four, Findings and Discussions, reports the primary outcomes derived from data and aligns them with the study's theoretical context.
The concluding fifth chapter summarizes the research's main discoveries, acknowledges its constraints, and proposes suggestions for local educational practices and potential future studies.
LITERATURE REVIEW
Theoretical Background on Culture in EFL Learning
2.1.1 Definition of Culture in the Context of Language Learning
The notion of culture is a complex and multi-faceted entity that transcends geographical, ethnic, or social boundaries In English as a Foreign Language (EFL), teaching, learning, and understanding culture extends beyond simply learning about customs, rituals, or even the history of a particular group of people.
In this context, culture can be described as the "shared patterns of behaviors and interactions, cognitive constructs, and affective understanding that are learned through a process of socialization" (Bennett, 1998, p.2).
Kramsch (1998) posits that culture is not just a body of knowledge but is also a way of being, understanding, and interacting with the world (Kramsch,
1998) In EFL classrooms, this conceptualization suggests that culture should be seen as a dynamic entity, constantly evolving and intrinsically tied to language use and interpretation Thus, it is not merely an add-on in language teaching but an essential component for meaningful communication (Byram & Risager, 1999).
2.1.2 The Relationship between Language and Culture
The relationship between language and culture is mutually influential and pivotal for effective English as a Foreign Language (EFL) learning Grounded in the Sapir-Whorf Hypothesis, language serves not just as a medium for communication, but also shapes perceptions of the world (Whorf, 1956).Learning a new language, therefore, implicitly involves understanding its associated culture (Kramsch, 1998) Brown (2000) furthers this by stating that language is a vehicle for cultural elements like literature and idioms, making the language-learning experience richer when embedded within its cultural context(Tomalin & Stempleski, 1993) Adler (2002) warns that neglecting this complex relationship can lead to misunderstandings and conflicts, especially for EFL students who must navigate new cultural norms alongside learning vocabulary and grammar In essence, cultural understanding is crucial for linguistic competence and should be integrated into EFL education to promote meaningful learning experiences.
The significance of cultural learning in EFL contexts
Intercultural communication is increasingly vital in a globalized world and is particularly significant in English as a Foreign Language (EFL) settings, where learners encounter cultures different from their own (Chen & Starosta, 1996). This form of communication is not just about language proficiency; it also involves understanding the cultural nuances shaping the language (Byram, 2008). Cultural literacy—knowledge of cultural norms, idioms, and behavioral expectations—is essential for effective intercultural communication and is closely tied to language competence Moreover, EFL learners must be willing to question their own cultural assumptions and maintain an open mindset toward different cultures (Byram, 2008) Given these complexities, it is critical for EFL curricula to blend language and cultural education to equip learners for proficient intercultural communication.
Intercultural competence is crucial in English as a Foreign Language (EFL) education and goes beyond simply understanding cultural facts or norms.According to Deardorff (2006), it comprises cognitive, emotional, and behavioral skills necessary for effective cross-cultural interactions, including attributes like empathy and flexibility (Fantini, 2000) These skills are invaluable for EFL learners, equipping them to adapt to different cultural settings and excel in multicultural interactions, which are increasingly important in today's diverse world EFL instructors play a key role in developing this competence by fostering an inclusive classroom that not only respects cultural diversity but also
EFL Students' Beliefs in Cultural Learning
Intercultural Language Learning (ILL) is a pedagogical approach that combines language skills with intercultural competence, emphasizing that language and its cultural foundation are inseparable (Crozet et al., 1999; Liddicoat, 2002) Traditional English as a Foreign Language (EFL) methods, often focused on grammar and vocabulary, can overlook this vital connection In ILL, language is seen as a social practice deeply rooted in cultural contexts This perspective calls for a change in teaching strategies, advocating for curricula that equally prioritize cultural and linguistic education By doing so, EFL learners are better equipped to navigate languages that are rich in cultural nuances (Liddicoat, 2002; Crozet et al., 1999).
2.2.4 Principles of Intercultural Language Learning
In EFL classrooms, integrating cultural learning is essential for fostering both linguistic and intercultural competence Experiential learning, involving hands-on experiences like simulations or cultural immersion, is an effective way to teach these skills (Moran, 2001) Reflective learning, which encourages introspection and discussion, also deepens students' cultural understanding (Moran, 2001) Scarino and Liddicoat (2009) recommend an authentic, student- centered approach that is contextually relevant, particularly in diverse settings like Vinh Loc B High School By applying these principles, EFL educators can better equip students to be proficient in language use and effective in intercultural communication (Scarino & Liddicoat, 2009).
2.3.1 Definitions and Components of Student Beliefs
Understanding student beliefs in EFL cultural learning is crucial for effective teaching Beliefs, as defined by Pajares (1992), are subjective judgments that shape actions and attitudes in educational settings In the EFL context, these beliefs can be categorized into cognitive, affective, and conative components (Dửrnyei, 2005) The cognitive aspect involves students' mental perceptions about the role of culture in language learning, while the affective component relates to their emotional attitudes towards it The conative component reflects their willingness to engage with the target culture Together, these facets provide a comprehensive view of how students interact with the cultural dimensions in their EFL studies (Wenden, 1991).
2.3.2 Importance of Cultural Beliefs in Shaping Learning Outcomes
Cultural beliefs exert a significant influence on learning outcomes Byram
(1997) found a clear correlation between students' positive beliefs about a culture and their greater willingness to engage in intercultural communication This directly affects their language proficiency and acquisition of intercultural skills, providing them with a well-rounded education (Alptekin, 2002; Liddicoat, 2002).
In the context of EFL, these beliefs can either act as facilitators, enhancing the quality and depth of cultural understanding, or as barriers that limit the students' engagement and motivation to learn (Zhao & Huang, 2010).
2.3.3 Various Factors Shaping These Beliefs
A variety of factors contribute to shaping these beliefs Cultural capital,past educational experiences, and societal attitudes play significant roles(Bourdieu, 1986) Furthermore, educational institutions and instructors also wield considerable influence Peacock (2001) has shown that the curriculum framework and teacher attitudes can reinforce or challenge pre-existing cultural beliefs This is particularly relevant for Vinh Loc B High School, as understanding these factors can provide essential insights into how to tailor teaching methodologies and curricula to be most effective in enhancing cultural learning outcomes (Holliday, 1999).
Challenges in EFL Cultural Learning
2.4.1 Overview of challenges faced by EFL students in cultural learning
EFL students face multiple challenges in cultural learning, categorized into linguistic, cognitive, and socio-cultural barriers (Alptekin, 2002; Byram,
1997) Linguistically, students grapple with understanding idioms and culturally- specific language Cognitively, they must question or adapt their existing cultural perceptions (Byram, 1997) Socio-culturally, learners encounter conflicts between their native and the target culture's values and norms (Kramsch, 1998). Additional complexities may arise from religious, historical, and political contexts (Thanasoulas, 2001) Addressing these challenges requires an integrated approach to language and cultural education in EFL teaching (Liddicoat, 2002).
2.4.2 Effects of these challenges on language proficiency and cultural competence
Cultural learning challenges in EFL education have repercussions for both language proficiency and broader cultural competence (Baker, 2011; Deardorff,
2006) Failure to grasp cultural nuances can lead to miscommunication and stereotyping, limiting learners' ability to interact meaningfully in diverse settings(Risager, 2007) These shortcomings not only hamper academic performance but also have long-term effects on professional and social integration Therefore,integrating linguistic and cultural components is crucial for effective EFL programs (Tomalin & Stempleski, 1993).
Studies on Cultural Learning at High School Level
2.5.1 The Importance of Cultural Learning at the High School Level
High school is a critical juncture for incorporating cultural learning inEFL education, as students are forming their cultural identities and becoming globally aware (Damen, 1987; Byram, 1997) Research shows that a culturally inclusive curriculum not only aids in language proficiency but also contributes to students' cognitive, emotional, and social development (Chen & Yang, 2017).Additionally, fostering cultural understanding during these formative years enhances vital traits like empathy, openness, and adaptability, preparing students for an increasingly interconnected world (Paige et al., 2009).
2.5.2 Differences between High School Students' Cultural Learning and Other Levels
High school students have unique needs in cultural learning, marked by their developing cognitive abilities and crucial stage of identity formation (Piaget, 1970; Erikson, 1968) This differentiates them from college or adult learners, who often approach cultural education with specific goals like professional development or academic research (Jarvis & Woodrow, 2007) While the latter group's advanced cognitive skills allow for a deeper understanding of culture, they may also be more resistant to changing pre-existing beliefs (Knowles, 1984). Thus, the objectives and depth of cultural learning can vary significantly based on learners' age and developmental stage.
Previous studies
Various studies have explored the beliefs and challenges EFL students face in cultural learning, both in Vietnam and globally Vietnamese research, such as studies by Pham Hoang Huu (2011) and Le Thi Thanh Tam & Nguyen Thi Thanh Thuy (2015), primarily focuses on the cultural content in textbooks and teachers' preparedness However, these studies often overlook student perspectives, especially at the high school level Pham Hoang Huu emphasized the students' positive attitudes but difficulty in connecting culture with language.
Le Thi Thanh Tam & Nguyen Thi Thanh Thuy pointed out the imbalance in cultural representation in textbooks, favoring Western culture over local or Asian cultures.
Internationally, Kumaravadivelu (2008), Li (2019), and Matsuda andGobel (2004) have investigated challenges in understanding idioms, the relationship between cultural beliefs and learning strategies, and how beliefs impact motivation, respectively These studies offer valuable but not entirely applicable insights into the Vietnamese context due to different educational systems and social norms.
The existing research presents a gap: a lack of focus on high school students' beliefs and challenges in the Vietnamese context This research aims to fill this gap by focusing specifically on high school students at Vinh Loc B HighSchool Investigating the issue from the students' perspective could offer valuable insights for educators, helping to create a more comprehensive understanding of the challenges and beliefs surrounding cultural learning in EFL education withinVietnam.
Conceptual framework of the study
This study explores EFL students' beliefs and challenges in cultural learning at Vinh Loc B High School, Ho Chi Minh City Building on Pajares'
(1992) model, we categorize students' beliefs into cognitive, affective, and conative components Cognitive beliefs focus on mental perceptions of culture's role in language learning Affective beliefs examine students' emotional responses to cultural aspects within the language Conative beliefs assess students' willingness to engage with the target culture.
The study also identifies challenges influenced by works of Alptekin
(2002) and Byram (1997), categorized into linguistic, cognitive, and socio- cultural barriers Linguistic barriers involve struggles with culturally specific language Cognitive barriers explore difficulties in questioning or adapting pre- existing cultural perceptions Socio-cultural barriers arise from conflicts between target and native cultural values.
This framework serves as the foundation for students' beliefs and challenges in cultural learning at this specific high school.
Figure 1.1 The Conceptual Framework Diagram
Summary
The literature review spans topics from the interplay of culture and language to the importance of cultural learning in EFL contexts It discusses teaching methodologies, student beliefs, and the various challenges EFL students face, including linguistic and socio-cultural obstacles These elements impact both language proficiency and cultural competence Research on high school students highlights the significance of cultural learning at this stage and notes gaps in the Vietnamese curriculum and teacher-student perspectives However, there's a lack of studies specifically focused on EFL students at Vinh Loc B High School in Ho Chi Minh City, a gap this study aims to fill The research will provide actionable insights for educators to enhance EFL programs, thereby informing better teaching practices and policy decisions.
Cultural Learning Alptekin (2002) and Byram (1997)
METHODOLOGY
Research design
This study adopted a mixed methods approach to investigate the beliefs and challenges concerning cultural learning among EFL students at Vinh Loc B High School The two-phase sequential explanatory design combined qualitative and quantitative methods Initially, questionnaires provided a broad overview of student beliefs and challenges, answering the first research question Statistical analysis followed to draw preliminary conclusions The study then shifted to a qualitative phase, using semi-structured interviews to dig deeper into individual challenges, thereby addressing the second research question This qualitative data supplemented the quantitative findings, offering nuanced insights into personal experiences The approach followed the recommendations of Johnson et al.
(2007) and Pardede (2018), emphasizing both breadth and depth Overall, the mixed methods design ensured a multi-dimensional understanding of the beliefs and challenges faced by EFL students in cultural learning, enriching the research with rigor and context.
Research site
The research took place at Vinh Loc B (VLB) High School in Ho Chi Minh City, Vietnam, a school with over 1,900 students and a history of academic excellence Located in a context where English language proficiency is a priority but remains a challenge, VLB was selected for its focus on English instruction and its efforts to integrate intercultural language learning into the curriculum. The school has various pedagogical activities, like English competitions and culture-focused games, although their effectiveness varies Given the high stakes of English proficiency for the students, understanding the beliefs and challenges in EFL cultural learning at VLB is pertinent Additionally, the school administration's support for research made it logistically feasible for data cultural, and practical criteria necessary for this study, making it an ideal research site.
Sampling and Participants
For this research study conducted at Vinh Loc B High School, a convenience sampling method was employed As Creswell (2012) suggests, convenience sampling is practical for the researcher when access to available participants is easily achievable From the entire student body of 1,800 students distributed across 45 intact classes, a sample size of 80 participants was selected from six different classes These 80 students were also the interview subjects for this study, making the research robust in terms of both quantitative and qualitative data gathering.
The demographic table offers key data on the study's participants,enhancing the research's credibility Gender distribution largely features females,aligning with trends in EFL learning (Dửrnyei & Csizộr, 2002) Most students are around 16 years old, a critical age for EFL learning (Larsen-Freeman &Anderson, 2011) A substantial percentage of participants have 6-10 years ofEnglish learning experience, making them more likely to have been exposed to various cultural aspects of English-speaking countries (Brown, 2007) While convenience sampling was used rather than random sampling, it still provides a significant cross-section of the student population at the school, contributing valuable insights into the cultural learning beliefs and challenges in an EFL setting.
Research instruments
The study employed a mixed-methods research design involving qualitative and quantitative methods for data collection and analysis based onCreswell and Plano Clark (2017) recommendations The research instruments utilized in the study were questionnaires and semi-structured interviews.
The questionnaire was structured based on previously validated questionnaires used in similar studies (Erfani, 2014; Tran & Seepho, 2014, 2015).
It was divided into two sections: Part A focused on collecting demographic information such as gender, age, and years of learning English, whereas Part B sought to assess EFL beliefs and challenges in cultural learning The questionnaire employed a Likert scale that ranged from "Strongly Disagree" to
"Strongly Agree" for most items.
To validate the questionnaire, it was initially developed in English and then reviewed by a subject-matter expert in TESOL (Teaching English to Speakers of Other Languages) Subsequently, the questionnaire was translated into Vietnamese to ensure clarity and comprehension among the local student population A pilot study was performed at Vinh Loc B high school to test the instrument's reliability and validity Cronbach's alpha values were calculated using SPSS version 2.0, which indicated high reliability with a score of 91
In addition to the questionnaire, semi-structured interviews were conducted with 12 students (mean age = 17) to gain deeper insights into their beliefs and challenges Interviews were conducted in four groups to create a more relaxed environment The interview questions were designed to elaborate on the quantitative findings and were vetted for clarity and relevance Issues found in the pilot study, such as the difficulty in understanding terms like "home culture" and "target language culture," were clarified before conducting the primary interviews.
By employing these dual modes of data collection, the study achieved a comprehensive understanding of the beliefs and challenges EFL students face in cultural learning at Vinh Loc B High School The mixed-methods approach also served to triangulate the findings, thereby strengthening the overall validity and reliability of the study (Creswell & Plano Clark, 2017).
Data analysis procedures
The study examines EFL students' beliefs and challenges in the learning culture at Vinh Loc B high school, employing quantitative and qualitative data analysis methods for a comprehensive understanding Quantitatively, questionnaire responses were analyzed using SPSS Version 20.0 Pearson correlation was used to probe significant relationships between students' beliefs and challenges The responses were evaluated on a five-point Likert scale, with mean scores categorized from 'Strongly Disagree' to 'Strongly Agree.' Qualitatively, interview responses were transcribed and subjected to content analysis, where themes and sub-themes were identified and grouped The study then synthesized the findings from both quantitative and qualitative data to provide an integrated perspective This dual-method approach effectively addresses the research questions, shedding light on the intricate dynamics of cultural learning among EFL students at the selected high school.
Based on the extent of the five-point Likert-scales, each level was interpreted as follows.
Ensuring the validity of the research instruments is crucial for the integrity of the study Prior to the actual data collection, the questionnaire and interview guides were reviewed by a subject-matter expert for content validity (Creswell &Creswell, 2017) This review led to revisions that enhanced the pertinence and comprehensiveness of the questions, aligning them more closely with the research objectives The research instruments were further refined through a pilot test involving 80 students whose characteristics closely matched those of the main study population Feedback from the pilot study was used to revise and finalize the instruments, making them more valid for assessing the EFL students' beliefs and challenges in the learning of culture at Vinh Loc B High School.
The reliability of the research instruments was evaluated using Cronbach's alpha, a commonly used measure for assessing internal consistency (Tavakol & Dennick, 2011) Items that yielded a Cronbach's alpha value greater than 0.7 were retained, indicating that the scale was internally consistent Furthermore, a test-retest reliability method was employed to test the instruments' temporal stability The questionnaire was administered to the same group of students at two different periods, specifically in weeks 3 and 8 of the course This procedure enabled the identification of any significant variability in responses, providing an additional layer of reliability assessment (Field, 2013).
To ascertain the reliability of data analysis, intra-rater reliability measures were used The researcher analyzed the same data set at two different points in time to check for consistency (Bachman, 1990) This practice helps ensure that extraneous variables or momentary judgments do not influence reliable results.
To enhance the study's validity and reliability, a methodological triangulation was employed, incorporating both quantitative and qualitative methods (Denzin, 1978) By corroborating findings across these different methods, the study aimed for a more comprehensive and reliable understanding of EFL students' beliefs and challenges in the cultural learning context at VinhLoc B High School.
This research is supposed to be finished in four months as indicated in the following table:
Do more research on literature review and research design
Design questionnaire and interview questions
Conduct survey and analyze the collected data
Conduct interview and analyze the collected data
Submit thesis with correction under supervisor’s feedback
Table 4 Work plan for the research
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