Khóa luận tốt nghiệp: English-majored students' perceptions of the influence of culture on interpersonal relationships: A study at Hanoi Law University

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... HANOI

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

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

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 would like 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 during the study and composition of this thesis My heartfelt gratitude goes to all the lecturers and staff members at Hanoi Law University's Department of English for their efforts and services I would like to extend my most sincere thanks to all 100 English majors who participated in the questionnaire, as well as the five interview participants who assisted me in obtaining higher-quality data The study would not have been completed without their essential factor and recommendations In addition, my members of family give their wholehearted support Their kindness and patience have enabled me to overcome what appears to be an impossible challenge at times Thank you also to the group of my best friends who have constantly pushed me to finish the assignment and have supported me throughout the thesis process of writing Finally, I would like to express my gratitude to myself for working hard and doing my absolute best to accomplish my graduation thesis I hope this thesis is a huge success.

Culture is a vital component of our identity, and it has a huge impact on our behavior, beliefs, and values Cultural differences may possess a significant influence 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 for removing cultural barriers in developing interpersonal relationships of English - majored students at Hanoi Law University To achieve that objective, quantitative and qualitative methods were used The participants taking part in a questionnaire survey were 100 English — majored student and five participants were interviewed some questions related to assignment According to the result, students were significantly aware of the influence of culture on interpersonal relationships at university The participants found that there are numerous cultural barriers in maintaining interpersonal relationships at university The study of the influence of culture on interpersonal interactions at university is a significant contribution to the discipline of education It emphasizes the problems and possibilities connected with cultural diversity and offers practical suggestions for developing a pleasant and equitable learning environment In the future, researchers can develop on the advantages of this study and further investigate the influence of culture on interpersonal relationships within the university setting by broadening the scope of the research and investigating a broader spectrum of relationships

1 Rationale of the study 1

2 Aims of the study 2

3 Research questi 3

4 Scope of the study 3

5 Significance of the study 4

6 Organization of the study 4 CHAPTER 12 LITERATURE, RE VEEW 6 siscissucnssercacsunasnencavarannssvennsnsinenennsswansarenesnesnae 5 1.1 Definition of culture 5 1.2 Interpersonal Relationship 7 1.2.1 Definition of Interpersonal Relationship - 1.2.2 The importance of Interpersonal Relationships 8 1.2.3 Type of Interpersonal Relationships at university 9 1.2.3.1 Student — student relationships 10 L232, 'TieaelieF-—/sttideriEr€lsHGRSHIDŠ::s eieaseassssnsssaeeaennassassesasoaceo II 1.3 The influence of culture on Interpersonal Relationships at university 13 1.3.1 The influence of culture on student - student relationships 13 1.3.2 The influence of culture on teacher - student relationships 14 1.4 The cultural barriers in maintaining Interpersonal Relationship at

university 16

Relationships at university 17

16 S Y 20 CHAPTER 2: METHODOLOGY 21 2.1 Participant 21 2.2 Data collection instrument 21 2.2.1 Questi ire survey 21 2.2.2 Interview 23 2.3 Data collection 23 2.3.1 Data collection by q ie ire 23

2.3.2 Collecting data by means of interview

2.4 Data analysis 24 2.4.1 Quantitative data dH4])SỈS H€fÏLO(, 5< tt **EEekekevervrrxrkrkekrke 24 2.4.2 Qualitative datfd 4HẠÿSiS H+€fÏLO(, c5 St SEEkevrvrkrrrrkrkrkrkrke 26

25 § Y 28 CHAPTER 3: RESULTS AND DISCUSSION

3.1 Results 29

3.1.1 Respondents’ information 29 3.1.2 English — majored students’ perception on Interpersonal

D15/225eik# 30 3.1.3 English - majored students' perceptions of the influence of culture on Interpersonal Relationships at Hanoi Law UniVerSi‡y -. - 34 3.1.4 Students' perceptions of the cultural barriers in maintaining Interpersonal Relationships at Hanoi Law UniVerSifp .-. -5=5< 42 3.2 Di i 48 3.2.1 The influence of culture on interpersonal relationships at university 48

university 50

343 S Y 53 CHAPTER 4: RECOMMENDA TIONG 2a tao 54 4.1 Recommendations for reducing cultural barriers to developing student — student relationships at university 54 4.2 Recommendations for reducing cultural barriers to developing teacher — student relationships at university 55 4.2.1 Recommendations for teachers on reducing cultural barriers to developing teacher — student relationships P at ity 35 4.2.2 Recommendations for students reducing cultural barriers to developing

1 Summary of the main findings 58

2 Implication of the study 59

3 Limitations and suggestions for further research ‹-«-x+«++ 60 REFERENCES 62 APPENDICES 73

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

1 Rationale of the study

Interpersonal relationship building and maintenance are essential for a successful and fulfilling life In fact, having strong social support can be especially important during emotionally challenging times Social support is rooted in interpersonal relationships, and studies have shown that strong relationships improve 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 how individuals interpret and display their interpersonal interactions Culture can also impact the internal and external components of relationships, including both behavior and representation For example, research has suggested that cultural differences can exist in the way people express emotions within interpersonal relationships (Planalp & Fitness, 1999) Additionally, cultural influences can also shape 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 is vital for building and maintaining strong relationships that can support a person's overall well-being and success in life

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

in education, we are referring to a wide variety of relationships that exist between different actors For instance, peer relationships in class are an important aspect of interpersonal relationships in education This includes relationships between students from different cultural backgrounds, which can sometimes lead to misunderstandings or conflicts In addition, the relationships between teachers and students are also a crucial part of interpersonal relationships in education The

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 of interpersonal relationships in the university setting and how cultural factors can heavily influence these relationships To address this gap in research, the author has developed a comprehensive and systematic project that seeks to shed light on these issues Through careful analysis and exploration of existing literature, as well as the author's own empirical research, this project seeks to contribute to a deeper understanding of the dynamics of interpersonal relationships in higher education It

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

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

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 This study aims to delve deeper into the significance of cultural impact on interpersonal relationships in universities, examining the various ways in which culture can affect student interactions

In addition to exploring the importance of culture, this study also identifies the various cultural barriers that can hinder the development of students' interpersonal relationships in universities These barriers can include differences in language, values, and customs However, it is important to note that these barriers are 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

participate in cultural activities By implementing these measures, students can develop a better understanding of different cultures and find practical ways to overcome cultural challenges

Through this study, the author hopes that not only English — majored students, but all students at university, will gain a more accurate perception of the positive and negative influences of culture in interpersonal relationships By recognizing the cultural impact on interpersonal relationships, students can overcome cultural barriers and develop stronger, more meaningful connections with their 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 Interpersonal Relationships 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 various cultural factors that may have an impact on these relationships, such as language, religion, ethnicity, and social norms In addition, the study will employ both quantitative and qualitative research methods to gather data and analyze the findings The research will also consider the limitations and challenges of conducting such a study, such as obtaining a diverse sample of participants and ensuring the validity and reliability of the data This study aims to provide a comprehensive analysis of the complex relationship between culture and interpersonal relationships in the university setting The findings of this research can be used to inform university policies and programs aimed at fostering a more

background

The participants of the study are 100 English - majored students of the Faculty of Legal English at Hanoi Law University The study focuses on interpersonal relationships of English - majored students

5 Significance of the study

This study is of great importance because it aims to improve the influence of culture on students' interpersonal relationships The study will explore ways for students to overcome cultural barriers to develop strong interpersonal relationships with their friends and teachers The significance of this study lies in the fact that it will 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 improve these relationships

Moreover, this study will provide recommendations for students to maintain healthy 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

1.1 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 the phrase Since then, several academics have added new definitions and strategies

In Oxford Dictionary, “culture” means the culture, art, way of life, and social structure 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 and literature, lifestyles, methods of living together, value systems, customs, and beliefs Regarding the definition of culture, sociologists and anthropologists would not agree The British anthropologist Edward Tylor (1871) provided one of the most comprehensive 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 from another while according to Lustig & Koester (2010), culture is a taught collection of common interpretations concerning beliefs, values, norm and social practices that influence the behavior of a large group of people

Spencer-Oatley (2008) supposed that culture was a hazy collection of shared fundamental ideas and values, life attitudes, beliefs, policies, procedures, and

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

as the general belief and methods that a group of people have developed for observing, interpreting, expressing, and reacting to the social reality in their environment

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

Kroeber and Kluckhohn (1952) realized that the essential core of culture consisted of traditional ideas and especially their attached values Culture systems could, 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, explicit and implicit, of and for behavior acquired and transmitted by symbols, constituting the distinctive achievements of human groups, including their embodiment in artifacts

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, and perceives its artifacts, tools, and other physical cultural features was what defines that culture In modern cultures, it was ideals, symbols, interpretations, and viewpoints rather than actual things and other elements of human society that set one group of people apart from another Symbols, objects, and actions were typically understood by members of a culture in the same or comparable manner Additionally, Avruch (1998) assumes that culture consisted of the derivatives of experience, structured, learnt or generated by the members of a population, including those pictures or encodement and their interpretations transferred from

themselves

In conclusion, culture is a complex phenomenon that is difficult to understand, therefore there is not an easy method of describing it Furthermore, it is challenging to provide us with precise definitions of the concept because various definitions 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 is referred to as an interpersonal relationship It will be challenging for an individual

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

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

an interpersonal relationship should share similar interests and aspirations But individuals 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 oriented around 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 be considered as a community link with each other while Onyilo and Shamo (2019) supposed that an interpersonal relationship was a powerful, profound, or close bond between 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,

family, 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 relationship

is unique, there are certain similar aspects that influence the quality and longevity of all partnerships Connection, appropriateness, sincerity, tolerance, and time are some of these factors (Juneja, 2020)

It is possible to argue that the goal of interpersonal connections is to maintain our healthy survival According to Intiful et al (2021), other than the origin of individuals, interpersonal relationships are formed for a variety of reasons With the amount of effort required to develop and sustain interpersonal bonds, one must profit 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 to each other's mental and physical well-being Individuals who have strong, healthy interpersonal relationships are healthier and less overwhelmed by life's obstacles Pronina and Gerasimova (2018) stated that interpersonal relationships comprised 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

essential elements of interpersonal relationships, which are generally governed by complimentary concepts (Cartwright, 2019; Wilde & Dozois, 2019) When individuals are satisfied with the dynamics of their relationships and feel as though their needs are consistently being satisfied to a satisfactory level, they are said to be

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

Therefore, strong interpersonal relationships have been proposed as a protective 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 collaborative activities, 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 an individual's social, emotional, and intellectual development Interpersonal relationships at university includes a wide variety of the relationships between actors such as peer relationships in class or teachers and students For instance, positive interpersonal relationships with teachers and peers, in the context of a student's life, develop healthy social, emotional, and intellectual performance as well as positive sentiments of self-esteem and self-worth (Martin & Dowson, 2009) Moreover, positive interpersonal relationships can lead to the development of important life skills, such as effective communication, problem-solving, and conflict 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 and teachers to foster a healthy and fulfilling university experience

Type of relationship that students may encounter at university is friendships Friendships can also be positive or negative, depending on the individuals involved and the circumstances surrounding the friendship Students who have strong friendships may experience a sense of belonging and support, while those with negative friendships may experience feelings of loneliness and isolation Relationships among students impact their performance and determine their success (Aspelin, 2012) Emotional suffering is predicted by interpersonal relationships Students with strong interpersonal relationships demonstrated minimal psychological trauma (Kenny, Dooley & Fitzgerald, 2013)

Peer relationships predominate among college students in interpersonal interactions at the university level (Chai et al., 2018) People's subsequent behaviors are impacted by how they understand social events; as a result, the social environment in which individuals live has an impact on people's behaviors (Salancik and Pfeffer, 1978) In a similar manner, the social exchange hypothesis states 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; the higher 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

trust is considerable, connections are stronger and cooperative inclinations are more prominent 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 exclude individuals 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 the criteria 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 from social assistance, while problems with interpersonal relationships can have an impact 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 the demands of college students’ love and interpersonal interaction, and people’s feeling of security is endangered, leading to loneliness and double separation, resulting in psychological difficulties It is vital to foster awareness of safety of college 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, these relationships can have a significant impact on a student's academic and personal life

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 developing because 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, and school years in addition to their later years (Juul and Jensen, 2010, 46) According to Frymier and Houser (2000), similar to how any two individuals would while building a relationship, teachers and students should first get to know one another, exchange information, alter expectations Teachers and students both have objectives they expect to achieve The attainment of such goals depends on the instructor 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 the presence of time limits are two ways that the teacher-student relationship differs from other friendships Although these distinctions are substantial, they have no bearing on communication's fundamental role in the establishment and maintenance

of relationships

The relationship that emerges between teachers and students promotes learning both intrinsically and extrinsically Students ' views toward the topic and the 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 turn improves cognitive learning (Bloom et al., 1971) While children can learn intellectually when affect is bad, motivation to employ the information is remarkably low To the degree teachers desire their students to utilize and appreciate the content delivered in class, teachers need to be engaged with affective learning and methods to accomplish it The interaction between teachers and students is a crucial role in the emotional learning that takes place in the classroom

necessary 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 process while 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 a complex and fascinating topic Culture plays a significant role in shaping the dynamics of student-student and teacher-student relationships at university Culture encompasses a wide range of factors, such as race, ethnicity, nationality, language, religion, and socioeconomic status, among others These factors can shape individual values, beliefs, attitudes, and behaviors, which in turn can affect how students 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 how they 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 many friends people maintain and what they anticipate from friends depending on how friends are described For instance, Americans frequently have more acquaintances with personalities more disparate in their differences than people from other cultures Ghanaian culture, for example, is more cautious while forming friends (Adams & Plant, 2003) Some cultures place a strong emphasis on the closeness and caliber 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,

while in others, they are more flexible and connections of choice In the latter scenario, people can deliberately choose their relationships, which permits relationships 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 because they have increased interpersonal mobility (Kito et al., 2017)

Values direct people's opinions and actions toward attempts that they evaluate 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 with friends, yet it is not sufficiently specific as to create confusion among individuals with distinct cultural backgrounds

Self-disclosure is a crucial component in friendship development and preservation (Matsushima & Shiomi, 2002; Samter, 2003) Self-disclosure has been noted 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 these tried-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 more crucial for teachers to comprehend compared to others as they directly influence teaching 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 shapes teachers’ 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

and practices that teachers contribute to the classroom influence how they teach students 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 to another, cultural principles of teaching also vary based on the function that is allocated to the teacher through these cultural principles (Clarke, 2003) This indicates that cultural and social contexts strongly influence the methods and strategies 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 while they manage the learning process by teaching students what to study and how to acquire it (Post, 2008) Also, when students disobey the rules in a collectivist culture, consequences are required (Triandis, 2001) To maintain discipline in the classroom 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 numerous cultural groups' intellectual thought is culturally encoded in that its expression forms 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 achievement levels, graduation rates, enrollment in special education, punishment in schools, and juvenile justice results, consistently demonstrate poorer results for students from culturally and linguistically diverse backgrounds (Hegedus, 2018; Keyworth, 2015;

by cultural differences between the home and the school (Sugai et al., 2012) Being sensitive to cultural differences can ameliorate this situation This necessitates considering the cultural aspects, life experiences, and viewpoints of pupils from various ethnic backgrounds (Gay, 2002) Instruction becomes more meaningful, relevant, and exciting when knowledge and skills are placed within the context of a student's experiences As a result, students are more motivated to succeed and accomplish (Gay, 2002) According to Bruneau et al (2017), cultural sensitivity and empathy have been connected because culture has a significant impact on the attitudes, values, and behavior patterns that students and teachers bring to the educational process

1.4 The cultural barriers in maintaining Interpersonal Relationship at university

Friendships from different culture are distinguished by cultural differences that provide new cultural information and enhance persons' perspectives Also, different cultural groups have different meaning systems, which complicates the transmission of information As a result, there is a higher probability for miscommunication, ambiguity, irritation, and conflict (Barnett & Lee, 2002) The development of cross-cultural friendships could cause challenges that other friendships 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 how cultures differ Similarly, despite the globalization of Australian universities and the opportunity for mutual cultural awareness, Volet and Ang (1998) observed that

generally remain limited

There could be an extensive variety of explanations reasons teachers are having difficulty effectively conducting teaching-learning processes with diverse cultures According to Hermans (2002), one of the fundamental objectives of teacher education programs is to educate prospective teachers for multicultural classroom environments Eryaman, Genc, and Aktan (2011) also emphasize the necessity of multi-cultural education in schools for teachers through to more effectively deal with the challenges that result from diversity in classrooms and society As a result, it is critical to prepare teachers and prospective teachers with the required abilities to develop education environments for students from diverse cultural backgrounds Prospective teachers must be capable of developing culturally sensitive teaching approaches (Basbay and Bektas, 2010) Moreover, teacher education programs must be conscious of their responsibilities in providing better educational settings for multicultural classrooms and multicultural society realities (Hermans, 2002) Moreover, adopting multicultural instructional approaches and adding cultural information in the curriculum are both culturally responsive components of teaching These misunderstandings are generated, in part, by teachers’ 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 choice significantly (e.g., how much a person can choose friends or enemies) These cultural variations have significant effects on how interpersonal relationships develop 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

were contrasted In contrast to the later culture, which places more emphasis on collectivism and an interdependent model of self and connections, the former places more 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 networks and the significance of friends as part of one of their cross-cultural studies European-Americans described friendships as having a bigger network of friends and providing emotional support than Ghanaians indicated It's fascinating to observe that Ghanaians more frequently claimed that possessing too many friends could be a concern because friendships can have both benefits and drawbacks These data point to three significant cultural disparities in the definition of friendship First, it appears that European-Americans perceived friendships as less demanding 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 by European-Americans implies that they valued self-expression and self-disclosure in friendships more than Ghanaians could Finally, the higher emphasis on potential betrayals 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 exploratory technique to examine how national characteristics may affect how much people value 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 such framework (Hofstede et al., 2010) Even though, there are several dimensions on which cultures differ, they chose to concentrate primarily on the Hofstede characteristics 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

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 and make 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 - student relationships, Gay (2002) supposed that besides essentially becoming conscious of, appreciating, and essentially acknowledging the reality that different ethnic groups have different values or express similar values in different ways, teachers need to have a thorough understanding of cultural diversity Teachers need to learn how to incorporate knowledge of ethnic and cultural diversity into culturally sensitive method 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 to demonstrate 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 The emphasis of training should be on creating a classroom environment that embraces and supports a student population that is culturally different Teachers are required

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

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

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

Most previous studies have demonstrated that culture has a significant influence on interpersonal connections on the inside of the university Nevertheless, past research only 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 those relationships In previous studies, researchers looked at students' perception and responses about the serious influence culture has on interpersonal relationships However, while studies have shown positive cultural influences, there are difficulties in maintaining those relationships As a result, my study is aimed at clarifying the influence of culture on both student-student and teacher-student relationships, thereby identifying the barriers that need to be surmounted This is the most recent study, based on the number of participants who are English - majored students at Hanoi Law University, that provides objective assessments and best represents students' perspectives on the positive influence of culture on interpersonal relationships at university and the cultural barriers to developing those relationships

1.6 Summary

In conclusion, the influence of culture on interpersonal relationships at university is a complex and multifaceted topic that requires further exploration By understanding the impact of cultural differences on communication patterns, values and beliefs, and social norms and behaviors, each individual can build positive relationships and create a more inclusive campus community Therefore, it is important for universities to recognize and address the influence of culture on student-student relationships and teacher-student relationships This can involve promoting 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

In this chapter, the author demonstrates research methodology, which is the overarching idea underpinning strategies for locating, selecting, processing, and analyzing both quantitative and qualitative data

2.1 Participants

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

2.2 Data collection instrument

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

2.2.1 Questionnaire survey

The questionnaire was utilized for gathering data The author created the questionnaire after consulting previous studies by both foreign and domestic authors The questionnaire was designed with the goals and research objectives of this graduation study in mind The questionnaire survey in the current study was divided 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 on Interpersonal Relationships, the influence of culture on student - student

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 levels and was predicated on a 5-point Likert scale: Strongly disagree - Disagree - Neutral

- Agree - Strongly agree

Research participants include 100 English — majored students at Hanoi Law University Some personal information of participants was complied into the

The first objective of the study is to understand the importance of interpersonal relationships in universities The interviewees were asked to discuss their own experiences and observations regarding the significance of interpersonal relationships among university students They shared various views, including the role 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

other They discussed the impact of cultural differences, such as language barriers, social norms, and values, on building and maintaining relationships among university students

The third objective of the study is to identify cultural barriers to maintaining students’ interpersonal relationships at university The interviewees were asked to reflect on the challenges they faced in building and maintaining meaningful relationships with their peers from different cultural backgrounds They shared their experiences of cultural misunderstandings, stereotypes, and prejudices, which hindered their efforts to establish strong connections

The fourth objective of the study is to recommend strategies for overcoming cultural barriers to developing interpersonal relationships at the university The interviewees were asked to suggest practical solutions for fostering cross-cultural understanding and improving communication among university students They shared their ideas on creating cultural exchange programs, organizing social events, and promoting diversity and inclusion on campus Overall, the interview results provide 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

Respondents had five days to respond to their responses The questionnaire has been sent to students majoring in Legal English through an online Google form

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 to identify 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 complete survey findings information The survey respondents consented to participating in the face-to-face interview The interview was taped with the permission of the interviewee to copy the material

2.4 Data analysis

The study's process and methods were investigated using a mixed method of quantitative and qualitative research, with the goal of investigating English-majored students' 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 and critical thinking to translate raw statistics into usable data Calculating variable

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

or disprove hypotheses generated earlier in the research process The identical data within the information set could potentially be construed in many kinds of methods; therefore, fair and comprehensive judgment is required This main data finding should be extensively analyzed and objectively assessed by comparing it to other results obtained using the same scientific methodology In addition, results from previous phases of the study procedure should be referred to represent other authors! perspectives Secondary data must also be included logically and objectively into data 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 calculations and 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 in general, require the guidance of your dissertation supervisor First, IBM SPSS (Statistical Package for Social Sciences) software version 28.0.0 was used to evaluate 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 ascertain the 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 quantitative values in the following way before the data was analyzed:

1.81 - 2.60: I disagree with this statement;

2.61 - 3.40: | 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 and interpreting non-numeric data such as text and images This method involves a thorough examination of the data to identify patterns, themes, and meanings that can 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, grounded theory, and narrative analysis, among others

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

behavior and experiences

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

Qualitative data analysis is a crucial aspect of research and decision-making processes 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 data that is being analyzed This could be in the form of transcripts, audio recordings, or other forms of qualitative data

After the initial review, it is important to identify the key themes and patterns that emerge from the data This is where coding comes in, as it allows the data to be classified into different categories Once the data has been coded, it can then be analyzed in a more detailed manner, to identify relationships between different categories This process of analysis can help to identify important trends and patterns 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 provide rich and detailed insights into complex issues By taking the time to analyze qualitative data in a systematic and thorough manner, it is possible to gain a deeper understanding of the experiences and perspectives of individuals This can be particularly valuable when working with vulnerable or marginalized groups, where their experiences may not be fully understood or represented in traditional forms of data 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 and possible contradictions It is important to note that the process of qualitative data

require slightly different methods of data analysis The qualitative data of the structured 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 and decision-makers alike By following a structured process of review, coding, and analysis, it is possible to gain valuable insights into a wide range of topics and issues The qualitative data analysis method is a versatile and comprehensive approach 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 collection and analysis This information is essential for readers to understand how the study was conducted and how the results were obtained The author has provided a detailed explanation of the methodology employed during the study, which is important to validate the study's findings

3.1 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 are summarized and explained in this chapter using pie charts, bar charts and tables The initial findings from the dummy run were insufficient, indicating that the questionnaire required further refinement to obtain a satisfactory Cronbach's Alpha value of at least 0.7 Considering this, the author proceeded to revise the questionnaire, considering the feedback received during the dummy run After the necessary adjustments were made, the questionnaire was administered to participants, and the data collected was analyzed to determine the extent to which it fulfilled the desired level of Cronbach Alpha The resulting value was found to meet the desired level of reliability and precision, thus ensuring the accuracy of the subsequent analytical steps These steps included a thorough examination of the data 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

®@ I 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

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have not studied cultural subjects at Hanoi Law University The survey was conducted to evaluate the extent to which cultural subjects are being taught to students 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 students choosing to have not studied culture-related subjects

3.1.2 English — majored students’ perception on Interpersonal Relationship

e Factors that create interpersonal relationships

to the formation of interpersonal relationships From the chart above, it is easy to see that most of the participants’ perception is that an interpersonal relationship is understood 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 interpersonal relationship made up of 4 factors except "other", which accounted for only 14%

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interaction” 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 several factors that contribute to the formation of interpersonal relationships throughout one's life The first interviewee gave opinion about this question by the following answer: “Interpersonal relationships are formed from the process of mutual understanding, connection and interaction with each other.” Similarly, the fifth interviewee also supposed that the association between two or more individuals who interact with each other is referred to as an interpersonal relationship The second one relied: “J believe that interpersonal relationships are easily formed because of the relative similarity of viewpoints, interests, and communication patterns.” 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 establishing interpersonal 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