Nhận thức của sinh viên về các yếu tố văn hóa cản trở việc tham gia hoạt động nói trên lớp của sinh viên năm nhất việt nam và hàn quốc trong khoa sư phạm tiếng anh, đại học ngoại ngữ

Culture has been proved to be one of the factors that cast negative influences on students’ oral participation in class activities. Although ample research has been conducted in one cultured classroom, few studies focused on the sameness and dissimilarities between different cultural groups in multicultural classes. Thus, this research was conducted with the aim of investigating the similarities and differences between the perceptions of Vietnamese and Korean firstyear students on the cultural factors that inhibit their participation in inclass speaking activities in FELTE, ULIS. To reach the objectives, the researcher utilized the purposive sampling strategy to select participants for questionnaire and interview. The findings revealed that according to Vietnamese and Korean firstyear students, the fear of holding different answers from the class and teachers’ authority contribute greatly to their reluctance to speak in class. Moreover, the perceptions of Vietnamese and Korean firstyear students differ in the acts of saving their own faces, low group cohesiveness and previous learning culture. While Vietnamese students believe that they hesitate to participate in class speaking activities due to the acts of saving their own faces and the lack of speaking tasks in high school, Korean students reportedly stated that they are affected by low group cohesiveness in small group work.

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER FIRST YEAR STUDENTS’ PERCEPTIONS ON CULTURAL FACTORS THAT HINDER VIETNAMESE AND KOREAN FIRST-YEAR STUDENTS’ PARTICIPATION IN ENGLISH SPEAKING ACTIVITIES IN FELTE, ULIS Supervisor: Lưu Ngọc Ly (MA) Student: Nguyễn Thị Minh Hằng Course: QH2014.F1.E1 HÀ NỘI – 2018 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP NHẬN THỨC CỦA SINH VIÊN VỀ CÁC YẾU TỐ VĂN HÓA CẢN TRỞ VIỆC THAM GIA HOẠT ĐỘNG NÓI TRÊN LỚP CỦA SINH VIÊN NĂM NHẤT VIỆT NAM VÀ HÀN QUỐC TRONG KHOA SƯ PHẠM TIẾNG ANH, ĐẠI HỌC NGOẠI NGỮ Giáo viên hướng dẫn: Lưu Ngọc Ly (MA) Sinh viên: Nguyễn Thị Minh Hằng Khóa: QH2014.F1.E1 HÀ NỘI – 2018 I hereby state that I: (Nguyen Thi Minh Hang, class QH2014E1), being a candidate for the degree of Bachelor of Arts (Fast track program) accept the requirements of the College 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 Signature 04.05.2018 Acknowledgement The researcher would like to express gratitude to the individuals who have helped me throughout the process of conducting this research: First, I would like to send my deepest appreciation to my supervisor - Ms Luu Ngoc Ly for her knowledgeable and meticulous guidance, her valuable pieces of advice and encouragement Without her, this research would not have been completed Secondly, I would to thank the Vietnamese and Korean first-year students for their help and seriousness in completing the questionnaire and attending the interview i Abstract Culture has been proved to be one of the factors that cast negative influences on students‟ oral participation in class activities Although ample research has been conducted in one cultured classroom, few studies focused on the sameness and dissimilarities between different cultural groups in multicultural classes Thus, this research was conducted with the aim of investigating the similarities and differences between the perceptions of Vietnamese and Korean first-year students on the cultural factors that inhibit their participation in in-class speaking activities in FELTE, ULIS To reach the objectives, the researcher utilized the purposive sampling strategy to select participants for questionnaire and interview The findings revealed that according to Vietnamese and Korean first-year students, the fear of holding different answers from the class and teachers‟ authority contribute greatly to their reluctance to speak in class Moreover, the perceptions of Vietnamese and Korean first-year students differ in the acts of saving their own faces, low group cohesiveness and previous learning culture While Vietnamese students believe that they hesitate to participate in class speaking activities due to the acts of saving their own faces and the lack of speaking tasks in high school, Korean students reportedly stated that they are affected by low group cohesiveness in small group work ii List of tables, figures and abbreviations List of tables Table – Mean scores and mode value for Vietnamese and Korean students on factors of face-saving acts …………………………………………………… 32 Table - Mean scores and mode value for Vietnamese and Korean students on factors of collectivism……………………………………………………… 34, 35 Table - Mean scores and mode value for Vietnamese and Korean students on factors of teachers‟ role and authority…………………………………………37 Table 4- Mean scores and mode value for Vietnamese and Korean students on other factors (gender norms, competitive environment, previous learning culture)….39 List of figures Figure – How often students volunteer to talk in class……………………….31 Figure - Reponses towards factors of face-saving acts……………………… 33 Figure - Reponses towards factors of collectivism……………………………35 Figure - Reponses towards factors of teachers‟ role and authority……………38 Figure - Reponses towards other factors (gender norms, competitive environment, previous learning culture)……………………………………………………………………………40 Abbreviations FELTE Faculty of English Language Teacher Education ULIS University of Languages and International Studies V Vietnamese K Korean iii Table of Contents Acknowledgements…………………………………………………………….i Abstract……………………………………………………………………… ii List of figures, tables, and abbreviations…………………………………… iii CHAPTER 1: INTRODUCTION 1 Introduction Statement of research problems and questions Scope of research Significance Organization CHAPTER 2: LITERATURE REVIEW Speaking skill 1.1 Definition of speaking 1.2 Types of speaking performances Factors that hinder students‟ participation in speaking activities 10 Some cultural factors that hinder students‟ willingness to speak 11 3.1 Definition of culture 11 3.2 Cultural factors that affect human‟ behaviors 13 3.3 The role of culture in language teaching and learning 16 Review of previous studies 18 CHAPTER 3: METHODOLOGY 21 Participants 21 Data collection instruments 22 2.1 Questionnaire 22 2.2 Interview 24 Data collection procedure 24 Data analysis method 25 4.1 Questionnaire 25 4.2 Interview 26 CHAPTER 4: FINDINGS AND DISCUSSION 26 Findings 27 1.1 Questionnaire 27 1.2 Interview 39 Discussion 42 2.1 Cultural factors that not hinder Vietnamese and Korean first-year student‟s willingness to participate in in-class speaking activities 42 2.2 Cultural factors that hinder Vietnamese and Korean first-year students‟ willingness to participate in in-class speaking activities 46 2.3 Cultural factors that not hinder Vietnamese and Korea first-year students‟ willingness to participate in in-class speaking activities 48 2.4 Cultural factors than hinder Vietnamese and Korean first-year students‟ willingness to participate in in-class speaking activities 49 CHAP 5: CONCLUSION 52 Conclusion 52 Pedagogical implications 54 Limitations of the study 55 Suggestion for further study 56 REFERENCES 57 APPENDICES 60 CHAPTER 1: INTRODUCTION Introduction Recent decades have witnessed radical changes in English language teaching education Due to English active role as a means of global communication, the acquisition of great productive skills, especially oral proficiency has been put more and more emphasis In this respect, many attempts have been made to create an atmosphere which is conducive for leaners to develop speaking skills in class However, despite the efforts, an enormous number of students struggle to acquire speaking skills Campbell and Ortiz‟s research (as cited in Suleimenova, 2013) revealed that a large number of university students experienced speaking anxiety in language classrooms Regarding this issue, the reasons contributing to this are manifold, and Sadeghi, Mohammadi and Sedaghatgoftar (2013) named first language cultural factor as one pivotal cause in building students‟ anxiety in in-class speaking Kramsch (1993) also stated that the first cultural factor is one significant cause worth mentioning Hall (2003) theorized cultural identity as “collective, shared history among individual affiliated by race or ethnicity that is considered to be fixed or unstable” This theory features the collectivism characteristic of cultural identity, in which members of a cultural group share many similarities in their personality and behaviors Brown (2007, as cited in Spackman) provided another definition on culture According to him, culture is succinctly defined as “the ideas, customs, skills, arts and tools that characterize a given group of people in a given period of time” Through this definition, culture is specifically viewed to greatly shape characteristics of its members Simultaneously, Brown‟s definition explicitly emphasizes the collectivism of cultural features as it is stated that members in a cultural group all share its key attributes and in effect, behave in certain ways correspondingly to their cultural groups that other classmates who know the answer would laugh at me I am willing to ask teachers questions when I have concerns because I am not afraid to question my teacher’s knowledge/ authority I am unwilling to talk because I am afraid people will think I am a showoff I am unwilling to talk because in my culture, people in my gender are not expected to talk much I am unwilling to talk because other classmates are competitive speakers During group work, I am unwilling to talk because I don’t think I should be in this group During group work, I am unwilling to share my ideas when I have different opinions from other 62 teammates During group work, I am unwilling to reject others’ ideas because I don’t want them to feel ashamed I am unwilling to participate in speaking activities because I did not use to have many speaking activities at high school I am unwilling to talk because I am not comfortable with changes in learning activities (more speaking activities) in class What are other factors that make you unwilling to talk in speaking activities? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… This is the end of the questionnaire Thank you so much for your participation! 63 INTERVIEW TRANSCRIPTS Student (English version) Q: In the questionnaire, you chose “slightly agree” for the statement “I am unwilling to talk because I am afraid that my answers would be different from answers of teacher or other classmates”, why are you unwilling to talk? A: Maybe because I am not sure or not confident with my answers, maybe I am not confident enough with my speaking ability, for example: if I have different answers, I am afraid I cannot protect y arguments Q: Is it because you are afraid to lose you face? A: Yes Q: Then when you have different ideas with your classmates and you not talk about it, is it because you also want to save other people‟s face? For example, when you know that your classmates‟ answers are wrong, are you unwilling to talk to save others‟ faces? A: Sometimes, I am afraid that when I say the correct answers, my friends would lose confidence and they will be unwilling to talk Q: I want to ask: when you are in a debate and you have different ideas from your teacher‟s ideas, are you willing to speak up? A: Usually, I not, except for the times when I am confident with my arguments or when I have already thought of something to support my arguments when being asked by others Q: Keep quiet, I understand Why you that? Do you think that rising your voice in such situation is challenging your teacher‟s knowledge or authority? 64 A: Partly it is because of my personality, I don‟t like debate, don‟t want people to pay attention to me Q: Then if you have knowledge or information over some issues, are you unwilling to talk because you are afraid that people would think of you as showoff and like attention? A: Yes, as I don‟t like to show off, but if being asked, I can still give answers Q: So you think that gender norms contribute to you unreluctance to talk in class? A: Sometimes I think the boys tend to parade more than girls Q: So you think that being a girl influences your speaking? For example: you think that “since I am a girl, I will let the boys talk”? A: Maybe, when I am in an environment full of girls, I tend to talk more than there are also boys in it Q: When you are in a competitive environment in which there are many enthusiastic students willing to talk, how are you influenced? A: I will definitely be less confident However, it sometimes motivates me to talk more Q: So the fact that you are less confident to talk, are you okay with that? A: I am definitely not comfortable with that, so I am trying to overcome it Q: Then during group work, when you don‟t feel belong to that group, for example: no close friends or different ideas from other teammates, does that make you talk less? A: When working in a group with no close friends, it does not affect me However, if people in group have striking differences in perspectives, I will be discouraged and therefore talk less 65 Q: Why you feel that? A: I feel like debating too much will negatively affect my emotion Q: So if you think that other teammate‟s opinions are not correct and not strongly supported, are you willing to share your views? A: I don‟t normally reject other‟s ideas, I would like to add evidence and elaborate them If other teammates have different opinions, it will be good for me because I am open to new ideas Q: Regarding the changes in activities compared to high school, for example: more speaking activities, you like that change or you want to keep it the same? A: I like these changes because months ago, when I first presented about my project, I felt very nervous, however, I am more confident now Q: So you are comfortable with such positive changes, right? A: Yes, I am (Vietnamese version) Q: Trong khảo sát bạn có chọn đáp án “tơi khơng sẵn sang nói sợ đáp án khác với đáp án giáo viên hay đáp án bạn khác lớp” bạn lại chần chừ nói ý kiến mình? A: Vì ph 66 Q: Vậy mà bạn có ý kiến khác với bạn khác mà bạn khơng nói cịn có phải để giữ thể diện cho đối phương không? VD bạn biết đáp án bạn sai mà bạn khơng nói có phải cịn để giữ thể diện cho bạn khơng? A: Cũng có đơi Mình sợ nói đáp án bạn tự tin câu trả lời lần sau khơng dám trả lời Q: Mình cảm ơn Mình muốn hỏi them tranh luận, bạn có ý kiến khác với ý kiến giáo viên, bạn có hay nêu lên ý kiến khơng? A: Thường khơng, trừ trường hợp mà tớ tự tin có phương án đối đáp lại đầu Q: Không nêu lên ý kiến Tại bạn nghĩ vậy? Bạn có nghĩ nêu lên ý kiến thách thức kiến thức hay quyền giáo viên lớp khơng? A: Có thể phần tình cách vậy, khơng thích tranh luận nhiều, khơng muốn người ý đến Q: Vậy bạn có kiến thức vấn đề bạn khơng muốn nói sợ người nghĩ khoe khoang thích đc ý khơng? A: Vâng Bởi phương châm mình khơng thích thể bị hỏi trả lời Q: Vậy bạn có nghĩ giới tính phần ảnh hưởng đến việc hạn chế nói bạn lớp khơng? A: Đơi nghĩ bạn nam có xu hương thích thể bạn nữ Q: Vậy bạn có nghĩ bạn nữ có ảnh hưởng đến việc nói bạn khơng? Ví dụ nghĩ “ thơi nữ bạn nam nói”? 67 A: Cũng thế, nên mơi trường tồn bạn nữ thường hay nói nhiều có giới Q: Vậy mơi trường có tính cạnh tranh cao, có nhiều người hăng hái, muốn phát biểu, bạn thấy việc nói bị ảnh hưởng nào? A: Chắc chắn tự tin so với trường mà bạn nói Dù vậy, đơi thúc đẩy để nói nhiều Q: Vậy bạn có thấy mơi trường nói bạn có thấy ổn khơng? A: Đối với chắn khơng ổn tìm cách để khác phục Q: Khi làm việc nhóm mà bạn khơng cảm thấy hợp ví dụ khơng có bạn bè hay bạn nhóm khơng có ý kiến với điều có làm bạn trở nên nói khơng? A: Đối với nhóm khong có bạn bè thân thiết khơng ảnh hưởng đến nhiều, ý kiến nhóm q khác thấy nản nói Q: Tại bạn lại thấy vậy? A: Vì thấy đơi tranh luận nhiều làm ảnh hưởng đến cảm xúc Q: Vậy bạn thấy ý kiến bạn sai, sở hở, chưa chỗ chỗ kia, bạn có sẵn sang đưa ý kiến để sửa chữa khơng? A: Mình khơng hay phú nhận ý kiến người khác mà hay bổ sung Cịn bạn nhóm có ý kiến khác tốt tiếp thu đc ý kiến bạn 68 Q: Đối với việc thay đổi hoạt động so với cấp ví dụ có nhiều tập nói bạn có muốn thay đổi khoogn muốn giữ cũ? A: Mình thích thay đổi trước kia, khoảng tầm tháng làm project nên đứng lên present cịn cảm thấy run, tự tin Q: bạn cảm thấy thoải mái thay đổi tích cực không? A: Student (English version) Q: First, at the statement: I an unwilling to talk because I am afraid that my answer is different from other classmates Why are you reluctant to talk in this case? A: Because I am afraid that my answers would be wrong Moreover, I always have the thoughts that I must be like others, I cannot be different Q: Ah yes, you think that you must be like others, your opinions must be the same with the crowd, if you have different ideas, you will be afraid, right? A: Yes, yes That‟s right Q: Do you feel that scarification of your right to talk would save your face? A: Saving my own face? Q: Yes, you think that it will save your own face? A: Yes, I guess Usually, if there is something I don‟t know well, there is probability that my answers will be wrong I think my answers in this case will make other laugh at me 69 Q: Yes, I got it When there any times when you are confident with your answers, but you don‟t talk is it because you want to save your own faces and other people‟s faces? A: In the case that I know my answers are correct, I will say it Q: Then you are not really concerned about threatening other people‟s faces, right? A: Yes Q: When you are in a debate and you have different opinion from your teacher‟s opinions, are you willing to raise voice? A: I am really concerned about whether my answers are correct or not IF I am sure that my answer is correct, I will raise voice and I am willing to have debate with my teacher However, if the teacher can point out the incorrect points in my arguments or I am not certain about my answer, I will stay silent Q: Then if it is just a session, in which some people hold this ideas and others claim the opposite, would you be willing to share then? A: Oh, in that case, I think I would not talk Because people have different ideas, I would let them talk freely, and I would only share my ideas, but not join into the debate Q; Then when you are sure with your answers, and you raise your voice about it, you think that is challenging or questioning your teacher‟s authority in class? A: I don‟t think so, as teachers encourage us to talk in class, I don‟t think it is questioning or challenging at all Q: Next, you think that if a friend is actively participating in speaking activities, he/she raises hand to speak all the time, you consider it as a sign of a knowledge show-off? 70 A: No, I think it is not But in some cases, it might be too much Q: When some friends are so active that every lesson they raise hands to talk, how you feel about that? A: In such case, I would be slightly irritated because if they that, other classmates will not have the chance to talk Q: So you think that gender norms or gender values are what makes you unwilling to talk? For example, whether the girls should talk much or not in a conversation? A: No, I would think it‟s not Q: OK, then I would like to ask another question, when you are in a competitive environment, in which there are many people actively participate in speaking activities, how will that affect your speaking? A: Because I am usually quiet and not talk much, if I am in an environment with many dominating people, I will not have any chances to talk Q: Then you feel comfortable with that situation? A: I think it‟s not something that I can‟t endure I mean I feel fine with that Q: So you feel comfortable when you talk less, or not talk at all? A: Yes Q: Then during group work, when you not feel that you belong to that group, you don‟t have any close friends or you have different ideas, does that make you talk less? A: Of course, yes Q: Why does it make you talk less or how does that make you feel? 71 A: First, it is because I am usually quiet, second, when in such situation, I feel that I am not as good as other teammates When there are so many people sharing the same ideas which I not, I will have low self-esteem Although I am not really fine with that, I haven‟t found way to overcome this Q: Yes, I understand About the changes in class activities, for example: more speaking activities, are you comfortable with that or you want to keep it the same? A: I like this change because I know it can help me improve my speaking skill Q: I understand, so you are comfortable with these changes because you know it will help you Thank you for your participation (Vietnamese version) Q: Đầu tiên câu “ không muốn nói tơi sợ ý kiến khác ý kiến bạn khác”, em lại chần chừ khơng nói ý kiến bạn khác khác với ý mình? A: Em nghĩ tâm lý mình, sợ sai Và lúc muốn phải giống với bạn Q: Đúng rồi, tức phải giống với bạn, giống với đám đơng, mình ý lại sợ A: Q: Vậy việc hi sinh quyền nói có làm em cảm thấy giữ thể diện khơng? A: Cái thì… Được giữ thể diện ạ? Q: rồi, giữ thể diện em A: Chắc có Những thứ khơng biết rõ trả lời sai, câu trả lời làm cho người khác thấy buồn cười 72 Q: Chị hiểu Vậy kể em có ý kiến khác với bạn mà em biết ý kiến việc em khơng nói ra, khơng nêu lên ý kiến có phải giữ thể diện cho bạn khác không? A: Nếu mà trường hợp câu trả lời em em nói Q: Chứ khơng quan tâm đến việc giữ thể diện cho bạn khác không? A: Vâng Q: Vậy trao đổi tập, em có ý kiến khác với ý kiến giáo viên em có dám nêu lên ý kiến khơng? A: Từ trước đến em quan trọng việc ý kiến có hay khơng Khi mà em chắn kể tranh luận với giáo viên em nói Cịn giáo viên em sai em chưa chắn với ý kiến em im lặng Q: Nếu câu hỏi tranh luận, khơng có hay sai, người đồng ý này, người đồng ý kia, em có lên tiếng không? A: Em nghĩ không Mỗi người có cách suy nghĩ khác nhau, em để họ nghĩ theo cách họ, nghĩ chia sẻ thơi khơng tranh luận Q: Vậy mà em chắn em em nêu lên ý kiến em có nghĩ việc thách thức quyền hạn hay kiến thức giáo viên không? A: Em nghĩ khơng Vì lớp khuyến khích nêu lên ý kiến mình, nên thách thức quyền hạn giáo viên Q: Vậy em có nghĩ việc hăng hái tham gia nói tham gia phát biểu vài ban lớp biểu việc muốn khoe khoang kiến thức không? A: Cái không chị ạ, em nghĩ không Tuy nhiên vài trường hợp số bạn hơi 73 Q; Nếu bạn nói nhiều, hăng hái, học tham gia phát biểu tranh nói em cảm thấy nào? A: Nếu trường hợp bạn quá, em thấy khó chịu chút Vì nói nhiều q bạn khác khơng có hội để đóng góp ý kiến Q: Chị hiểu Vậy em có nghĩ có tiêu chuẩn giới góp phần hạn chế việc nói khơng? Ví dụ gái nên nói hay nói nhiều? A: Cái em nghĩ khơng Q: Vậy mà mơi trường có tính cạnh tranh cao, có nhiều bạn hăng hái tham gia phát biểu vừa việc nói em có bị ảnh hưởng khơng? A: Vì em người nói, cần họ áp đảo em chút thơi em khơng tìm hội để em nói Q: Em có thấy ổn với việc khơng mà bị áp đảo vậy, mà việc quyền nói A: Em thấy khơng có khơng thể chịu được, kiểu khả kiểm sốt, ổn với việc Q: Vậy làm việc nhóm mà em cảm thấy lạc long nhóm, ví dụ nhóm có người thân thiết nhóm, hay minh có ý kiến khác với bạn, em có thấy nói khơng? A: Tất nhiên có Q: Tất nhiên có à? Vậy em thấy việc đó? A: Đầu tiên tính cách em khơng thích nói Thứ hai em cảm thấy khơng bạn, q nhiều người suy nghĩ ý kiến mà khơng nghĩ giống với họ thấy tự ti ngại nói Q: Chị hiểu Cuộc vấn đến kết thúc, cảm ơn em tham gia vấn với chị 74 INTERVIEW QUESTIONS LIST (English version) Why you hesitate to speak when you have different answers from the class? Does your silence make you think that you can save your face better? When you have different opinions from other classmates, your silence serve the purpose of saving other people‟s faces? When you have different opinions from your teacher, you raise your voices? Why/ Why not? Do you think that raising voices in such situation is challenging teacher‟s authority or knowledge in class? How you think this is connected to your previous learning experience (about the power and the relationship of students to teachers in class?) Do you think that active oral participation is a sign of desire to parade knowledge? How you feel when you see some students who always actively participate in class activities? Do you think that gender norms hinder your speaking in class (for example: should boys talk a lot?) When you are in a highly competitive environment, how is your speaking affected? Do you feel comfortable with such situation? When you work in group and you don‟t feel belong to that group (no close friends, different opinions from other teammates, …), how does it affect your speaking? 75 (Vietnamese version) Tại bạn không chần chừ để nói ý kiến bạn khác với số đông lớp? Việc hy sinh quyền lợi nói có làm bạn thấy giữ thể diện hơn? Khi bạn thấy ý kiến người khác chưa chưa thuyết phục, việc khơng nói có phải để giữ thể diện cho người không? Khi bất đồng ý kiến với giáo viên, bạn có hay nêu lên ý kiến mình? Taij lại vậy? Bạn có nghĩ nêu ý kiến trái với giáo viên thách thức kiến thức hay quyền hạn giáo viên lớp? Bạn nghĩ việc có liên quan tới kinh nghiệm học tập trươc bạn (về quyền hạn học sinh đối vơi giáo viên lớp) Bạn có nghĩ việc hăng hái tham gia nói lớp biểu việc muốn khoe kiến thức? bạn có cảm nghĩ thấy có bạn học hăng hái tham gia nói? Bạn có nghĩ tiêu chuẩn giới điều hạn chế việc nói bạn lớp (ví dụ trai nên nói hay nhiều tranh luận?) Khi mơi trường có tính cạnh tranh cao (nhiều người hăng hái, tranh nói) việc nói bạn bị ảnh hưởng sao? Bạn có thấy ổn với tình trạng khơng? Khi làm việc nhóm, bạn cảm thấy nói cảm thấy lạc long nhóm (có người thân, bạn ko có ý kiến,…)? Bạn cảm thấy việc đó? 76 ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP NHẬN THỨC CỦA SINH VIÊN VỀ CÁC YẾU TỐ VĂN HÓA CẢN TRỞ VIỆC THAM GIA HOẠT ĐỘNG NÓI TRÊN LỚP CỦA SINH. .. TRÊN LỚP CỦA SINH VIÊN NĂM NHẤT VIỆT NAM VÀ HÀN QUỐC TRONG KHOA SƯ PHẠM TIẾNG ANH, ĐẠI HỌC NGOẠI NGỮ Giáo viên hướng dẫn: Lưu Ngọc Ly (MA) Sinh viên: Nguyễn Thị Minh Hằng Khóa: QH2014.F1.E1 HÀ... Vietnamese, and no Koreans were to share ideas in this In contrast to Vietnamese students, the majority of Koreans, at 75% selected “slightly agree” while this figure is merely 12% in Vietnamese