This study focused on analysing the cultural content in one English textbook for 10th-grade students - Global Success. This limited scope may not provide a comprehensive understanding of cultural content across all English textbooks in this series. To overcome this limitation, future research can extend the analysis to include the entire series of Global Success textbooks used in the curriculum. This broader approach can provide a more holistic and nuanced perspective on the representation of cultural content in English textbooks.
89
In addition, the study only examined one part of the nine English textbook series used by 10th graders in Vietnam. A fruitful direction for future research will be to compare multiple textbook series to identify similarities and differences in their cultural coverage. This may contribute to a deeper understanding of how different textbooks address cultural content, allowing educators to make informed decisions about the most effective resources for teaching cultural topics.
Future research should also compare local and international textbooks regarding cultural coverage to gain insights into the effectiveness of different cultural content approaches. This can provide valuable information on the potential advantages and disadvantages of each type of textbook, aiding educators in selecting appropriate resources that align with the cultural needs and preferences of Vietnamese students.
The study only focused on 10th-grade students in a single high school in Vietnam, limiting the generalizability of the findings. Future research should aim to include a more extensive and diverse sample of students from different levels and schools. By expanding the participant pool, researchers can gain a more comprehensive understanding of students' attitudes, expectations, and perceptions regarding cultural learning and its inclusion in textbooks.
90
REFERENCES
Alrashidi, M. R. (2021). Towards an Understanding of the Appropriate Cultural Content of EFL Textbooks for a Specific Teaching Context: The Case of EFL Textbooks for Saudi Secondary State Schools (Doctoral dissertation, University of Essex).
Alsagoff, L., McKay, S. L., Hu, G., & Renandya, W. A. (Eds.). (2012).
Principles and practices for teaching English as an international language.
Routledge.
Ashrafi, S., & Ajideh, P. (2018). Exploring culture-related content in English textbooks: A closer look at advanced series of Iran language institute. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 6(1), 91-109.
Azizmohammadi, F., & Kazazi, B. M. (2014). The importance of teaching culture in second language learning. Asian Journal of Humanities and Social Sciences (AJHSS), 2(2).
Barcelos, A. M. F. (2003). Researching beliefs about SLA: A critical review.
Beliefs about SLA: New research approaches, 7-33.
Bimo Walgito, B. W. (2004). Pengantar Psikologi Umum.
Blatchford, C. H. (1973). Newspapers: Vehicles for teaching ESOL with a cultural focus. TESOL quarterly, 145-151.
Bộ Giáo dục và Đào tạo. [MoET] (2012a). Chương trình giáo dục phổ thông môn tiếng Anh thí điểm cấp trung học cơ sở (Pilot English curriculum for lower secondary schools in Vietnam) (Ban hành theo Quyết định số 01/QĐ-BGDĐT ngày 03 tháng 01 năm 2012 của Bộ trưởng Bộ Giáo dục và Đào tạo).
Bộ Giáo dục và Đào tạo. [MoET] (2018b). Chương trình giáo dục phổ thông:
Chương trình môn tiếng Anh (General education English curriculum) (Ban hành kèm theo Thông tư số 32/2018/TT-BGDĐT ngày 26 tháng 12 năm 2018 của Bộ trưởng Bộ Giáo dục và Đào tạo).
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology.
91 Qualitative research in psychology, 3(2), 77-101.
Brooks, N. (1986). Culture in the classroom. In J. M. Valdes (Ed.), Culture bound (pp. 123-129). New York, NY: Cambridge University Press.
Brown, H. D. (2007). Principles of language learning and teaching. New York:
Pearson Longman.
Byram, M. (1988). Foreign language education and cultural studies.
Language, culture and curriculum, 1(1), 15-31.
Byram, M. (1994). Teaching-and-learning language-and-culture (Vol. 100).
Multilingual Matters.
Byram, M. (2018a). Cultural studies in foreign language education. In M.
Byram & K.M. Risager (Eds.), Language teachers, politics and cultures (pp. 69–86).
Multilingual Matters.
Byram, M. (2018b). Cultural awareness in foreign language education.
Language. Culture and Curriculum, 31(1), pp.1–4.
Byram, M. & Wagner, M. (2018). Intercultural competence: A companion to language teaching. John Wiley & Sons
Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Mucia (ed.) Teaching English a Second of Foreign Language, (3rd ed.) (pp. 415–424). Boston: Heinle & Heinle/Thompson Learning.
Canagarajah, A. S. (1993). American textbooks and Tamil students:
Discerning ideological tensions in the ESL classroom. Language, Culture and Curriculum, 6(2), 143-156.
Chávez, M. (2014). Multiculturalism in foreign language education: A review of the literature. Journal of Language and Cultural Education, 2(2), pp. 63–73.
Chao, T. C. (2011). The hidden curriculum of cultural content in internationally published ELT textbooks: A closer look at new American inside out.
Journal of asia TEFL, 8(2).
Chastain, K. (1971). The development of modern-language skills: Theory to practice. (No Title).
Chen, Y., & Hoshower, L. B. (2003). Student evaluation of teaching
92
effectiveness: An assessment of student perception and motivation. Assessment &
evaluation in higher education, 28(1), 71-88.
Chen, W.F. & Lin, C.C. (2017). The effects of cultural instruction on the vocabulary acquisition and listening comprehension of English learners.
International Journal of English Linguistics, 7 (2), pp. 42–55.
Chen B. B. (2004). A survey on cultural learning and its variables analysis.
Xi’an: Journal of Xi’an International Studies University, 12(3), 21-24.
Chomeya, R. (2010). Quality of psychology test between Likert scale 5 and 6 points. Journal of Social Sciences, 6(3), 399-403.
Cohen, L., Manion, L. & Morrison, K. (2000). Research methods in education (5th ed.). London: Routledge/Falmer.
Cooke, M. A. (1970). Suggestions for developing more positive attitude toward native speakers of Spanish. Perspectives for teachers of Latin American culture. Springfield, IL: State Department of Public Instruction.
Cortazzi, M., & Jin, L. (1999). 1 1 Cultural mirrors. Culture in second language teaching and learning, 196.
Cortazzi, M., & Jin, L. (2013). Introduction: Researching cultures of learning.
In Researching Cultures of Learning (pp. 1-17). Palgrave Macmillan, London.
Cortazzi, M. & Jin, L. (2015). Cultures of learning: Language classrooms in China. Language, Culture and Curriculum, 28(1), pp. 1–14.
Creswell, J. W. (2012). Educational research: Planning, Conducting and evaluating quantitative and qualitative research. Pearson.
Creswell, J. W., Clark, V. L. P., Gutmann, M. L., & Hanson, W. E. (2003).
ADVANCED MIXED. Handbook of mixed methods in social & behavioral research, 209.
Creswell, J. W., & Creswell, J. D. (2005). Mixed methods research:
Developments, debates, and dilemma (pp. 315-26). Oakland, CA: Berrett-Koehler Publishers.
Cunningsworth, A. (1987). Evaluation and selecting EFL teaching materials, p 87.
93
Cunningsworth, A. (1995). Choosing your coursebook. Macmillan.
Daoud, A., & Celce-Murcia, M. (1979). Selecting and evaluating a textbook.
Teaching English as a second or foreign language, 2(3), 302-307.
Davies, P., Davies, G. L., & Bennett, S. (1982). An effective paradigm for conditioning visual perception in human subjects. Perception, 11(6), 663-669.
Dehbozorgi, M., Amalsaleh, E., & Kafipour, R. (2014). Exploring Cultural Content of Three Prominent EFL Textbooks in Iran (A Case Study of American English Files, Top Notch and Four Corners). Acta Didactica Napocensia, 7(1), 69-81.
Diana, S. (2021). Cultural Contents in an English as a Foreign Language (EFL) Textbook for Senior High School. ELT in Focus, 4(2), 53-62.
Dửrnyei, Z., & Kormos, J. (1998). Problem-solving mechanisms in L2 communication: A psycholinguistic perspective. Studies in second language acquisition, 20(3), 349-385.
Duranti, A. (1997). Universal and culture‐specific properties of greetings.
Journal of linguistic Anthropology, 7(1), 63-97.
Ellis, R. (1997). The empirical evaluation of language teaching materials. ELT Journal, 51(1), 36–42.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
Fauza, N. (2018). Cultural Content Analysis of English Textbooks for Senior High School Entitled" Bahasa Inggris 2017 Revised Edition"(A Descriptive Qualitative Research) (Doctoral dissertation, UIN Ar-Raniry Banda Aceh).
Flick, C. (2016). Informed consent and the Facebook emotional manipulation study. Research Ethics, 12(1), 14-28.
Genc, B., & Bada, E. (2005). Culture in language learning and teaching. The reading matrix, 5(1).
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational evaluation and policy analysis, 11(3), 255-274.
94
Greenall, S. (1984). The coursebook credibility gap. EFL Gazette, 53(54), 14.
Griffee, D. T. (2012). An introduction to second language research methods.
New York: TESL-EJ Publications.
Hall Jr, R. A. (1968). An Essay on Language.
Halliwell, s. (1992) Teaching English in the Primary Classroom. london: longman.
Harmer, J. (1991) The Practice of English Language Teaching. London:
Longman.
Hinchey, P. H. (2008). Action research primer (Vol. 24). Peter Lang.
Hoang, V. V. (2016). Renovation in curriculum design and textbook development: An effective solution to improving the quality of English teaching in Vietnamese schools in the context of integration and globalization. VNU Journal of Science: Education Research, 32(4).
Hughes, G. H. (1986). An argument for culture analysis in the second language classroom. Culture bound: Bridging the cultural gap in language teaching, 162-169.
Hutchinson, T., & Waters, A. (1987). English for specific purposes.
Cambridge University Press.
Indriyani, E. (2017). Pengaruh ukuran perusahaan dan profitabilitas terhadap nilai perusahaan. Akuntabilitas: Jurnal Ilmu Akuntansi, 10(2), 333-348.
Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL quarterly, 39(3), 535- 543.
Johnson, B., & Turner, F. (2003). Data collection strategies. Handbook of mixed methods in social and behavioural research. Thousand Oaks: Sage, 297-315.
Kahraman, A. (2016). Teachers’ and learners’ attitudes towards culture and culture learning in a Turkish context. Journal of Language and Linguistic Studies, 12(2), 1-12.
Kieu, T. H. (2021). An Investigation into Intercultural Components in Three Piloted English Textbooks for Vietnamese High Schools under The National Foreign Languages Project. VNU Journal of Foreign Studies, 37(1).
Kim, S. Y., & Paek, J. (2015). An analysis of culture-related content in English
95 textbooks. Linguistic Research, 32(1), 83-104.
Kramsch, C. (1988). The cultural discourse of foreign language textbooks.
Towards a new integration of language and culture, 63-68.
Kramsch, C. (1998). Language and Culture Oxford: Oxford University Press.
Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
Kramsch, C. (2018). Culture in language learning and teaching. The Modern Language Journal, 102(S1), pp. 314–326.
Krasner, I. (1999). The role of culture in language teaching. Dialog on Language Instruction, 13 (1&2), 79-88.
Krech, D., Crutchfield, R. S., & Ballachey, E. L. (1962). Individual in society:
A textbook of social psychology.
Krippendorff, K. (2013). Commentary: A dissenting view on so-called paradoxes of reliability coefficients. Annals of the International Communication Association, 36(1), 481-499.
Krippendorff, K. (2018). Content analysis: An introduction to its methodology.
Sage publications.
Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. University of Michigan Press.
Lee, K-Y. (2009). Treating culture: what 11 high school EFL conversation textbooks in South Korea. English Teaching: practice and Critique, 8, 76-96.
Lee, J. F., & Li, X. (2020). Cultural representation in English language textbooks: A comparison of textbooks used in mainland China and Hong Kong.
Pedagogy, Culture & Society, 28(4), 605-623.
Linh, D. T. T. (2021). Dinh Thi Truc Linh" Cultural Contents in Communication and Culture Sections of High School Tieng Anh Series and Learners' Perceptions. International Journal of Science and Management Studies (IJSMS), 4, I5.
Lund, R. (2007). Questions of culture and context in English language textbooks a study of textbooks for the teaching of English in Norway. The University
96 of Bergen.
MacLin, M. K., & Solso, R. L. (2007). Cognitive psychology.
Matsuda, A. (2012). Teaching materials in EIL. Principles and practices for teaching English as an international language, 168-185.
McDonough, J., & Shaw, C. (2003). Materials and methods in ELT. Oxford:
Blackwell.
McGrath, I. (2002). Materials Evaluation and Design for Language Teaching.
Edinburgh: Edinburgh University Press.
McKay, S. L. (2002). Teaching English as an international language:
Rethinking goals and perspectives. New York: Oxford University Press.
Miles, H., & Huberman, A. M. Saldana. (2014). Qualitative data analysis: A methods sourcebook, 3.
Ministry of Education and Training. (2018). Thong tu so 32/2018/TT-BGDĐT Ban hanh Chuong trinh giao duc pho thong [Circular No.32/2018/TT-BGDDT Promulgating the General Education Program].
Ministry of Education and Training. (2022). Quyet dinh so 422/QD-BGDĐT phe duyet danh muc sach giao khoa lop 10 su dung trong co so giao duc pho thong.
Muslich, M. (2010). Text book writing: Dasar-dasar pemahaman, penulisan, dan pemakaian buku teks. Jogjakarta: Ar-Ruzz Media, 52, 47-52.
Nguyễn, K. A. (2022). An investigation into culture-related contents represented in listening and reading sections in Vietnamese high school EFL textbooks= Tìm hiểu về các nội dung liên quan đến văn hóa được thể hiện ở các bài nghe hiểu và đọc hiểu trong sách giáo khoa Tiếng Anh thí điểm dành cho bậc Trung học phổ thông ở Việt Nam (Doctoral dissertation).
Nguyễn, T. H. H. (2018). A study on the Features of Source culture, Target culture and International culture Represented in textbook Tiếng Anh 10, Tiếng Anh 11 and Tiếng Anh 12 of the 10-Year Curriculum= Nghiên cứu những biểu hiện văn hóa nguồn, văn hóa đích và văn h (Doctoral dissertation).
Nunan, D. (1988). Syllabus design. Oxford University Press.
Paige, M., Jorstad, H., Siaya, L., Klein, F., & Colby, J. (1999). Culture learning
97
in language education: a review of literature. US Department of Education., Centre for Advanced Research in Language Acquisition.
Peterson B. (2004). Cultural intelligence: A guide to working with people from other cultures. Yarmouth, ME: Intercultural Press.
Peterson, E., & Coltrane, B. (2003). Culture in second language teaching. In Culture in Second Language Teaching. Center for Applied Linguistics.
Prodromou, L. (1992). What culture? Which culture? Cross-cultural factors in language learning. ELT journal, 46(1), 39-50.
Qiong, O. U. (2017). A brief introduction to perception. Studies in literature and language, 15(4), 18-28.
Quick, J. C., Quick, J. D., Nelson, D. L., & Hurrell Jr, J. J. (1997). Preventive stress management in organizations. American Psychological Association.
Rahman, M. S. (2016). The Advantages and Disadvantages of Using Qualitative and Quantitative Approaches and Methods in Language “Testing and Assessment” Research: A Literature Review. Journal of Education and Learning, 6(1), 102. doi:10.5539/jel.v6n1p102
Rusyana, Y. (1984). Bahasa dan sastra dakan gamitan pendidikan: himpunan bahasan. (No Title).
Samovar Larry, A., Porter, R. E., & Stefani, L. A. (1998). Communication between cultures.
Sapir, E. (2002). Language: An Introduction to the Study of Speech. Beijing:
Foreign Language Teaching and Research Press.
Saldana, J. (2011). Fundamentals of qualitative research. Oxford university press.
Scollon, R. (1999). Cultural codes for calls: The use of commercial television in teaching culture in the classroom. na.
Sharifian, F. (Ed.). (2009). English as an international language: Perspectives and pedagogical issues (Vol. 11). Multilingual Matters.
Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT journal,
98 42(4), 237-246.
Skierso, A. (1991). Textbook selection and evaluation. Teaching English as a second or foreign language, 2, 432-453.
Sidhu, G. K. (2003). Literature in the Language Classroom: Seeing through the eves of Learners. In: Ganakumaran & Edwin Malaci (Eds). Teaching of Literature in ESL/EFL context. Pp.88-110. Petaling Jaya:Sasbadi-Melta ELT Series.
Smith, L. E. (1976). English as an international auxiliary language. RELC journal, 7(2), 38-42.
Sowden, C. (2007). Culture and the ‘good teachers’ in the English language classroom. ELT journal, 61(4), 304-310.
Sternberg, R. J. (2013). Culture, instruction, and assessment. In Western psychological and educational theory in diverse contexts (pp. 5-22). Routledge.
Stewart, E. (1972). American cultural patterns: cross cultural perspectives.
Yarmouth, Marine: Interculutral press.
Tashakkori, A., & Teddlie, C. (2003). Issues and dilemmas in teaching research methods courses in social and behavioural sciences: US perspective.
International journal of social research methodology, 6(1), 61-77.
Tomlinson, B. (2012). Materials development for language learning and teaching. Language teaching, 45(2), 143-179.
Ur, P. (1999). A course in language teaching.
Vũ, T. T. (2016). An investigation into the cultural contents available in the reading passages of “English 12”, students’ attitudes and expectations toward the cultural contents to be loaded to this textbook and cultural learning at Phuc Tho High School (Doctoral dissertation).
Wagenaar, M. (2005). Student teachers' experiences of practice teaching.
Wang, G. (2011). Bridging the gap between textbook and real applications: A teaching methodology in digital electronics education. Computer Applications in Engineering Education, 19(2), 268-279.
Wardhaugh, R. (2002). An Introduction to Sociolinguistics (sixth ed.), Wilev- Blackwell Publishing.
99
Witherspoon, G. (1980). Language in culture and culture in language.
International Journal of American Linguistics, 46(1), 1-13.
Xiao, J. (2010). Cultural contents of an in-use EFL textbook and English major students’ attitudes and perceptions towards culture learning at Jiangxi University of Science and Technology, China (Doctoral dissertation, Prince of Songkla University).
Valdes, J. M. (1986). Culture bound: Bridging the culture gap in language teaching (Vol. 25). Cambridge: Cambridge University Press.
Wandel, R. (2003). Teaching India in the EFL-classroom: A cultural or an intercultural approach?. Languages for intercultural communication and education, 6, 72-80.
Weiner, B. (1972). Theories of motivation: From mechanism to cognition.
Williams, D. (1983). Developing criteria for textbook evaluation. ELT journal, 37(3), 251-255.
Yang,C.H. & Zhang,L.J. (2020). An exploration of culture in Chinese as foreign language textbooks: Perspectives of EFL teachers in Taiwan. Journal of Multilingual and Multicultural Development, 41(5), pp. 428–442.
Yano, Y. (2009). English as an international lingua franca: from societal to individual. World Englishes, 28(2), 246-255.
Zhang, B., & Ma, L. (2004). A survey on the cultural content of college English teaching materials. Foreign Language World, 4, 60-66.
Zhang, H., Li, X., & Chang, W. (2022). Representation of cultures in national English textbooks in China: a synchronic content analysis. Journal of Multilingual and Multicultural Development, 1-21.
I
APPENDIX A
CODING GUIDELINES FOR BIG “C” CULTURE
Themes Definition Examples
Politics The activities involved in getting and using power in public life, and being able to influence decisions that affect a country or a society
Activities of leaders of countries International conferences and affairs on political issues
Economy The relationship between production, trade and the supply of
money in a particular country or region Statistical data
Domestic and International economic issues
History All the events that happened in the past, the past events concerned in the development of a of a particular place, subject country
History of a place
Geography The scientific study of the earth's surface, physical features,
divisions, products, population Geographical description of a place Literature/ Arts Literature: pieces of writing that are valued as works of art,
especially novels, plays and poems
Art: the use of the imagination to express ideas or feelings, particularly in painting, drawing or sculpture
Paintings
Textiles and costumes Social norms The behavioral expectations and cues within a society or
group. When and where it is to say certain things or to use certain words, to discuss certain topics, and when not to.
Advice for interviewees
The most important contents which should be included in a application letter
Education A process of teaching, training and learning, especially in schools or colleges, to improve knowledge and develop skills
Different ways of learning
Educational institutions and organizations
Architecture The art and study of designing buildings, the design or style or
buildings Great architectural products or works
Designing and building structures Music/ Sports Music: Sounds that are arranged in a way that is pleasant or
exciting to listen to. People sing music or play it in instruments Sports: activity that you do for pleasure and that needs physical effort or skill, usually done in a special area and according to fixed rules. Or a particular kind of sport.
Types of traditional music Sport competitions Types of sports Science Knowledge about the structure and behaviour of the natural
and physical world, based on facts that you can prove, for example by experiments.
Inventions
Scientific breakthroughs
Note: The themes and definitions are adapted from Xiao (2010) and based on The Oxford Advanced Learner’s Dictionary
II APPENDIX B
CODING GUIDELINES FOR LITTLE “c” CULTURE
Themes Definition Examples
Food Things that people or animals eat; a particular type of food
Cuisines Eating etiquettes Holiday A day when most people do not go to work
or school, especially because of the holiday
Origin, purpose and significance of a religious or national celebration
People's particular activities on the holiday
Lifestyles The way in which a person or a group of people lives and works
Daily routine schedule
Interpersonal interaction and social activities Activities and styles of family life
Customs An accepted way of behaving or of doing things in a society or a community
Ceremony traditions Invitation card traditions Values Beliefs about what is right and wrong and
what is important in life
Identifying what is good, beneficial, useful, beautiful, desirable, appropriate, etc.
Values for love, life, and jobs Hobbies Activities that you do for pleasure when you
are not working
TV programme Preferences Listening to music
Gestures/
Body language
A movement that you make with your hands, your head or your face to show a particular meaning
Body posture, gestures, facial expressions, and eye movements.
Note: The themes and definitions are adapted from Xiao (2010) and based on The Oxford Advanced Learner’s Dictionary
III APPENDIX C
EXAMPLE OF A CULTURE-FREE TASK IN ENGLISH 10 TEXTBOOK - GLOBAL SUCCESS
IV APPENDIX D
EXAMPLE OF A TASK WITH CULTURAL CONTENT IN ENGLISH 10 - GLOBAL SUCCESS TEXTBOOK
V APPENDIX E CONSENT FORM
PHIẾU ĐỒNG THUẬN THAM GIA VÀO NGHIÊN CỨU Lời mở đầu
Xin chào các em,
Cô là Trịnh Mai Anh, giáo viên tại một trường THPT tại Hà Nội. Cô đang tiến hành một nghiên cứu để tìm hiểu về quan điểm của học sinh lớp 10 đối với việc giảng dạy và học tập nội dung văn hóa trong sách giáo khoa tiếng Anh lớp 10 - Global Success.
Cô mời các em hoàn thiện bảng hỏi và tham gia phỏng vấn cho nghiên cứu này. Biểu mẫu này sẽ giải thích mục đích của nghiên cứu này cũng như những lợi ích mà em có thể nhận được qua việc tham gia vào nghiên cứu. Những thông tin này sẽ giúp em quyết định có tham gia vào nghiên cứu hay không.
Mục đích của nghiên cứu
Nghiên cứu này nhằm mục đích tìm hiểu về nội dung văn hoá trong sách giáo khoa Tiếng Anh 10 - Global Success, và quan điểm của học sinh về nội dung này trong sách. Nghiên cứu này sẽ được đánh giá bởi khoa Sau Đại học, Trường Đại học Ngoại ngữ - Đại học Quốc gia Hà Nội.
Quy trình thực hiện
Việc thu thập dữ liệu cho nghiên cứu bao gồm hai giai đoạn:
● Hoàn thiện bảng hỏi
● Tham gia phỏng vấn
Lợi ích của việc tham gia vào nghiên cứu
Khi tham gia nghiên cứu này, em sẽ có cơ hội được suy ngẫm lại về quá trình học tiếng Anh cũng như việc dạy và học nội dung văn hoá trong các tiết học tiếng Anh. Ngoài ra, mỗi học sinh tham gia nghiên cứu sẽ được tặng một món quà nhỏ vì sự đóng góp cho nghiên cứu.
Tính bảo mật
1. Việc tham gia vào nghiên cứu là tự nguyện.