By integrating both types of data, this study aims to draw a comprehensive picture of students' perceptions of the representation of cultural content in their English textbook and the strategies for cultural instruction. The quantitative data will provide statistical evidence of prevalent perceptions, while the qualitative data will offer nuanced insights and a deeper understanding of the students' experiences. This integration will contribute to a more robust analysis and interpretation of the findings.
4.3.1. Students’ perceptions regarding the representation of cultural content in the textbook
This study explored how students perceive and expect cultural content in a specific textbook. According to the questionnaire, cultural knowledge was recognised to be present in most tasks, but the tasks in the textbook still primarily focused on linguistic learning rather than cultural learning. The students generally believed that the target textbook could cover all cultural sources. To be more specific, a majority of students positively perceived the coverage of Vietnamese culture in the textbook, indicating that it effectively addressed various aspects of Vietnamese culture.
Additionally, students acknowledged the representation of elements from the target culture in the textbook. However, a number of students expressed concerns about the limited emphasis on international target culture and intercultural interaction.
The quantitative data collected from the study also revealed that a majority of respondents expressed a strong interest in integrating diverse cultural knowledge with linguistic knowledge in their textbook. In terms of specific cultural content, many students agreed that understanding the culture of English-speaking countries, their
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Vietnamese culture, and intercultural interaction is essential. However, there was less interest in non-English-speaking cultures. The results also highlighted that students valued a comprehensive understanding of Big "C" and little "c" cultures, encompassing aspects such as history, socioeconomic factors, daily life, and cultural practices.
In addition, it was found that most students perceived that the target textbook addressed various sources of culture. They also expressed a strong interest in integrating cultural knowledge into their textbook. This suggests that students recognise the importance of understanding cultural aspects alongside language learning. This is greatly reflected through the qualitative data, in which the students highlighted how significant learning cultural content was and provided the reasons behind their perceptions. Based on the qualitative data, students derive multiple benefits from learning about different cultures. One of these advantages includes expanding their knowledge. When studying cultural information, students can broaden their knowledge about the cultures of different countries and cultural topics.
Multicultural teaching and learning also facilitate learning effectiveness since students can expand their English and advance many useful skills. Additionally, students can apply cultural knowledge in practical situations, namely having conversations with people from different backgrounds, travelling, studying abroad, or working in multinational corporations. Furthermore, the interviewees explained that exposure to cultural content in English textbooks helps them increase learning motivation, and cultural awareness. Learning different cultural sources and topics is also a way for them to acknowledge cultural diversity, develop positive attitudes toward different cultures, and better understand the importance of learning about their culture. Another benefit of cultural integration in English textbooks is personal interests related to curiosity and the preference for exploring pop culture.
However, students expressed concern regarding familiarity when integrating cultural content into English lessons. Recognising the significance of cultural content, they also preferred some specific topics to be included, such as daily lives, food,
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customs, or social norms. The students argued that those themes are more applicable, practical, and easier to absorb than other complex or political themes. As a result, they would establish stronger connections between their experiences and the content being taught and enhance their engagement and motivation to learn.
By combining quantitative and qualitative data, a complete picture of the students' perceptions towards incorporating cultural content in their English textbook is depicted. This integrated approach allows us to consider the overall trends and students’ explanations for their perceptions. Ultimately, it provides valuable insights that can inform the adjustment and development of a culturally inclusive and engaging English textbook.
4.3.2. Students’ perceptions regarding the appropriate pedagogical techniques for introducing cultural content
In terms of the quantitative data about appropriate pedagogical techniques for introducing cultural content, the students had positive perceptions and identified various reasons for selecting specific techniques. The most preferred technique, unanimously agreed upon, involved presenting cultural background that is relevant to the topic. This was followed by utilising visual materials such as films, TV shows, photographs, newspapers, and printed materials. Introducing cultural knowledge through current events related to culture was also considered effective. Engaging in discussions about cultural similarities and differences, showcasing cultural objects like figurines, tools, and jewelry, and involving expert sources such as exchange students, immigrant students, or students speaking the language at home were highly regarded techniques. Researching cultural information before class and incorporating role-play activities were relatively favored methods. However, there was moderate agreement regarding using literary texts to provide cultural content.
The qualitative data further answer the research question by identifying various reasons given by the students for the use of different techniques for cultural instruction, which implies that the students recognised the importance of various
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pedagogical techniques. The first reason they gave is language learning support because students believed they could have better lesson comprehension, knowledge retention, and skill improvement. Students can also nurture their learning motivation through learning with different methods. In addition, practicality is also a reason provided by the students for the use of various techniques for cultural instruction.
On the other hand, students emphasised that teachers should be flexible in using diverse teaching techniques. The students highlighted that different types of materials and varying difficulty levels require teachers to adapt their approach to ensure effective learning. They also express the importance of catering to different learning needs and preferences by incorporating various methods. Concerns about time constraints are also raised, as some methods may be challenging to carry out within limited class time.
By integrating quantitative and qualitative data, the students' perceptions towards the appropriate pedagogical techniques for introducing cultural content can be shed light on. This combination allows for a more nuanced understanding of their preferences and provides valuable insights for developing effective teaching strategies.