EFL Tertiary Teachers’ Perceptions of The Integration Of Culture Into English Classes

Duyen T. M. Pham


The aim of this study is to explore the perceptions of EFL teachers at four universities in the Mekong Delta in Vietnam with respect to the integration of Culture into English classes. There is much research in the field of language and culture, however, to my best understanding, little research has been investigated on teachers’ perceptions of culture embedment in English classes, especially in the context of Vietnam and the Mekong Delta. The data for this study were collected through questionnaires of 96 EFL tertiary teachers in the Mekong Delta and through interviews with 10 of them. The data were analyzed quantitatively and qualitatively. Firstly, findings showed that the teacher participants strongly agree that culture plays an important role in English classes and that cultural elements can help learners improve their linguistic and communicative competence, especially, since being successful in multicultural communication is the primary aim of teachers’ culture integration. Secondly, teachers can use different source materials and different learning activities to embed culture in English classes. Thirdly, teachers can play a variety of roles in culture integration. Finally, teachers think that policies, teachers’ low salary, teachers’ and students’ limited class time and students’ lack of interest are the main barriers. From the findings of this study, useful suggestions were proposed for English teachers, teacher educators, local educational leaders, policy-makers, and the community so that the integration of culture into English classes will be encouraged and become more effective.


Culture Integration, Culture and Language, Culture Teaching and Learning, and Teachers’ Perceptions

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DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.8n.2p.71


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