Cultural Attitude Refinement Through Vietnamese Language Learning: A Case Study of English-Speaking Students’ Perceptions

Thi Thanh Huyen Phan; Do Na Chi

doi:10.66815/ejecs/2747

Authors

Thi Thanh Huyen Phan An Giang University,Vietnam National University HCM https://orcid.org/0000-0001-9374-4663
Do Na Chi University of Queensland https://orcid.org/0000-0003-1292-9397

DOI:

https://doi.org/10.66815/ejecs/2747

Keywords:

attitudes and perceptions, cross-cultural awareness, native English speakers,, Vietnamese language learning

Abstract

Foreign language learning is intricately linked to learners’ perceptions of the target culture and its people. However, a positive attitudinal shift is not an automatic outcome of language acquisition but is influenced by instructional materials, pedagogical approaches, and classroom experiences. This qualitative case study explores how language instruction integrated with culturally engaging activities is associated with students' attitudes toward Vietnamese language, people, and culture. The study followed three white native English-speaking students enrolled in a Vietnamese language course at a small, private university in the US, employing classroom observations, reflective essays, and interviews to examine students’ self-reported attitudinal changes. Through structured hands-on activities combining Vietnamese language learning with cultural exploration, the students reported refining their perceptions, challenging initial stereotypes of the Vietnamese culture and people, and developing a deeper appreciation for cultural diversity. Such findings highlight the role of culturally responsive teaching in fostering cross-cultural awareness and encouraging a broader curiosity for global perspectives. Further research should focus on pedagogy and curriculum that could enhance students’ intercultural competence with a larger number of participants across diverse language learning contexts.

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Author Biographies

Thi Thanh Huyen Phan, An Giang University,Vietnam National University HCM

has worked as a lecturer and teacher trainer in English language teaching and learning for more than 20 years at An Giang University, Vietnam National University HoChiMinh City. She earned a PhD degree from The University of Queensland, Australia. She has led several research projects supporting English language learners and teachers, and is currently leading a project on culturally and linguistically responsive teaching in Vietnam. Her research interests include English language education, culture in language education, learner autonomy, and language policy and planning. Email: ptthuyen@agu.edu.vn.

Do Na Chi, University of Queensland

is currently an instructor in the Foundation program at UQ College,
University of Queensland, Australia and a former lecturer at An Giang University, Vietnam. He
earned a Master of TESOL degree from La Trobe University and a PhD (Education) degree from
Queensland University of Technology. He has been a member of several research and training
projects to support English as an additional language (EAL) teachers and learners. His research
interests include English language teacher and learner identity, second language writing, English
for academic purposes, intercultural rhetoric, language and culture, and transnational education.

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