English-majored Students' Perceptions towards Culture Learning and English Language Learning

Abstract

Most educational systems today prioritise culture, especially in higher education, where cultural studies constitute a crucial component of most language programmes. The aim of this study is to investigate English-majored students' perceptions towards the impacts and difficulties of cultural learning during English-language learning and strategies for raising cultural awareness at Can Tho University (CTU). In this survey study, the quantitative research design with a semi-structured questionnaire was used with the participation of 115 CTU English-majored students for the aim of gathering research data. The findings of this study indicated that the majority of students had positive perceptions about culture learning when learning the English language. However, the difficulties of cultural learning did not significantly influence students. With the findings collected from the survey, students pointed out the importance of boosting academic quality, deepening knowledge, communication abilities, English proficiency, and academic skills when including cultural elements in language acquisition in English learning classrooms. Additionally, it suggested that authentic materials including English and American culture, textbooks including chapters on the historical events and traditions of different countries, tourism and travel destinations, role-plays, a discussion of common proverbs in the target language. In addition, cultural collections should be included in English classrooms. By considering the findings from this research, some pedagogical implications for both students and teachers are made to help students raise their cultural awareness when learning English.