SKKN Integrating some cultural knowledge of america, england and vietnam to attract 12th graders in post - Reading activity at Nghi loc 5 Upper Secondary School

 0 1 2,3 23 54,8 18 42,9 
12A6 42 0 0 1 2,3 24 57,1 17 40,5 
12A7 40 0 0 1 2,5 25 62,5 14 35 
12A8 42 0 0 1 2,3 28 66,7 13 31 
TOTAL 329 4 1,2 20 6,1 194 59 111 33,7 
Table 3: The result of the Ss’ expressing their ideas in English before applying 
* ( Qty: Quantity) 
3.3.2. After applying the study. 
The table below will show out the results on how students can express their 
ideas in English lessons after carrying out integrating the cultural knowledge. 
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Class Number 
of Ss 
HOW CAN STUDENTS EXPRESS THEIR IDEAS IN 
ENGLISH ? 
Excellent Good Medium Weak 
Qty % Qty % Qty % Qty % 
12A1 40 5 12,5 12 30,0 21 52,5 2 5,0 
12A2 40 2 5,0 10 25,0 19 47,5 9 22,5 
12A3 41 2 4,8 8 9,7 21 51,2 10 24,4 
12A4 42 1 2,3 3 7,2 26 61,9 12 28,6 
12A5 42 1 2,3 3 7,1 24 57,1 14 33,3 
12A6 42 1 2,3 4 7,1 24 57,1 13 30,9 
12A7 40 1 2,5 3 7,5 24 60,0 12 30,0 
12A8 42 1 2,3 4 9,5 26 61,9 11 26,2 
TOTA
L 
329 14 4,2 47 14,3 185 56,2 83 25,3 
 Table 3: The result of the Ss’ expressing their ideas in English after applying 
* ( Qty: Quantity) 
As we can see from the tables of figure, the students in group of excellent 
and good get much important increase with 17,5% and those of weak group has 
remarkable decrease with 8,4%. It means that there is a noticeable change in the 
attitude, feeling of the students in English lessons. 
3.4. Some pictures of Post-reading activities in class 
3.4.1. Unit 1: Home life 
 Students watched a video and then presented on slides 
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3.4.2. Unit 2: Cultural Diversity 
24 
 Students enjoyed an online English game 
3.4.3. Unit 3: Ways Of Socialising 
Students drew the posters or maps to present 
25 
3.4.4. Unit 4: School Education System 
Student presented with posters and slides 
3.4.5. Unit 5: Future Jobs 
26 
Students presented by slides they had designed 
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CHAPTER 4: EVALUATION AND DISCUSSION 
4.1.The Analysis of Observation. 
For the teachers who have already applied the knowledge of culture of 
Vietnam and some other countries in their lessons, they found that those points of 
culture are integral and necessary for students, they also felt that the attitude and 
feelings of the learners have changed. 
Chart 4,5,6: The statistic results of the survey on the teachers' evaluation 
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For the students who have joined a variety of post- reading activities, such as 
drawing maps, mindmaps, diagrams or posters, designing slides, playing games,... 
These activities support and widen the students not only the knowledge of culture 
of Vietnam, America- England, but also boost the pride of national culture and rise 
their awareness of protecting the country's cultural heritages. Taking part in those 
movements, integrated the cultural specialities improves the learners' motivation in 
learning English in class and develops numerous valuable skills for them. 
Chart 7,8,9,10: The statistic results of the survey on the students' evaluation 
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Table 4: The statistic results of the survey before and after applying the study 
Chart 11: The results of comparison on the students' expressing their ideas before 
and after the study 
4.2. Discussion 
After applying the cultural values and necessary skills in English lessons for 
students in classes 12A1, 12A2, 12A3, 12A4,12A5, 12A6, 12A7, 12A8 in our high 
school in the first term in school year 2021 – 2022, the study has achieved the 
following specific efficiencies: 
- In the learning periods, students have understood and been aware of the 
values of the national culture. That contributes to form right lifestyles and attitudes 
and in orienting their future career. 
- The number of students who determine the purpose of learning and are keen 
on learning have increased relatively. As a result, the number of students who play 
truant in school time and violate school rules have already decreased. 
- In orienting future jobs after graduating from high school, students have 
known how to orient a job on their own. They are confident to take part in career-
orienting activities. Besides, they often refer people’s ideas and advice and care for 
finding about necessary informations relating to the oriented jobs, beside learning 
cultural knowledge, students also concentrate on improving their soft skills. 
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PART C: CONCLUSION 
1. Recapitulation. 
To conclude, culture has a vital and important role in the process of learning 
English as a foreign language as language and culture are inseparable. Integrating 
some cultural knowledge in Vietnam and other countries in teaching English may 
be a good way to help students inprove a lot of skills such as speaking, listening, 
presenting, using modern, etc. It cold boost students’ motivation to learn English 
and feel more confident, free- stressful in English lessons as well. 
 From the analyse and the specific evidences, we have realized that my 
students become more active in the lessons, have clearler understanding about the 
values of culture. They are aware of respecting, conserving, building and 
promoting the beautiful values as well as forming useful skills to better their lives. 
We do hope that through this paper, teachers and students of English have 
some ideas on how necessary and beneficial the awareness of the integration of 
cultural knowledge in teaching English in particular and other foreign languages in 
general. We would be really grateful to receive remarks, comments, suggestions 
and advices from the scientific council, teachers, students and other readers to make 
the study better. 
2. Suggestions for further Studies. 
Within the scope of a teaching experience, the limitation of time and 
materials, this paper can not fulfill all the issues related to cultural knowledge in 
Vienam and other countries. For further studies, some following suggestions are 
recommended in order to apply this research more effectively. 
2.1. For teachers: 
It is necessary that teachers should redesign the activities in the lessons so 
that they are suitable with students’ abilities and can motivate students in each class. 
Apart from using these games and suggested activities in teaching Post-
reading stage, we would like to recommend those applied in teaching other lessons 
of the syllabus such as speaking, listening or writing; and for other grades not only 
at our school but also others. 
2.2. For students and parents: 
Students need to be aware of the importance of English in their real lives, 
from that to have more active motivation in learning the language. Besides, they 
ought to try their best to practise the language everyday, and develop other 
important skills such as presentation, or using modern technology, etc as well. 
In addition, parents and family should give as much time as possible and the 
appropriate care for their children so that they can discover the changes of their 
children and adjust those timely as well as often exchange information with their 
teachers. 
31 
2.3. For schools and management agencies: 
Cultural knowledge is so essential for students when learning the second 
language. Therefore, there should be more activities and forums of cultural 
knowledge and life skill education for students to learn and exchange. 
The activities of life skill education need implementing more scientifically 
and methodically. 
Sincerely thank you for your reading and assessment! 
32 
REFERENCES 
A. Books 
1. Neil Campbell (2000). American Youth Cultures. Routledge New York. 
2. Gina Teague (2003). USA- Culture Smart. Oxford University Press. 
3. Gary Atthen (1999). American Ways: A cutural Guide to the United States. 
Oxford University Press. 
4. Neil Campbell & Alasdair Kean (1998). American Cultural Studies. Routledge 
New York. 
5. Antje Dallmann, Eva Boesenberg & Martin Klepper (2016). Approaches to 
American Cultural Studies. Routledge New York. 
6. Susan Bassnett (2004). Studying British Cultures. Routledge New York. 
7. Jonathan Crowther (2005). Oxford Guide to British and American Culture. 
Oxford University Press. 
8. Phan Ngọc (1999). Bản sắc văn hóa Việt Nam. Nhà xuất bản Văn học. 
9. Phan Kế Bính (1995). Việt Nam phong tục. Nhà xuất bản Văn học. 
10. Nguyễn Ngọc Thanh (2018). Đặc trưng Văn hóa các vùng miền Việt Nam. Nhà 
xuất bản Văn học. 
B. Websites: 
1. 
and.html 
2. 
Vietnamese-and-Americans 
3. 
4. 
vietnamese-essay 
5. 
6. 
7. 
know-about-u-s-culture/ 
8. 
9. 
10. 
33 
APPENDIX 
1. Questions of the survey on the students. 
SURVEY ON THE 12TH GRADERS 
QUESTION 1: How much do you enjoy learning English? 
A. A great deal B. Moderate C. A little D. Not at all 
QUESTION 2: How can you express your ideas in English lessons? 
A. Extremely well B. Very well C. Somewhat well D. Not so 
well 
QUESTION 3: What do you want to learn in English lessons? 
A. Vocabulary and Grammar B. 4 language skills 
C. Exercises for tests and examinations 
D. Practical activities on the knowledge of culture and real life. 
QUESTION 4: What is your favourite activity in English lessons? 
A. Sharing general knowledge, playing games, presenting about the cutural 
features 
B. Playing games on vocabulary and grammar 
C.Practising exercises 
D. Writing and listening activities 
QUESTION 5: How much is the cultural understanding important to you? 
A. extremely important B. very important 
C. somewhat important D. not so important 
QUESTION 6: How relevant do you think the cultural knowledge you get now to 
what would support you in the future job and life? 
A. A lot B. Not so much C. A little bit D. Not at all 
QUESTION 7: What is the cultural speciality you want to share and achieve in the 
English class? 
A. Marriage and family life B. Mucic, theatre C. Lifestyles 
D.Homelife, healthy lifestyle, music, ways of socialising , orientation future 
jobs, .... 
QUESTION 8: How do you think about the English lesson integrated the cultural 
features of Vietnam or other countries? 
A. interesting, lively and meaningful B. boring 
C. tiring and exhausting D. stressful 
34 
2. Questions of the survey on the teachers 
QUESTIONS OF THE SURVEY ON THE TEACHERS OF ENGLISH 
QUESTION 1: How often do you apply the cultural knowledge of America, 
England or Vietnam in English class? 
A. Frequently 
B. Sometimes 
C. Rarely 
D. Never 
QUESTION 2: How important do you think the cultural understanding to the 
future life and job of the students? 
A. A great deal 
B. Moderate 
C. A little 
D. Not at all 
QUESTION 3: How are the lessons integrated the cultural features of Vietnam or 
America? 
A. Interesting, lively 
B. time consuming 
C. boring 
D. stressful 
QUESTION 4: What are disadvantages of integrating the cultural specialities of 
Vietnam, England or America in teaching English? 
A.Take much time to prepare 
B. make class noisy 
C. lack of high quality equipments 
D. All 
QUESTION 5: How effective are the lessons applied the cultural knowledge of 
America- England and Vietnam? 
A. Help Ss to improve alot of skills 
B. Support Ss with multicultural understanding 
C. Provide Ss with useful activities to practise what they have learnt 
D. All 
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3. Questions of the online quiz game 
QUIZ GAME ABOUT WEDDINGS AND MARRIAGE IN VIETNAM AND 
IN AMRICA (designed on Kahoot.com) 
Question 1: How many ceremonies are there for a wedding in Vietnam? 
A. one B. two C. three D. four 
Question 2: Where do most Vietnamese people celebrate their wedding ceremony? 
 A. On the street B. At a restaurant 
 C. At the groom's house D. in the church 
Question 3: At what age can you get married in Viet Nam? 
 A. 20 for boys and 18 for girls B. 18 years old 
 C. 20 years old D. 18 for boys and 20 for girls. 
Question 4: At what age can you get married in America? 
 A. 20 for boys and 18 for girls 
 B. 18 years old 
 C. 20 years old 
 D. 18 years old in all states, except in Nebraska, and Mississippi 
Question 5: What should you bring as a wedding present in America? 
 A. Drinks B. Cakes 
 C. Money D. Necessities for a new household 
Question 6: What wedding present is the most popular for Vietnamese? 
 A. Drinks B. Cakes 
 C. Money D. Necessities for a new household 
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4. More pictures for post- reading activities in classes 
37 
38 
39 
TABLE OF CONTENTS 
PART A. INTRODUCTION 1 
1. Rationale 1 
2. Aims of the study 2 
3. Methods of study 2 
4. Research questions 2 
5. Scope of the study 2 
6. Significance of the study 2 
PART B: MAIN CONTENT 3 
CHAPTER 1: THEORETICAL BACKGROUND 3 
1.1. Post-Reading Activity in English Reading lesson 3 
1.1.1. Role of Post-Reading Activity in English Reading lesson 3 
1.1.2. Types of Post-reading Activities 3 
1.1.3. Problems with Post-reading activity in class and Solutions 4 
1.2. The cultural knowledge relating to the topic of units 4 
1.2.1. Some cultural knowledge relating to topic of reading lessons 4 
1.2.2. Benefits of using these cultural knowledge to improve post-
reading activity 
4 
1.2.3. Some forms of practising English activities in class: 5 
CHAPTER 2: THE STUDY 6 
2.1. Research Questions 6 
2.2. Data collection 6 
2.2.1. Objects 6 
2.2.2. Data Collection Procedure 6 
2.3. Research Procedure 7 
2.4. Results and Discussion 7 
2.4.1. Results 7 
2.4.2. Discussion 9 
CHAPTER 3: INTEGRATING SOME CULTURAL 
KNOWLEDGE OF AMERICA, ENGLAND AND VIETNAM IN 
POST-READING ACTIVITY 
11 
3.1. Cultural Knowledge of America, England and Vietnam relating the 
lessons in the text book English 12 
11 
3.1.1. Home Life. 11 
3.1.2. Marriage 11 
3.1.3. Education: 12 
3.1.4. Ways of Socialising 13 
3.1.5. Job Interview 13 
40 
3.2. Application of Cultural Knowledge of America, England and 
Vietnam in teaching and learning 
14 
3.2.1. Unit 1: Home Life. 14 
3.2.2. Unit 2. Cultural Diversity 16 
3.2.3. Unit 3: Ways of Socialising 17 
3.2.4. Unit 4: School Education System 18 
3.2.5. Unit 6: Future Jobs 19 
3.3. Comparison the results before and after applying the study 21 
3.3.1. Before applying the study 21 
3.3.2. After applying the study 21 
3.4. Some pictures of Post-reading activities in class 22 
3.4.1. Unit 1: Home life 22 
3.4.2. Unit 2: Cultural Diversity 23 
3.4.3. Unit 3: Ways Of Socialising 24 
3.4.4. Unit 4: School Education System 25 
3.4.5. Unit 5: Future Jobs 25 
CHAPTER 4: EVALUATION AND DISCUSSION 27 
4.1.The Analysis of Observation 27 
4.2. Discussion 29 
PART C: CONCLUSION 30 
1. Recapitulation 30 
2. Suggestions for further Studies 30 
2.1. For teachers 30 
2.2. For students and parents 30 
2.3. For schools and management agencies 31 
REFERENCES 32 
A. Books 32 
B. Websites 32 
APPENDIX 33 
1. Questions of the survey on the students 33 
2. Questions of the survey on the teachers 34 
3. Questions of the online quiz game 35 
4. More pictures of post-reading activities in classes 36