VietTESOL International Convention 2026

Geography courses taught in English often focus on factual knowledge, including physical features, regional characteristics, and demographic patterns. While such knowledge is important, it may not fully support the development of intercultural understanding among English language learners. In increasingly interconnected societies, students need opportunities to explore how geography shapes cultural values, identities, and perspectives across different communities.This study investigates how question design can be used to promote intercultural understanding in a General Geography course for Vietnamese EFL learners. Drawing on the framework of intercultural competence, the study analyzes a series of classroom questions designed to move beyond factual recall toward interpretation, comparison, and reflection. The questions encourage students to examine the relationship between geographical environments and cultural practices in the United States and compare them with their own experiences in Vietnam. Data are collected from classroom activities, student reflections, and discussion responses. Preliminary findings suggest that culturally oriented geography questions can increase student engagement and encourage deeper reflection on cultural differences and similarities. Such questions also provide opportunities for learners to use English meaningfully while developing intercultural awareness. The study discusses implications for question design in content-based English instruction and highlights the potential of geography education as a space for intercultural learning in EFL contexts.