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Description
This study explores high school students’ and teachers’ perceptions and experiences regarding the integration of multicultural elements into the pre-teaching stage of receptive skills (reading and listening) lessons at a public high school in Hanoi, focusing on the potential of such integration to activate students' prior multicultural knowledge and enhance their engagement in the lessons. The study employs a mixed-methods approach, including questionnaires completed by 97 grade 10 and 11 students and semi-structured interviews with 7 students and 4 teachers. Quantitative data from questionnaires were analyzed using statistical techniques to identify trends and frequencies, while qualitative interview data were examined through thematic analysis to uncover key patterns and themes in participants’ perceptions and experiences. Findings indicate that integrating multicultural elements into the pre-teaching stage of receptive skills lessons in a public high school in Hanoi generally improves student engagement, cultural awareness, and learning outcomes, thus supporting prior research on the effectiveness of multicultural education. However, challenges such as content relevance, time constraints, and teachers’ limited multicultural knowledge highlight the need for targeted training and structured curriculum integration to maximize the benefits of multicultural education in Vietnamese language classrooms. Future research should examine the impact of specific multicultural content on different learner profiles and its long-term effects on language acquisition and intercultural competence.
Keywords: multicultural elements, receptive skills lessons, pre-teaching stage, perceptions, experiences.
Biography
The authors, Nguyễn Hạ Vy, Nguyễn Hồng Vân, Trần Văn Tùng, and Lê Tiến Đạt, are currently pursuing a Master's program in English Language Teaching Theory and Methodology at the University of Languages and International Studies (ULIS). Although each member works in different organizations, ranging from private education companies to public high schools or as a freelance teacher, they share a strong passion for researching innovative and effective methods in English language teaching to improve classroom practices. Their diverse professional backgrounds and practical experiences enrich their collaborative approach to exploring pedagogical strategies that enhance language acquisition, learner motivation, and engagement. Together, they are committed to contributing to the advancement of English education in Vietnam by integrating research findings into teaching.
