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

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.