EFL TEACHERS’ PERCEPTIONS OF INTEGRATING CULTURE INTO FOREIGN LANGUAGE TEACHING

DOI: 10.18173/2354-1075.2025-0037

Abstract

This study investigates EFL teachers’ perceptions of integrating culture into language teaching through a qualitative approach. Data were collected through semi-structured interviews with eight English teachers at a private language center in the Mekong Delta region. The results of this study showed that teachers had a deep understanding of culture and recognized its essential role in language education. However, teachers faced several challenges in incorporating culture into teaching, including maintaining student engagement, time limitations, access to cultural resources, and adjusting the curriculum to meet course objectives. The results highlight the need for professional development aligned with objectives, flexible teaching materials, and a supportive community of practice to enhance the effectiveness of integrating culture into English teaching. This study provides a theoretical basis for understanding English teachers’ perceptions of integrating culture into language teaching within the context of the private education sector in Vietnam.