


















































Journal of Green Learning


Journal of Green Learning, e-ISSN 2807-890X 

Vol. 2, No. 1, 2022, pp. 1-9.  
DOI: 10.53889/jgl.v2i1.101 

-------------------------------------------------------- 

 

Culture learning in Myanmar EFL context 
   

Kyaw Sein
1
 

1 Manaw Yadana Private High School, Myitkyina, Myanmar 
 

Article Info  ABSTRACT 
Article history: 

Received September 26, 2021 

Revised   January 12, 2022 

Accepted March 15, 2022 

 

 In this era of information and technology explosion, peoples in the world 
encounter one another more often and more easily than ever before. The need 

for mastering a foreign or second language besides one’s own seems to 

dramatically grow. More people are learning languages for their personal and 

professional needs. Specifically, cultural features of the language being learned 

must be taught concurrently with the linguistic parts, which have traditionally 

been underlined. Consequently, the present study sought to shed some light on 

the place of culture in EFL classrooms at educational context in general, and 

the main goals of teaching culture, major means of teaching culture and the 

main obstacles facing teachers in teaching culture. To do so, questionnaires 

were distributed among EFL teachers from different universities and responses 

were then collected. The findings revealed a gap between the teachers' 

perceptions and practices in dealing with culture. The data were collected 

through a questionnaire with 52 Myanmar teachers of English and 86 Myanmar 

university learners Finally, data analyzed showed that the teachers and learners 

had positive attitude towards the culture and culture learning. They all preferred 

to the intercultural communicative competence. And the teachers and learners 

are actively involved in cultural activities in language classrooms and had the 

positive attitudes to the cultural activities. 

 

Keywords: 

culture learning 

EFL context 

Myanmar  

This is an open access article under the CC BY-SA license. 

 
Corresponding Author: 

Kyaw Sein 

Manaw Yadana Private High School  

Myitkyina 

Myanmar 

Email: kyawseinsasankhar@gmail.com 

 

1. INTRODUCTION 

Culture as a way of life, as the context within which people exist, think, feel, and relate to others, as the 

“glue” (Brown, 2007: 188) that binds groups of people together. Moreover, culture, as Brown (2007) suggested, 

can also be defined as the ideas, customs, skills, arts, and tools that characterize a certain group of people in each 

period. Sowden (2007) indicated that “culture tended to mean that body of social, artistic, and intellectual 

traditions associated historically with a particular social, ethnic or national group” (pp. 304-305). Additionally, 

Mead (1961) postulated that culture can be learned, whereas Fox (1999) noted that “culture is relative and 

changeable in space and time” (p. 90). Like language, culture may seem to be another notion that is not easy to 

define. In fact, Tang (2006) rightly observed that despite the continued efforts in various corrective fields to find 

a definition for the term culture, at the present time there is no single definition that satisfies everyone. Similarly 

to Brooks (1964) regarded language as the most advanced element of culture. As language and culture are two 

inseparable entities, the incorporation of cultural issues in teaching is inevitably recommended.  

In contexts where there is no direct access to the target culture, teachers and the materials being used 

play a significant role in supplying cultural information. In addition to teachers and realia, textbooks can also 

play a crucial role in supplying students with rich cultural information. According to Tavares & Cavalcanti 

(1996), the aim of teaching culture is to heighten students' awareness and to develop their curiosity towards both 

the target and home culture. In addition, Kaikkonen (2001) asserted that "the most important goal of foreign 

language education is to help learners grow out of the shell of their mother tongue and their own culture" 

(Ritlyova, 2009) coped that students improve their perception of a foreign culture and their own culture by 

gaining awareness of a foreign language.  

https://creativecommons.org/licenses/by-sa/4.0/


2 

 

However, teachers sometimes do not much address cultural issues in language classrooms due to factors 

like shortage of time, lack of cultural knowledge, or lack of training as to which aspects of culture to teach, 

among other things. Besides, in some contexts in which the target language is considered a foreign language, 

addressing too much cultural issues might be viewed as promoting the foreign language values and undermining 

the local ones. Although a plethora of studies can be found which have dealt with some aspects of teaching 

culture, few, if any, extensive studies have addressed developing cultural awareness in an Iranian context. 

Therefore, this study sought to explore the place of culture in EFL classrooms at secondary-school level. More 

particularly, it takes into consideration the importance of incorporating culture in teaching, major means of 

developing cultural awareness, main obstacles facing teachers in tea. 

 

2. RESEARCH OBJECTIVE 

The aim of this research is to investigate teachers' and language learners' perceptions of culture and 

culture teaching / learning in Myanmar context. The research aims to unearth the idiosyncratic (personal) views 

of teachers and learners about learning culture and figure out how far these views are in line or mismatch. This is 

important since these perceptions may directly affect their teaching / learning in the long run and additionally 

teachers' current practices in the English classroom can provide a general picture of the current situation in 

language teaching in Myanmar.  

(1) To find out the attitudes and perceptions on culture and culture teaching of teachers and learners.  

 (2) To investigate the attitudes of teachers and learners towards intercultural communicative 

competence. 

 

3.  METHOD  

This research was conducted in the academic year 2017-2018 at eight universities by voluntarily 

participation of 52 (41 females and 11 males) teachers of the English language and 86 learners (69 females and 

17 males) studying English Language and Literatures. Teachers' ages vary from 28 to 59 and learners from 17 to 

33. This questionnaire is an attitude scale which was developed by Han, Hui (2010) but it is slightly modified by 

the researchers to suit the requirements for the writing course. The questionnaire used a 5-point Likert type scale, 

requiring participants to respond to each item once whether strongly disagree (1 point), disagree (2 points), 

undecided (3 points), agree (4 points) or strongly agree (5 points). After some revision, the questionnaire is 

developed as two parts. The first part contains biographical information about participants such as age, gender, 

educational background etc. and the second part consists of 26 questionnaire items in three different sections: 1st 

section consists of 11 questionnaire items asking participants beliefs and perceptions on culture and culture 

learning. 2nd section consists of 7 questionnaire items asking participants perception on the place of culture and 

perception of intercultural competence. 3rd section consists of 8 questionnaire items asking participants 

perception on how to pass culture. Completion of the scale takes about 20 minutes.   

 

4. RESULT 

As seen in the data collection process, the form of this research data is quantitative; the manner of data 

collection is both descriptive and experimental. Participants are selected randomly from the study population in 

an unbiased manner, and finally, data from the culture questionnaire were studied statistically. The data about 

teachers' and language learners' perceptions of culture and culture teaching/learning was collected through a 

questionnaire to see whether there is a significant difference between the groups. As stated earlier in the data 

collection procedure, the method of analysis is statistical analysis. Then, the data were analyzed with percentage 

step by step before drawing objective conclusions. 

4.1 The importance of culture and culture learning in Myanmar ELT classrooms 
In this research, the perceptions on the importance of culture and culture learning in Myanmar ELT 

classrooms are explored to see whether there is an important difference in teachers and student perceptions. 

According to the data, there is no significant difference between the views of teachers and learners on the 

importance of culture.  

Regarding the student’s perceptions on the importance of culture, 64% of learners responded that getting 

evidence about the target culture is important for them. We also investigated learners' thoughts on the effects of 

culture class. A significant similarity between the learners' views and experts in the field was observed. 

Regarding the benefits of learning about culture, 61% of the learners responded that attending the culture class 

has raised cultural awareness and benefitted learning about shared value and beliefs of the L2 culture (Figure 1). 

 

 

 

 

 



3 

 

 

 

Figure 1 Learners' perceptions on the importance of culture 

 

The data in general revealed that Myanmar foreign language learners were willing to try and attain 

culture learning objectives in foreign language education. We also aimed at describing an average foreign 

language-culture teacher in terms of perceptions on the importance of culture, irrespective of the country in 

which s/he teaches. The following figure is interpreted the result of teachers’ perceptions on the importance of 

culture (Figure 2). 

 

 

Figure 2 Teachers' perceptions on the importance of culture 

 

According to Figure 2, 77% of teachers agreed on the fact of teaching British culture is important for 

them. It has been also found that 68% of the teacher participants were aware of the importance of information 

about shared values and beliefs of the L2 culture, yet they were also aware of their own lack of knowledge 

related to the target language culture(s) and that the teaching culture involved more than what they could do. 

77% 

63% 
60% 

63% 
68% 

55% 

9% 

7% 

33% 

25% 23% 

33% 

5% 5% 5% 
5% 

2% 

5% 

0 0 0 2% 2% 2% 

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Important to

teach British

culture

Important to

teach cultures of

English

speaking

countries

Important to

provide

information

about the target

culture

Important to

provide

information

about daily life

and routines of

the target L2

culture

Important to

provide

information

about shared

values and

beliefs of the L2

culture

Important to

provide

experience with

a rich of variety

of L2 cultural

aspect

Agree Strongly Agree Disagree Strongly Disagree

52% 
46% 

30% 

45% 

61% 

48% 

7% 9% 

64% 

42% 

25% 

36% 

20% 
14% 

0% 
4% 5% 

9% 

0% 2% 
4% 4% 2% 2% 

0%

10%

20%

30%

40%

50%

60%

70%

Important to

learn British

culture

Important to

learn cultures of

English

speaking

countries

Important to get

information

about the target

culture

Important to get

information

about daily life

and routines of

the target L2

culture

Important to get

information

about shared

values and

beliefs of the L2

culture

Important to get

experience with

a rich of variety

of L2 cultural

aspect

Agree Strongly Agreee Disagree Strongly Disagree



4 

 

Moreover, the result showed that 63% of teachers believed that teaching cultures of English-speaking countries 

such as Canada, Australian and New Zeeland which they teach as well as providing information about daily life 

and routines of the target culture are also important for them. As both results, most learners thought that getting 

information about the target culture is more important than the others. But as teachers’ view, teaching British 

culture to their learners is more important than the other options. According to the result, the perceptions of 

learners and teachers on the importance of culture teaching (Figure 3). 

 

 

 
 

Figure 3 Learners' perceptions on the importance of culture learning 

 

Regarding learners’ perceptions on the importance of culture learning, it is clear that 78% of learners 

showed a high preference on their own culture. 55% of student participants wanted to expand their knowledge on 

different culture (Figure 4). 

 

 
 

Figure 4 Teachers' perceptions on the importance of culture teaching 

 

According to Figure 4, 68% of teacher participants favored to promote learners’ sensitivity to different 

cultures. When we compared to the learners concerning with the fact of to promote increased understanding of 

our own culture, 47% of teachers agreed with this. Instead of that 63% of teachers inspired to widen learners’ 

55% 
52% 

20% 

43% 
46% 

27% 

46% 

78% 

30% 

16% 

4% 
0% 

2% 
11% 11% 

0% 2% 0% 0% 0% 
0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Important to

promote sensitivity

to different cultures

Important to widen

our horizons

through culutrue

learning

Important to

promote incresed

understanding of

our own culture

Important to

develop our positive

attitude and

tolerance towards

L2

Important to spend

more time on L2

culture teaching

Agree Strongly Agree Disagree Strongly Disagree

68% 
63% 

47% 
42% 

35% 

23% 

33% 

50% 
44% 

16% 

5% 
2% 2% 2% 

26% 

2% 2% 2% 2% 0% 
0%

10%

20%

30%

40%

50%

60%

70%

80%

Important to

promote students'

sensitivity to

different cultures

Important to widen

students' horizons

through culutrue

learning

Important to

promote incresed

understanding of

students' own

culture

Important to

develop positive

attitude and

tolerance towards

L2

Important to spend

more time on L2

culture teaching

Agree Strongly Agree Disagree Strongly Disagree



5 

 

horizons through culture learning. When we compared both results, most learners want to promote increased 

understanding of their own culture but most of the teachers want to promote their students’ sensitivity to 

different cultures. 

 

4.2 Place of culture and intercultural competence 

Moreover, the opinions of Myanmar learners and teachers of English on intercultural competence 

teaching were investigated to see how and to what extent these opinions are reflected in their classroom 

applications (Figure 5 and 6). 

 

 
 

Figure 5 Learners' perceptions on place of culture and intercultural competence 

 

 

 
 

Figure 6 Teachers' perceptions on place of culture and intercultural competence 

 

Data were collected from 86 learners and the findings of Figure 5 revealed that 61% of them agree with 

the statement of learning culture is as important as language learning and 54% of participants thought that 

61% 

48% 

5% 
9% 

32% 

25% 

4% 

14% 

29% 

5% 

2% 2% 
7% 

0 

10% 
5% 

54% 

45% 

27% 

40% 38% 

0 0 

11% 

20% 

13% 
16% 

52% 

0%

10%

20%

30%

40%

50%

60%

70%

Learning

culture is as

important as

language

learning

Need to

possess a

sufficiently

high level of

L2 proficiency

before

learning

Need to

separate into

language and

culture to

learn

Impossible to

learn

integrated way

to L2 culture

and language

The cultural

contents of the

textbooks

used in the

University

meet our

expectations

Intercultural

competence

cannot be

acquired at

University

Learning

culture is a

waste of time

Agree Strongly Agree Disagree Strongly disagree

58% 

51% 

2% 

12% 

63% 

9% 
2% 

14% 16% 

2% 
2% 

5% 5% 
2% 

12% 

2% 

51% 49% 

9% 

47% 
44% 

0 

7% 

14% 
19% 

2% 

14% 

35% 

0%

10%

20%

30%

40%

50%

60%

70%

Teaching

culture is as

important as

language

teaching

Need to

possess a

sufficiently

high level of

L2 proficiency

before

teaching

Need to

separate into

language and

culture to

learn

Impossible to

learn

integrated way

to L2 culture

and language

The cultural

contents of the

textbooks

used in the

University

meet our

expectations

Intercultural

competence

cannot be

acquired at

University

Teaching

culture is a

waste of time

Agree Strongly Agree Disagree Strongly disagree



6 

 

language and culture can be learned in a united way and no need to separate the two. 52% learners responded to 

the statement of learning culture is a waste of time as strongly disagree.  

According to the responses of the English teachers, 63% teachers responded that the cultural contents of 

the textbooks used in the University meet their expectations. And 53% of teachers thought that teaching culture 

is as important as language teaching. But 51% of them suggested that language and culture can be learned in an 

integrated way and before teaching L2 culture, learners must possess a sufficiently high level of L2 proficiency. 

The findings revealed that most of the learners and the teachers did not seem to be aware of the role of the 

culture in foreign language education and they do not often integrate culture into their teaching to develop 

intercultural competence (Figure 7). 

 

 
 

Figure 7 Learners' perceptions on how to pass culture 

 

The data in Figure 7 clearly showed the types of cultural activities learners would enjoy in 

language classrooms, at which level they would like to do them, their attitudes towards the target culture, 

the level of importance learners attach to the target culture and their understanding of “culture”.  48% of 

learners want to download or bring additional culture-loaded materials to discuss or use in their classroom. 

But 46% of learners don’t want to use audio recordings to mime according to what they hear. 

43% 
45% 

43% 

5% 

46% 

23% 

7% 

48% 

7% 
4% 

7% 

2% 
6% 

2% 
4% 

23% 

16% 16% 

27% 

46% 

14% 

25% 
27% 

20% 

2% 3% 
0% 

9% 

2% 2% 

10% 

0% 

0%

10%

20%

30%

40%

50%

60%

I tell friends

what I hear
and read

about the L2

culture.

I ask friends

to discover
the cultural

aspects of the

target
language.

I ask friends

to participate
in role play

activities in

which people
from different

cultures meet.

I use audio

recordings to
mime

according to

what they
hear.

I focus

friends'
attention on

culture-loaded

vocabulary.

I teach friends

English songs
or poems to

let them

experience the
different

cultures.

I ask friends

to act out
what they

learn in terms

of culture
learning.

We download

or bring
additional

culture-loaded

materials to
discuss/use in

the classroom.

Agree Strongly Agree Disagree Strongly disagree



7 

 

 
 

Figure 8 Teachers' perceptions on how to pass culture 

 

In figure 8, found that 72% of English teachers want to tell students what they hear and read about the 

L2 culture which they teach. And 67% of them would like to ask learners to act out what they learn in terms of 

culture learning. From the results most of the learners (48%) and teachers (72%) who took part in the research 

had positive attitudes towards the inclusion of cultural components during their study of the English language by 

bringing additional culture-loaded materials through technology and telling the learners what they hear and read 

about the L2 culture.  

 

5. DISCUSSION 

An understanding of the relationship between language and culture is important for language learners, 

users, and for all those involved in language education. For language teachers and learners in general, an 

appreciation for the differences in opinion regarding the relationship between language and culture can help to 

illuminate the diversity of views held toward the use of language. According to the data, it is generally agreed 

that language and culture are closely related. In this research, the teachers and learners had positive attitude 

towards the culture and culture learning. They all preferred to the intercultural communicative competence and 

the teachers and learners are actively involved in cultural activities in language classrooms and had the positive 

attitudes to the cultural activities (Luo, 2021).  

Brown (2007) provided guidelines on accounting for cultural issues for classroom teachers. A student’s 

cultural identity is usually a deeply seated bundle of emotions, so teachers should practice empathy as they relate 

to their students in cultural matters: behavior patterns, and expectations; expected relationship to authority, 

family, and peers; ambiguity, tolerance, and openness to new ideas and ways of thinking; students’ attitudes 

toward their own and the second language culture; their view of individualism versus Teaching Culture in the 

EFL/ESL classroom collectivism; linguistic conventions of politeness, formality, and other socio-pragmatic 

factors. Secondly, teachers should recognize the cultural connotations and nuances of English and the first 

language of their students. Moreover, teachers should use the classroom as an opportunity to educate their 

students about other cultures and help them to see that no one culture is better than another (Kulachit & 

Nuangchalerm, 2021). Furthermore, teachers should also practice in words and deed their respect for their 

students’ deeply ingrained emotions that stem from the students’ cultural schemata. When cultural differences 

emerge, teachers should help their students to appreciate and celebrate diversity.  

Especially in an English as a second language context where students in the same class may represent 

many different cultures, teachers should try to make their classroom a model of openness, tolerance, and respect. 

Peterson and Coltrane (2003) recommended that culture be instructed without preconceptions. In other words, 

they indicated that cultural information should be provided in a nonjudgmental fashion that does not place value 

or judgment on distinctions between the students‟ culture and the culture being explored in the classroom. 

Peterson and Coltrane also pointed out that possessing only linguistic competence is not enough for learners of a 

72% 

53% 
58% 

49% 

62% 
58% 

67% 

51% 

21% 21% 23% 

9% 

28% 30% 

2% 

21% 

7% 
5% 

12% 

19% 

5% 7% 

14% 
9% 

0% 0% 0% 0% 0% 0% 0% 0% 
0%

10%

20%

30%

40%

50%

60%

70%

80%

I tell students

what I hear
and read

about the L2

culture.

I ask students

to discover
the cultural

aspects of the

target
language.

I ask students

to participate
in role play

activities in

which people
from different

cultures meet.

I use audio

recordings
and ask my

students to

mime
according to

what they

hear.

I focus

students'
attention on

culture-loaded

vocabulary.

I teach friends

students
English songs

or poems to

let them
experience

the different

cultures.

I ask students

to act out
what they

learn in terms

of culture
learning.

I download or

bring
additional

culture-loaded

materials to
discuss/use in

the classroom.

Agree Strongly Agree Disagree Strongly disagree



8 

 

language to be competent in that language. These authors further noted that learners of a language need to 

understand that language use must be associated with other culturally appropriate behavior for communication to 

be successful. Moreover, as these authors suggested, instead of teaching culture implicitly through linguistic 

forms the students are learning, teachers can make the cultural features reflected in the language more explicitly. 

30 Teaching Culture in the EFL/ESL classroom. 

Furthermore, Wylie (1961) postulated that although it is of great importance to learn the facts about a 

foreign culture, facts alone are not enough, and that the values and attitudes behind the facts are more important 

to cultural understanding. In addition, Krasner (1999) argued that both linguistic and extra-linguistic cultural 

features should be taught to the students so that miscommunication, misinterpretation, and a major culture shock 

may be avoided. Reiterating what Thomas (1983, 1984) observed, Hinkel (1999) noted that nonnative speakers 

are typically perceived to use inappropriate language behaviors and they are even not aware that they do. 

Assisting second and foreign language learners to avoid utilizing inappropriate language behaviors is obviously 

by no means an easy task. Thus, further research is much needed to ascertain effective methods or approaches to 

maximize the effectiveness of teaching culture in the language classroom and minimize the chances that learners 

use a second or foreign language in a culturally inappropriate manner. 

 

6. CONCLUSION 

Although there are advantages as well as disadvantages of teaching culture in the language classroom, 

as Damen (1987) pointed out that teaching culture to second and foreign language students is a must that no 

classroom language teacher should ignore. The question at the time being is not whether to teach culture to 

students of second or foreign languages or not, but rather the valid question should be how to best teach culture 

to students in second or foreign language classrooms. In conclusion, understanding the relationship between 

languages and cultures can be a good starting point for any approach to language education. This association can 

help policy makers to design programs to teach language learners about the target cultures to achieve real 

competency in the languages they are expected to learn. Learning language through culture has good impact on 

language learning. It draws learners’ attention to cultural diversity thus enhancing tolerance, understanding and 

cooperation between people with different cultural backgrounds.  

 

7. RECOMMENDATION 

This present study investigated the interest of students and teachers towards cultural learning in their 

classroom. The findings revealed that the respondents were in favor of learning mostly about their own culture, 

followed by target and international target culture. Based on the research findings, teachers can look at different 

ways to motivate students to be curious to explore various cultural themes. Therefore, the study suggests that 

teachers should provide supplementary authentic teaching materials about cultural themes from diverse cultural 

sources to motivate students and expose them to more varied cultures. They can also use documentaries, video, 

or film to illustrate appropriate nonverbal communication in both international and target cultures to help 

students identify the meaning of gestures from different cultures. For students with advanced language skills, 

presentations and discussions/debates can be used for cultural knowledge learning. For example, students can 

discuss the similarities and differences between cultures. Finally, role-plays are another activity which can be 

used for skills and attitudes training to motivate students and to strengthen cultural knowledge learning. Some of 

the issues remaining to be investigated include the following. First, further research needs to be drawn from a 

larger sample size. Second, reasons why students prefer a particular source of culture over another, and a 

particular cultural theme over another should be investigated. Finally, teachers’ perceptions as well as how to 

teach culture need further research. 

 

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