Culture Shock for Rural Students at Ho Chi Minh City Universities and Colleges

Culture shock refers to the anxiety and confusion that people experience when they are dealing with new rules, customs, and expectations suddenly. Jandt (2021) states that people typically go through four stages, including an initial short phase called “honeymoon”, followed by a challenging period of frustration, and eventually ending with adjustment and adaptation. This is a domestic move for rural students who travel to Ho Chi Minh City for higher study. However, that change is significant as it involves a new urban lifestyle, unfamiliar university environment, new classmates, and various types of communication in the classroom. Students often have feelings of being uncertain during the “frustration” stage. They tend to talk after they observe. They also stay away from public risk. In an English lesson, this can be seen as being quiet during group discussions, or questions asked privately after the lesson finishes (Jandt, 2021).

High-context and low-context communication explain the reasons for some changes in communication within a new setting. High-context communication involves indirect meaning or shared understanding in a group, and people rely on hints, tone, and common knowledge. In low-context communication, meaning is expressed more explicitly, and rules are easily understood (Jandt, 2021; Samovar, Porter, & McDaniel, 2017). High-context communication style appears in many Vietnamese classrooms. Students from rural regions can recognize various signals and common understanding of context. However, classes in Ho Chi Minh City typically consist of various types of students and are conducted at a rapid pace. Those who are from rural areas may be uncertain about how to participate in an appropriate way if the standards for discussion and disagreement are not clearly defined. They may be concerned that asking a direct question may be perceived as impolite. They decide to remain silent in the absence of explicit models (Jandt, 2021; Samovar et al., 2017).

It is also important to consider the face and facework. “Face” refers to a person’s social image, which includes their perceived competence, politeness, and respect. “Facework” refers to the actions that people do to protect their own image and that of others during conversation (DeCapua & Wintergerst, 2016; Samovar et al., 2017). In large classes, making mistakes in front of others might feel like losing someone’s face. Directly correcting a peer can also be hurtful to the other individual’s image. Consequently, students are more cautious when they speak. They use words like “maybe,” “might,” or “could,” and wait before answering, or ask their questions in private after class. In addition, when a teacher requests a quick answer, numerous students prioritize their image over the acquisition of knowledge. They decide to stay silent, hesitate, read a prepared script, or give the opportunity to speak to another classmate who is more confident with to speak in front of the class (DeCapua & Wintergerst, 2016).

In conclusion, rural students are likely to suffer from culture shock when they go to Ho Chi Minh City for higher education. Although the shift from cosy, high-context rural classrooms to more diverse, fast-paced, metropolitan, low-context environments can induce reluctance, fear, and quiet, there is also an opportunity for growth. Understanding the four stages of culture shock - honeymoon, frustration, adjustment, and adaptation allows students and instructors to better understand that these challenges are temporary and manageable. Universities can help with this process by promoting good classroom conduct, giving students concrete examples of how to participate, and recognising their concerns about their faces. Along with adjustment to their new academic and social environment, students eventually acquire the communication and adaptive abilities needed to thrive in school and in their future employment.

DANG VO MINH KHA

 English Lecturer – Faculty of General education