INTRODUCTION
Rationale
English is the increasingly offered at primary level (Enever & Moon, 2009; Nikolov, 2009b) because of the following major reasons:
(i) The widespread assumption that earlier language learning is better (Y
The rising demand for English, driven by economic globalization, has created significant pressure on governments to develop a proficient English-speaking workforce This trend highlights the necessity for countries to respond to international economic forces by prioritizing English language education (Enever & Moon, 2009; Gimenez, 2009; Hu, Y., 2007).
(iii) The pressure from parents in the national context who want their children to benefit socially and economically from learning English (Brock-Utne
To enhance its competitiveness in the global market, Vietnam has prioritized English as the primary foreign language in schools, similar to other South Asian nations Over the past decade, the government has implemented Project 2020, revising the primary curriculum to focus on English language learning As a result, English is now taught in nearly all primary schools from grade 3 nationwide The key objectives of this initiative are to help students understand and follow simple English commands, engage in basic conversations, and comprehend age-appropriate textbooks Additionally, students are encouraged to write words, simple sentences, passages, informal letters, and numbers that align with their developmental stage.
Many rural primary school students struggle to achieve essential English language skills due to significant challenges within the education system A survey will be conducted in primary schools across the province to identify the obstacles faced by teachers and students, explore the strategies employed to overcome these challenges, and assess their effectiveness.
In Vietnam, teaching English to primary school children has gained increased attention, particularly since it was introduced to grade 3 students Education professionals are now recognizing the unique challenges involved in teaching this age group, as it differs significantly from instructing older learners If teachers lack the necessary qualifications to engage with primary students, they may struggle to inspire motivation or implement effective tasks that enhance the children's communicative skills.
As a foreign language specialist in a Provincial Department of Education and Training, the author has identified numerous challenges in teaching English to primary school children in her province To effectively address these issues and enhance English language education, the researcher aims to investigate the challenges faced by teachers, enabling the development of practical solutions to improve the teaching and learning process.
Significance of the study
This study aims to provide a comprehensive overview of the challenges faced in teaching English at primary schools in the province following the implementation of Decision 3321 The researcher hopes that the findings will inform policies designed to address these issues effectively.
For the researcher: With the deputy of English Specialist in Teaching
The researcher aims to gain insights into the challenges of teaching and learning English in primary schools within the province By understanding these difficulties, the researcher can provide valuable consultation to teachers and schools, suggesting effective methods to enhance English language outcomes for students.
This study aids teachers in enhancing their teaching skills by allowing them to adapt their strategies, ultimately fostering greater student engagement in the learning process.
For the students: New teaching strategies can help to motivate students to learn English better
This study highlights the challenges of teaching English in primary schools, suggesting that the findings, despite being based on a survey from one province, are likely applicable to other provinces across the country Consequently, the results will contribute valuable insights to education management, particularly in the areas of teacher development and the implementation of language policies.
This study offers valuable insights aimed at enhancing the quality of primary English teachers in Vietnam, particularly within the province The findings and recommendations presented are expected to significantly contribute to the improvement of primary English education across the country.
Aims of the study
This study aims to investigate challenges of teaching English at primary schools as perceived by the teachers To be more specific, the objectives of this study are:
- To find out the challenges that English teachers at primary schools are facing with
- To explore the challenges in learning English that children at primary schools are encountered
- To suggest solutions to reduce the problems and challenges of teaching English at primary schools
These aims are formulated into 2 following research questions:
1 What challenges are teachers facing when teaching English at primary schools?
2 What challenges do children at primary schools have in learning English?
Research methods
This study is a survey study Three main instruments of data collection are:
A survey was conducted among 100 English teachers from 100 primary schools across the province to identify the challenges they encounter in their teaching practices and the strategies they employ to overcome these obstacles.
- Interviews with selected teachers to gain more in-depth information about issues raised in the questionnaires responses
- Classroom observations to find out the challenges learners have in learning English.
Participants
The study involved 100 teachers from primary schools across the province, along with their students Quantitative data was gathered through questionnaires, while qualitative data was obtained from interviews and class observations This mixed-methods approach allowed for triangulation of the data and effectively addressed the research questions.
Scope of the study
This study aims to explore the specific challenges faced by primary teachers regarding the professional support they receive at both local and national levels in the context of teaching English in primary schools.
Organization of the thesis
This minor thesis consists of four chapters
The first part is the introduction which reveals the rationale, significance, aims, methods, participants, scope and organization of the study
The second part of the article features chapters that encompass a literature review focused on the global phenomenon of teaching English to primary school children It addresses the challenges faced in teaching English to young learners, explores how these children acquire the language, and highlights the difficulties encountered by teachers Additionally, it reviews previous studies on English teaching in primary schools in Vietnam and provides a brief overview of the context for teaching English to primary students in the country.
Chapter 2 provides information about the research context which is the teaching of English to primary school children in one province
Chapter 3 presents the information about the study including the research methodology, participants and research procedures, research findings and the discussion of those findings
LITERATURE REVIEW
Teaching English to primary school children as a global phenomenon
Foreign languages, particularly English, are essential for preparing today's youth for future opportunities by enhancing basic skills, fostering cross-cultural understanding, and equipping them for the global marketplace English has emerged as the dominant international language, crucial for professional advancement and increasingly taught in formal education systems worldwide Many countries now require English instruction from early primary grades, with over 50% introducing compulsory courses by third grade English is often the preferred foreign language among families, driven by the belief that proficiency leads to better educational and employment prospects This growing demand has resulted in a rise in English for Young Learners (EYL) programs, as nations recognize the importance of English language instruction in their educational frameworks Students are starting to learn English at younger ages, reflecting its status as the global lingua franca.
Challenges in teaching English to primary school learners
According to Moon (2000), children can learn foreign languages at any age if the appropriate conditions are established to support their success Key factors that contribute to effective language learning in young learners include a stimulating environment, engaging teaching methods, and consistent practice opportunities.
(1) Realistic aims/expectation and expected outcome
(2) Well-trained teachers fluent in English
(3) Age appropriate curricula and materials
(6) Continuity and Transfer to secondary level
Concerning the effectiveness of language learning at primary level, Isabel
& Elisabeth (1997, p 23) emphasized the following factors which are considered to be of great importance for successful early language learning:
(1) Well-trained teachers (language competence and methodological skills)
(2) Well-organized in-service training
(3) Well-structured curriculum with adequate timetable
(5) Continuity of language learning within the primary school and from primary to secondary stage
Identifying challenges in early language programs requires consideration of various factors Over the past decade, numerous studies have explored the teaching of English to primary children globally Nikolov and Curtain (2000) highlighted key issues in this area, creating a comprehensive overview of the common challenges faced in teaching English to young learners Among these, the quality of teachers and the continuity of programs emerged as significant concerns.
How do young learners learn English?
When teaching English to primary school children, it is essential to recognize their unique characteristics as both beginners and young learners Understanding their instincts, interests, cognitive abilities, and emotional aspects is crucial for teachers to effectively engage students By considering these factors, educators can plan lessons that captivate young learners and enhance their overall learning experience.
According to Paradowski (2007, pp 52-247) young learners possess the following features:
Children naturally engage with the meaning of tasks, topics, or situations rather than concentrating on the language structure itself Their attention and memory operate involuntarily, allowing them to absorb semantics without focusing on the linguistic code.
Children have limited control over their education, and younger learners often exhibit inconsistent memory storage and recall, necessitating the use of recycling activities As children age, their language capacity improves, and memory involves three key phases: registering, storing through repetition (which can be passive), and recalling through active repetition Successful learning requires all three stages to be effectively engaged Interestingly, adolescents may progress more quickly in learning due to their superior memory capabilities compared to adults.
Children possess limited life experiences and knowledge compared to adults, who contribute a rich background of learning that teachers can leverage to enhance educational outcomes Adults often have mastery of at least one language and frequently have the added benefit of learning a second language, which can significantly aid in the learning process (Pratt-Johnson 2006, p.14).
Children quickly acquire vocabulary through mimicry, learning not just language but also behaviors and skills However, they struggle with complex phrases and structures, necessitating constant repetition Vocabulary relies on short-term memory, which is influenced by rhyme and rhythm, while grammar depends on long-term memory for patterns, developing slowly between ages 11 and 14 alongside abstract thinking Full grammatical competence typically emerges around puberty, except in dyslexic children, who develop semantic memory first but still need training for mechanical memory Children under 12-13 can memorize long words and expressions but lack the ability to analyze them due to underdeveloped logical memory.
According to Krashen (1992), older learners may advance more quickly in language acquisition than younger ones due to their greater engagement in sustaining conversations Unlike children, who often show little interest in the nuances of spoken communication, adults frequently participate in in-depth discussions that enhance their understanding and mastery of language.
Halliwel (1992) highlights key characteristics that set children apart from adult learners, emphasizing their ability to interpret meaning without fully grasping individual words Children demonstrate impressive language creativity even with limited vocabulary and often learn indirectly, as seen in their ability to remember new words from their favorite cartoons more effectively than from traditional classroom instruction.
Children possess a remarkable ability to find joy and create fun in their activities, fueled by their vivid imagination Their language is rich with creativity and fantasy, reflecting a deep-seated enjoyment that goes beyond mere play.
Furthermore, the characteristics of young learners were mentioned by Clark
Children are developing conceptually: they develop their way of thinking from the concrete to the abstract thing
Children approach language learning differently than adults, as they typically lack specific goals, such as career advancement Instead, they view foreign language acquisition merely as another subject offered in school, without the intrinsic motivation that often drives adult learners.
Children are still developing: they are developing common skills such as turn talking and the use of body language
Young children are inherently egocentric, often focusing on themselves and their immediate needs They also tend to get bored quickly, especially since they have no choice but to attend school To keep their engagement high, it is essential to design class activities that are fun, interesting, and exciting, ensuring a stimulating learning environment.
Young learners possess diverse and complex characteristics that significantly differ from those of adults Consequently, educators and parents working with these children should invest time in understanding their unique traits to enhance English learning outcomes effectively.
Mary Slattery and Jane Willis (2001: 4-5) pointed out 12 characteristics as follow:
1 Children learn through seeing, listening, copying and doing
2 Children are unable to understand an explanation of grammar rules, for example, rules of using tenses of verbs
3 Children can understand the meaning partly through non-verbal communication activities
5 Love playing and using their own imagination
6 Short attention, so changes needed
9 Independent thinking is being developed
10 Ability to distinct between reality and imagination
11 Ability to organize the best to implement any activity
Research shows that children are naturally sensitive to pronunciation and excel at imitating and learning entire phrases However, if their teachers struggle with fluency or have pronunciation issues, it hinders the children's ability to utilize this instinct effectively.
Therefore, it is noticeable to identify what should be done in the classroom Carol Read (2003) proposes some of the optimal conditions for helping young learners to learn:
- learning is contextualized and part of real event
- learning builds on things the child knows
- learning makes sense to the child
- learning is interesting and enjoyable
- learning atmosphere is relaxed and warm
-learning takes account of multiple intelligences
- the child wants to learn
- learning belongs to the child and for the child
- learning is memorable - learning is part of a coherent whole
- learning is active and experiential -learning allows for personal, divergent responses
- the child is challenged and supported appropriately
- the child has a sense of achievement
Besides, Read (2005) also suggests an integrated framework called the seven Rs for managing children positively and creating a happy working environment for them:
Relationships - creating and maintaining a positive relationship with learners is at the heart of establishing a happy learning environment
Rules - establish a limited number of rules and make sure they are clear, as well as the reasons for having them
Routines - classroom routines make it clear to everyone what is expected of them and what they should do
Rights and Responsibilities - although these may not be stated explicitly with very young learners, teachers can model through their own actions which of these they value
When teachers treat students with respect, it fosters a reciprocal response, encouraging students to engage as individuals rather than as part of a collective group This individualized approach enhances the teacher-student relationship, promoting a more positive and effective learning environment.
Rewards - reward systems can be an effective way of reinforcing appropriate behavior e.g using stars, stickers, points, smiley faces, raffle tickets or marbles in a jar
To maintain children's enthusiasm for learning English in primary school, it is crucial to foster an intrinsic interest through engaging activities and strong relationships with teachers Overly formal teaching methods that mimic secondary education can dampen this enthusiasm (Moon, 2005) Teaching English to primary students requires a distinct approach, as failing to recognize these differences can jeopardize effective teaching and learning in the classroom.
Challenges on the part of teachers
Amongst other knowledge and skills, teachers of young learners need:
- An understanding of how children think and learn
- Skills and knowledge in spoken English to conduct whole lessons orally, and to pick up children’s interests and use them for language teaching
- To be equipped to teach initial literacy in English
Teaching children a foreign language at the primary level can be more challenging than at higher levels due to the heavy reliance on oral language To keep children engaged and mentally active, teachers must remain alert and adaptable to spontaneous language learning opportunities This approach necessitates a high level of fluency and a broad vocabulary knowledge.
Furthermore, since children reproduce the accent of their teachers with deadly accuracy, pronunciation skills are vitally important at the early stages
Requiring high levels of spoken English proficiency for teachers of young learners contradicts common educational policies and beliefs The approach to addressing this challenge differs across countries For instance, Oman’s Ministry of Education is working on a significant program to elevate primary English teachers to degree level In regions where resources for such retraining are limited, it is crucial for policymakers to maintain realistic expectations regarding what can be accomplished at the primary education level.
Many educational contexts face significant challenges due to teachers' inadequate communicative competence In countries like Hungary, Bulgaria, Estonia, and Croatia, there is a notable shortage of qualified teachers For instance, over 76% of foreign language teachers in Czech basic schools lack proper qualifications, highlighting a critical issue in the education system (Nikolov & Curtain, 2000).
In Hong Kong, a significant 55% of primary English teachers lack subject-specific training, leading to two major challenges Their insufficient language proficiency prevents them from effectively modeling language use and teaching consistently in the target language Additionally, their limited understanding of effective language teaching methodologies hinders student learning and impacts their professional growth negatively Most classes rely heavily on traditional, teacher-centered methods where teachers primarily focus on imparting knowledge, expecting students to passively absorb information This textbook-driven approach often stems from pressure to complete the curriculum, disregarding students' individual abilities and reflecting teachers' own lack of confidence in their English skills.
Teachers working with ESOL learners face significant challenges due to heavy workloads and the need to address diverse language and academic levels in their classrooms Despite their sympathy for ESOL students, educators often feel frustrated as they struggle to complete the syllabus while teaching both language and specific content The presence of learners with varying English abilities requires extra attention for those who are falling behind, as well as appropriate challenges for stronger students, complicating lesson preparation and marking Large class sizes exacerbate these issues, with many educators reporting that classes of more than 30 students lead to increased disciplinary problems and a sense of being overwhelmed Smaller class sizes are seen as a potential solution, providing educators with the opportunity to better support ESOL learners, as these students require ample time to engage in language practice and conversation.
A significant correlation exists between class size and the perceived competency of educators teaching ESOL learners Educators managing larger classes of over 30 students reported feeling competent only in certain situations, whereas those with smaller classes generally felt more competent across most circumstances This indicates that smaller class sizes may enhance teachers' confidence and effectiveness in delivering ESOL instruction.
Previous studies on primary school English teaching in Vietnam
Research has been conducted to identify effective methods for teaching English to primary school children, focusing on the integration of modern equipment and techniques to enhance teaching quality The findings revealed several issues with the current practices employed by teachers in English classrooms.
Vu Thi Luong (2002) and Dang Quang Sang (2007) highlight the significance of incorporating games into English language teaching for primary children, aligning with their interests and learning capacities Despite 90% of teachers acknowledging the effectiveness of games in language instruction, many expressed a lack of resources, such as game collections, leading to repetitive use of a limited number of games (Vu Thi Luong, 2002) Consequently, only 20% of the 70% of teachers who utilized games did so frequently, while 30% refrained from using games altogether, believing that primary education should prioritize vocabulary and grammar to prepare students for exams (Dang Quang Sang, 2007) This lack of emphasis on games resulted in their infrequent and ineffective use in teaching English to primary school children (Vu Thi Luong, 2002, p 23).
Nguyen Minh Ha (2001) conducted a study on the effectiveness of teaching English through computers to primary school children in Hanoi Her findings highlighted a significant issue regarding the use of computers in Teaching English to Young Learners (TEYL).
“most teachers are not qualified enough to meet the demands of teaching
Many teachers face significant challenges in teaching English through computers, including inadequate language skills, limited computer proficiency, and ineffective teaching methods This dependency on technology often leads to poor program selection and an inability to create a sustainable syllabus tailored to students' needs As a result, teaching English to children can not only be ineffective but also negatively impact their attitude toward the language Most primary educators view English merely as another subject, similar to Math or Vietnamese, leading them to emphasize rote memorization of vocabulary and structures rather than fostering a deeper understanding.
Ta Van Diep (2003) investigated the effectiveness of video clips in enhancing communicative competence among primary school children in Hanoi, emphasizing that "video clips create a natural language environment with the combination of sound and pictures" (p 19) This approach surprised many teachers, as they traditionally viewed video clips as entertainment rather than educational tools Additionally, the lack of video equipment in most Hanoi schools limited both teachers and students' opportunities to incorporate video clips into English lessons.
In her 2010 exploratory study on English Bilingual Education (EBE) in East Asia, To Thi Thu Huong provides a comprehensive analysis of EBE implementation in Vietnam, covering its impact from preschool through tertiary education.
In response to society's urgent needs, strong political commitment from national leaders is essential, as "EBE will move very fast in years to come" (p 112) However, implementing EBE at the primary level may present challenges to the preservation of the Vietnamese language Additionally, several obstacles have been identified that could hinder the effective implementation of EBE.
- lack of understanding and support from leaders and managers
- teacher quality and professional competence
- the English and Vietnamese proficiency levels of the learners.
Summary
This chapter presents essential literature for establishing the theoretical and conceptual framework of the study, beginning with an overview of teaching English to primary children It highlights two primary challenges in this field: the quality of teachers and the continuity of educational programs, as identified in various global contexts The chapter further explores how young children learn English, discussing their typical characteristics, optimal learning conditions, and an integrated framework for fostering a positive classroom environment Additionally, it addresses the challenges faced by teachers and concludes with an overview of the introduction of English in primary education in Vietnam, examining both policy and practice.
This study aims to explore the challenges faced by teachers in teaching English to primary children in the province, an area that has not been previously investigated By identifying the difficulties encountered by both teachers and students, the research seeks to provide insights that can lead to effective solutions, ultimately enhancing the teaching and learning experience in English education for young learners.
THE CONTEXT OF TEACHING ENGLISH TO
English instruction to primary children in Vietnam
In terms of policy, there is a strong political will for English language teaching in Vietnam
On September 30, 2008, Decision No 1400/QĐ-TTg was issued to approve a project for foreign language teaching in Vietnam's national education system from 2008 to 2020, marking the first official inclusion of foreign language instruction in primary education The initiative aimed to introduce English starting in Grade 3, with a goal of having 100% of primary students learning English by 2018 Following a decade of pilot programs, Decision 2080/QĐ-TTg was enacted on December 22, 2017, to extend the project through 2025, making English an optional subject for Grades 1 and 2, and a compulsory subject for all Grade 3 students by 2025 Additionally, Decision No 50/2003/QĐ-BGD&ĐT established guidelines for full-day teaching, allowing for two periods of English per week beginning in Grade 3, while the curriculum outlined in Decision 3321/QĐ-BGDĐT focused on transitioning English to a compulsory subject in primary schools.
Developing fundamental English communication skills—listening, speaking, reading, and writing—is essential for students to effectively engage in English at school, home, and in familiar social settings, with a particular emphasis on enhancing listening and speaking abilities.
+ Provide students with fundamental knowledge of English to gain primary understanding of the country, people and culture of some English speaking country
+ Building students’ positive attitude to English, better understanding and love for Vietnamese through learning English Furthermore, students’ intelligence, personality and learning method have also been gradually formed (National curriculum 2003)
To achieve the desired educational outcomes, it is essential to provide at least four English classes per week and ensure that each Education and Training Division in the districts has qualified English specialists.
Currently, English language teaching at primary level has been actively implemented
In grade 3, English is a core subject taught for 2 to 4 periods per week, depending on the school's facilities and the availability of English teachers For grades 1 and 2, English is offered as an optional subject.
- In Ho Chi Minh City, an Intensive Program has been piloted with 8 periods per week at Grade 1 since 1998 (Nguyen Ho Thuy Anh, 2007)
It is a fact that English education at primary level has been implementing for over a decade but it is still not become a compulsory subject
MOET has officially announced that English will become a compulsory subject for primary students starting in the 2020-2021 school year, beginning in grade 3 This initiative aims to equip students with essential English communicative skills, focusing on all four key areas of language learning.
To achieve A1 level proficiency in ALTE by the end of primary education, students will have four English classes per week In grades 1 and 2, English will be an optional subject, with students attending two classes each week.
Primary teachers will be required to reach standard of qualification e.g.
Introduction to the province context of teaching-learning English at
The small province, located about 100km from Vietnam's capital, consists of 8 districts On July 8, 2008, the President of the Provincial Committee of People approved Plan No 21/ĐA-UBND, which aimed to enhance foreign language teaching in the education system from 2008 to 2015 As part of this initiative, English was introduced into the primary education curriculum starting from grade 3 in the 2008-2009 school year, benefiting 10,234 students across 153 primary schools with the employment of 164 English teachers Initially, English was taught for only 2 periods per week, despite the curriculum allowing for 4 However, by the 2018-2019 school year, 94% of students (43,960 out of 44,350) from 152 primary schools were receiving 4 periods of English instruction weekly, supported by the recruitment of 280 English teachers.
In response to concerns about the recruitment of teachers lacking primary teaching methodology training, the Director of the Provincial Department of Education and Training initiated an evaluation program to assess the effectiveness of English instruction A formal agreement was established between the Department and the Apollo Organization of Education and Training to facilitate this evaluation In June 2010, all English teachers, including 164 primary school teachers, participated in a comprehensive English test focusing on speaking, listening, grammar, and vocabulary Despite generating significant debate, the test heightened teachers' awareness of the importance of self-study and enabled the classification of teachers' proficiency levels for targeted in-service training Subsequently, teachers were gradually offered opportunities to attend training courses lasting about three months, aimed at enhancing their language skills and teaching methodologies, along with annual workshops focused on teaching English to primary students.
Teachers and their background
The shortage of qualified primary English teachers is a significant issue, with demand exceeding the supply of trained professionals According to Dr Nguyen Loc from the National Institute of Educational Strategy and Curriculum, over 1,700 English teachers were needed in 2010 alone Many primary schools resort to hiring teachers on contract due to the absence of a staffing quota, resulting in inadequate linguistic and teaching competencies Low salaries contribute to a lack of commitment and motivation among these teachers, further hindering the quality of English as a Foreign Language (EFL) instruction Additionally, the overall proficiency and teaching capabilities of these educators remain unsatisfactory, posing challenges to effective EFL teaching and learning in Vietnam.
A recent study by Do (in press) revealed that primary English teachers in Vietnam exhibit significant weaknesses in pedagogical skills, oral proficiency, vocabulary knowledge, and pronunciation Until the introduction of the Directive on Primary English Education in August 2010, there were no legislative policies for credentialing primary English foreign language teachers (PEFLTs) The new National Primary English Curriculum mandates that PEFLTs possess a university or college degree in EFL training, achieve a minimum language proficiency of Level B2 on the Common European Framework of Reference for Languages (CEF), and engage in professional development activities Despite these policy changes, a shortage of qualified English teachers persists in primary schools, with many existing teachers lacking adequate proficiency (Le & Do, in press) This situation is exacerbated by the low status of teachers, limited opportunities for professional growth, insufficient training, and inadequate support from colleagues and in-service development programs.
Many teachers in the provinces are trained primarily to educate adults and adolescents, rather than primary children, with most receiving in-service training While a significant number achieve a B2 language proficiency level, this often declines due to a lack of practice opportunities Only a few teachers actively seek to learn modern primary English teaching techniques through training courses, while others resist participation in workshops due to a fear of change, preferring to rely on outdated teaching methods from two decades ago.
Summary
This chapter presents briefly the province context in which the policy of primary English instruction and teachers’ background are detailed.
THE STUDY
The data collection instruments
The instruments for data collection in this study were questionnaire, interview (face-to-face and facebook group) and class observation
Instrumentation one: A set of questionnaire answered by the teachers
The questionnaire comprised nine questions focusing on teachers' experience in teaching English, including the duration of their teaching careers and the training they received for instructing primary children It explored the content and effectiveness of training workshops, as well as the challenges teachers face in teaching English, such as issues related to learners, curriculum materials, teaching facilities, and personal teaching practices Additionally, the survey examined the optimal conditions for teaching, encompassing aspects like learner engagement, course materials, and school resources Finally, it sought insights into how teachers address these challenges and their recommendations for improvement.
The researcher conducted face-to-face interviews with eight key teachers and engaged with a Facebook group of approximately 30 teachers to gain further insights and clarification regarding their unique teaching contexts, addressing any uncertainties that arose during the questionnaire data collection.
A total of 11 classroom observations from 10 schools were done in a year The teachers’ teaching methods and students’ activities were taken notes and captured with some pictures
The topics below guided the analysis of data obtained from the questionnaire, classroom observation, interviewing:
(1) Teachers’ experience of English teaching at primary level
(2) Teachers’ self-judgement of training workshop they have attended
(3) Teachers’ difficulties in teaching at primary schools
(5) Teachers’ solution to solve their difficulties
The participants
A survey was conducted with 100 elementary school teachers currently teaching English at primary schools, utilizing Google Forms and phone calls through a Facebook group for data collection The survey aimed to assess the teachers' perceptions and attitudes regarding different aspects of English teaching, with an average completion time of 15 to 20 minutes.
Data collection procedure
The researcher conducted a year-long study across 10 schools in the province, including 3 urban and 7 rural institutions In total, 11 classroom observations were carried out, with 2 in Grade 3 and 5 in Grade 4.
4 in Grade 5 Thus, class observations with a lot of notes and small talk with the teachers revealed much about what was happening in the classroom
The questionnaire was distributed via Google Forms through a Facebook group, with the researcher providing a clear explanation of its purpose and requirements beforehand Respondents were invited to ask questions for clarification and were encouraged to seek assistance if they encountered any difficulties in understanding the questionnaire.
To ensure the accuracy of the collected questionnaires, the researcher sought permission to follow up with respondents after data collection via Google Forms, allowing her to clarify any ambiguous responses.
Besides, the researchers interviewed 8 teachers who are key teachers- representatives of 8 districts in the province These eight areas differ slightly in terms of their economic and educational development.
Data analysis
The questionnaire data were analyzed quantitatively, focusing on percentage results Open-ended responses were categorized for systematic analysis, while observational data were meticulously examined to select relevant extracts for further evaluation.
Findings
The result of the study will be reported in the following items:
- Teachers’ experience of English teaching at primary level
- Teachers’ self-judgement of training workshops they have attended
- Teachers’ difficulties in teaching at primary schools
- Teachers’ solution to solve their difficulties
- Teachers’ performance in the classroom
3.5.1 Teachers’ experience of English teaching at primary school level
A total of 100 teachers participated in the survey, with 70 respondents from rural areas The average teaching experience in English among the respondents was 8 years, while 22% had over 10 years of experience Conversely, 22% had less than 5 years of experience teaching children Notably, 78% of the respondents reported that they had not received formal training in teaching English to primary school children during their university education.
There is no meaningful differ in teachers’ teaching experience with their responds
3.5.2 Teachers’ self-judgement of training workshops they have attended
Half of the respondents participated in teaching methodology workshops 5 to 10 times, while others attended 3 to 4 times An impressive 90% of surveyed teachers expressed a positive attitude towards the training workshops they attended The workshops primarily focused on enhancing language competencies, understanding children's characteristics, teaching methodologies, and techniques to foster children's abilities Additionally, they covered the integration of information technology in teaching and assessment, the design of engaging teaching activities, and the use of games, songs, and chants in English instruction, as well as training for formative and summative assessments of primary students.
A survey revealed that 10% of teachers are critical of workshops aimed at enhancing language competence to B2 and C1 levels, believing these sessions do not aid in teaching children and often require them to retake tests despite already achieving B2 proficiency, leading to feelings of pressure and wasted time Conversely, while 90% of respondents view teaching method workshops positively, they struggle to implement many of the techniques learned in their own classrooms.
Order Items of advantageous Number of mentions
1 Students are active in learning, confident and have the love for English 26
2 Parents concern about their children’s learning 41
3 Programme and course books are clearly presented and accompanied with the e-version, “sach mem” 51
4 Have assistance from school managers and others 53
5 Classrooms are equipped with school facilities 44
6 Love teaching job, continuously self upgrading language competences and teaching techniques 27
7 Teachers are initiative in finding creative techniques to teach children 19
Surveyed teachers frequently highlighted the benefits of receiving support from school managers and the community, indicating a growing emphasis on teaching English in primary schools However, it is important to note that many of these advantages are primarily reported by teachers located in urban areas.
3.5.4 Teachers’ difficulties in teaching at primary schools
Through questionnaire, class observations and interviewing with 8 keys teachers, the most common challenges are listed as below:
Order Items of challenges Number of mentions
1 Large class size (more than 35 sts, up to 43) 35
3 Unfavorable conditions for learning English in the rural areas 43
4 Parents’ and school leaders’ unawareness of the role of
5 Contents in the course book are not related to students’ real life 32
6 Inappropriate sequence of activities and linguistic content in the course book 27
7 Lack of teaching technologies or lack of physical space for using technologies in teaching 30
8 Available equipment is not in good condition 40
9 Heavy teaching schedule while students cannot learn
English four class periods a week 31
10 Teachers do not feel confident teaching children 35
11 Teachers lack of initiative in finding creative techniques to teach children 29
12 Lack of time for self-study 12
Among 11 items above, number 1, 7 are mainly come from the advantageous areas as cities, towns Nowadays, people often rush to earn living in cities, population there increase, classes are dense with students because it is difficult to expand the schools, English rooms are also used for classes, teachers often have to bring along cassettes to classes to use instead of projectors Items number 4, 8, 9 are mainly from remote areas, and this reveals that in remote areas English does not get much concern from people, in those places are often short of teachers, short of schools’ facilities Other items are from both rural and urban areas
3.5.5 Teachers’ solutions to their difficulties
Order Solutions Number of mentions
1 Love children, be children’s friend, love teaching job 17
Continuously study independently to improve their language competence and teaching techniques by using resources and materials on the internet, from other teachers, through workshops
3 Try to find creative techniques of teaching s to make learning fun to the students
4 Adapt materials to the students’ levels and characteristics
5 Guide students to learn by themselves outside the classroom
6 Cooperate with teachers from schools and students’ parents
There are totally 100 surveyed teachers, however, 35% stated that
Many teachers struggle with effectively teaching techniques to children and often lack confidence in their abilities Despite this, only 14% believe that ongoing self-improvement in language skills and teaching methods is essential The majority emphasize the importance of guiding students in self-directed learning and fostering peer support, yet many teachers fall short in facilitating group learning and seldom adapt their materials, relying heavily on the course book.
Order Proposals Number of mentions
1 Have English room equipped with basic facilities for teaching and learning English 32
2 Reduce the number of weekly teaching hours to 18 instead of 23 29
3 Recruit enough English teachers to make sure that all students can learn English four class hours per week 25
If possible, reduce the number of students in English class to 20 or 25 so that teachers can individualize their teaching
5 Invest in creating a favorable teaching and learning environment within the school 35
Encouraging teachers to continuously improve their professional competence and to think of more creative ways of teaching
Respondents emphasized the need for an improved environment that enhances language proficiency and teaching skills for both teachers and students Candidates from urban areas particularly recommended the establishment of dedicated English teaching and learning spaces in schools In contrast, rural schools often face a shortage of teachers, resulting in students receiving less than the recommended four English periods per week.
The biggest percentage proposal in this table is for encouragement from schools’ managers to teachers who are creative and active in self upgrade language competences and teaching techniques
3.5.7 Teachers’ performance in the classroom
In an analysis of 11 observed lessons, it was found that 40% of teachers struggled with pronunciation issues, specifically with final sounds, syllable clusters, and intonation This challenge hindered their ability to provide children with an accurate linguistic model for imitation.
For example: In grade 5, unit 9 “What did you see at the zoo”
T: Good job, sit down please ok we are saw many animal at the roo (zoo) ok today we are continue unit 9 what did you see at the roo (zoo) whole class open book on page 58 ok or
T: “Look at the board listen and repeat unit 9 what did you see at the roo (Zoo)”
In the above lesson extract, the teacher did not speak the sentence with correct intonation and word stress, let along grammatical accuracy
A significant number of teachers (60%) exhibited challenges with classroom language and showed a low level of communicative competence, often relying on Vietnamese instead of English during lessons Conversely, teachers who were fluent in English struggled to tailor their language appropriately for younger students, frequently using long and complex sentences that were unsuitable for grade 3 learners.
5 students, they use the same complicated instruction and interacting language)
A significant majority of teachers, specifically 70%, struggled to effectively adapt the textbook, generate engaging scenarios for introducing new language concepts, and interact with students in English in a natural and appropriate manner.
Despite all 10 teachers possessing a B2 degree in English, they faced significant challenges in teaching the language to children Many expressed that they had limited opportunities for real communication in English during their university education, where most instruction was conducted in Vietnamese by local trainers This lack of exposure contributed to their lack of confidence when speaking English Additionally, the teachers felt more at ease using Vietnamese with their young students.
Among 11 observed lesson observations at 10 schools around the province, seven of them were teaching in the rural areas, others in the urban areas Most of the schools in the rural areas had specifically designed classrooms for teaching and learning English These classrooms were equipped with a projector, internet connected computer, but the projector did not work in two cases There was one case where the teacher was observed using her smart phone to use the e-version of the textbook By contrast, in the schools located in the urban areas, the lesson was delivered in the staff-meeting room where the teacher had access to a smart
In urban schools, classrooms are often overcrowded, with more than 40 students per class, making it challenging for teachers to organize desks effectively for learning activities While one teacher had access to a TV, it remained unused, highlighting the difficulties faced in managing large groups in regular classes.
In a study of 11 classes, many students displayed a strong enthusiasm for English, often appearing happy when entering the English room However, a significant number faced challenges, struggling to concentrate due to the teacher's lengthy sentences, which made it difficult for them to follow along Additionally, students often found it hard to express themselves naturally and missed opportunities to participate in front of the class due to overcrowding When working in groups, the lack of support from group leaders further compounded their difficulties.
CONCLUSION
This research identifies several challenges in teaching English to young learners, primarily stemming from inadequate teacher training, insufficient school facilities, and excessive workloads Although government policies often focus on familiarizing teachers with modern methodologies, such training may not effectively meet their needs Teachers specifically highlight the need for skill development in their training courses, as well as the importance of addressing differentiation through various resources, including training programs and course materials, as this remains a critical and evolving issue.
English teachers face significant local challenges when teaching ESOL learners, including large class sizes, varying teacher skills and confidence in English, and time constraints These educators experience frustration due to heavy workloads and a lack of adequate support and resources There is a call for improved teaching facilities, enhanced professional and parental support, and practical training tailored for ESOL instruction Gaining a deeper understanding of the needs and coping strategies of educators can lead to better training and preparation for support staff, potentially influencing policy changes to better address educators’ challenges By tackling these issues, particularly with the involvement of support staff, we can help ensure that ESOL learners reach their academic potential and enjoy equal opportunities as their peers who are native English speakers.
The survey conducted in one province of Vietnam offers valuable insights for policy-makers and teacher educators nationwide, as the political, economic, social, and educational contexts are likely similar across the country While the findings may reflect conditions in other provinces to some degree, broader generalizations require larger-scale surveys encompassing diverse geographical areas Employing multiple data collection methods would enhance the comprehensiveness of the information gathered.
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Báo cáo của Lê Văn Cảnh (2017) đánh giá chương trình bồi dưỡng giáo viên, tập trung vào năng lực sư phạm và năng lực ngoại ngữ cho giáo viên tiếng Anh phổ thông Nghiên cứu này cung cấp cái nhìn sâu sắc về hiệu quả của chương trình đào tạo và những điểm cần cải thiện để nâng cao chất lượng giảng dạy tiếng Anh trong các trường phổ thông.
Bảng hỏi này nhằm khảo sát những khó khăn trong việc dạy học tiếng Anh tại các trường tiểu học trong tỉnh Những câu trả lời của bạn sẽ được đánh giá cao và góp phần tích cực vào việc cải thiện chất lượng dạy học tiếng Anh Xin lưu ý rằng thông tin bạn cung cấp sẽ được giữ bí mật và chỉ sử dụng cho mục đích khảo sát Chân thành cảm ơn sự hỗ trợ và hợp tác của bạn.
1 Bạn đã dạy tiếng Anh trong trường tiểu học được bao lâu?
a) dưới 5 năm b) từ 5 đến 10 năm c) trên 10 năm
2 Trường tiểu học nơi bạn dạy ở nông thôn hay thành thị? a) rural areas: b) urban areas:
3 Bạn có được đào tạo về phương pháp giảng dạy tiếng Anh tiểu học khi học ở đại học sư phạm không?
4 Bạn đã được bồi dưỡng về phương pháp dạy tiếng Anh cho học sinh tiểu học mấy lần rồi?
5 Bạn hãy miêu tả ngắn gọn nội dung các lớp bồi dưỡng bạn đã tham dự
6 Các lớp bồi dưỡng đó có hữu ích với bạn không? a) Rất không hữu ích b) Rất ít hữu ích c) Rất hữu ích
7 Bạn gặp những khó khăn gì trong giảng dạy tiếng Anh ở tiểu học?
7.1 Khó khăn về người học
7.2 Khó khăn về chương trình, sách giáo khoa
7.3 Khó khăn về điều kiện dạy và học
7.4 Khó khăn về chính bản thân bạn
8 Bạn có những thuận lợi gì trong giảng dạy