INTRODUCTION…
Rationale…
Many people aspire to master the English language, yet often overlook the importance of idioms, which Palmer defines as expressions whose meanings cannot be inferred from their individual parts Idioms, a fascinating aspect of every language, are prevalent in English, which boasts thousands of idiomatic expressions commonly used in everyday conversation While these idioms enhance the fluidity of language, they also pose challenges for both learners and educators In Vietnam, English is a mandatory subject in schools, but despite years of study, many students struggle to communicate effectively While they may excel in grammar and vocabulary, they often find themselves at a loss when faced with the idiomatic expressions used by native speakers, revealing a gap between their education and real-world communication.
English idiomatic expressions play a crucial role in everyday communication, with native speakers using approximately 20 million idioms over their lifetime (Copper, 1998) This highlights the importance of idioms in language studies, as they are essential for both linguistics and language acquisition (Cornell, 1999) Bromley (1984) noted that idioms are widely used across all languages, making familiarity with them beneficial for language learners (Celce-Murcia & Larsen-Freeman, 1999) Yorio (1989) emphasized that while fluency can exist without grammatical accuracy, idiomaticity cannot Fernando (1996) pointed out that the prevalence of idioms in discourse underscores their significance in vocabulary acquisition As idioms are often unavoidable in both oral and written communication, language programs must focus on helping students enhance their communicative skills (http://www.nadasisland.com) Learning idioms enables learners to move beyond the superficial aspects of English and engage with culturally relevant expressions, highlighting the need for vibrant instructional methods in teaching English as a second or foreign language (De Caro, 2009).
The teaching methodology for English in Vietnam has historically been restrictive, primarily focusing on grammar, vocabulary, reading, and writing, while neglecting speaking and listening skills This limited students' opportunities to express their ideas in English However, in the 2000s, a skill-based teaching approach emerged, requiring students to learn speaking, listening, reading, and writing separately Despite the benefits of this approach, it has led to the undervaluation of essential word power, such as fixed phrases and formulaic expressions, due to the heavy emphasis on skill development (Tran, 2012).
Mastery of idioms is often linked to native speaker fluency, as noted by researchers such as Fernando (1996) and Wray (2000) In the IELTS speaking assessment, idiomatic competence is a key criterion, with idiomatic vocabulary and collocations highlighted in the descriptors for higher bands (7, 8, and 9) Students at the Faculty of English are expected to achieve a C1 level in the Common European Framework of Reference (CEFR) upon graduation, making the improvement of their speaking skills essential for qualification As future educators, these students must possess a strong understanding of idioms to enhance their communication and teaching effectiveness However, idiom instruction has not been sufficiently emphasized in foreign language teaching, particularly in Vietnam, where both teachers and students often overlook idiomatic expressions and their importance in communicative competence.
In Vietnam, language educators face challenges in selecting effective teaching methods for idioms, as this area has received limited research attention According to Kachru (1985), studies focusing on idioms in the context of foreign language users are scarce, particularly among the expanding circle of English speakers This gap is significant, especially given English's status as "the world’s international language" (Richard, 2008) This study aims to address this gap by exploring idiom teaching practices at the Faculty of English (FOE) at Hanoi National University of Education (HNUE), emphasizing the importance of mastering idiomatic expressions for students learning English as a foreign language.
Aims of the study…
This study aims to investigate the teaching and learning of idioms to enhance speaking skills among freshmen at the Faculty of English, Hanoi National University of Education It seeks to identify the challenges faced by both lecturers and students in this process and the strategies they employ to address these difficulties Additionally, the research will propose solutions to improve the teaching of idioms, thereby increasing student motivation and engagement in learning English idioms and fostering their speaking abilities.
Methods of the study…
This study explores the case of teaching idioms in light of an integrated approach for freshmen in FOE, HNUE It addresses the answers to the following research questions
1 What is the current situation of idioms teaching and learning at FOE, HNUE?
2 What are the lecturers’ and students’ perceptions of their teaching and learning of idioms?
Data will be gathered through a survey questionnaire and in-depth interviews with speaking lecturers and freshmen at the Faculty of Education, Hanoi National University of Education (HNUE) The questionnaires will feature both open-ended and closed-ended questions Utilizing these data collection methods as triangulations will enhance the reliability of the findings.
Scope of the study…
This study, conducted within the constraints of a master's thesis, involved a small sample of 10 lecturers and 50 freshmen to explore their perceptions of idiom teaching and learning specifically related to speaking skills Due to the limited timeframe for data collection, the research captures only the immediate effects of idiom instruction, rather than a long-term analysis, highlighting the need for further investigation into the enduring impacts on students' speaking activities.
Organization
The study consists of three parts that are organized as follows:
Part I – Introduction – provides background to the study, states the aim, the scope, the methods of study and outlines the organization of the study
Part II – Development – consists of three chapters
Chapter 1: Literature review – provides the related literature of teaching and learning idioms in speaking skill including definition and types of idioms, the roles of idiomatic competence in language acquisition, problems in teaching idioms, the relationship between idioms and speaking skill, and some idiom- related research in language teaching
Chapter 2 – Methodology – describes the methods applied in the data collection procedure The participants, the instrumentation, the procedures and the limitations of methods are all presented in this chapter
Chapter 3 – Findings and discussions – analyses the data collected to investigate students’ and lecturers’ perception of idioms teaching and learning in speaking skill
Part III – Conclusion – provides recommendations and conclusion including the summary of the findings and some suggested solutions regarding the teaching of idioms to increase students’ motivation and involvement in learning English idioms, and particularly in developing their speaking skill The limitations of the study and some recommendations for further study are also discussed in this part.
DEVELOPMENT
LITERATURE REVIEW…
This chapter explores the literature on teaching and learning idioms within the context of speaking skills, covering the definition and types of idioms, the significance of idiomatic competence in language acquisition, challenges faced in teaching idioms, and the connection between idioms and speaking proficiency Additionally, it reviews relevant research on the role of idioms in language education.
Before discussing methods for teaching idioms, it is essential to explore their definitions Numerous researchers, including Cooper (1999), Grant & Bauer (2004), Lennon (1998), and Simpson & Mendis (2003), have attempted to define and classify idioms However, the lack of a unified explanation arises from the varying theoretical criteria used in these definitions Given the complexity of idioms, their study necessitates diverse perspectives and methodological approaches, as highlighted by Tabossi & Zardon (1993).
According to Lennon (1998), language can be understood on a continuum of idiomaticity, while Cooper (1999) highlights that idioms are specific multi-word units that convey meanings beyond their literal interpretations.
According to Irujo (2006), an idiom is a structured expression made up of two or more words that functions as a phrase or semi-clause These idiomatic expressions are typically fixed in form and exhibit specific collocational restrictions.
An idiom is a conventionalized expression whose meaning cannot be deduced from its individual components, distinguishing it from other figurative language forms like similes and metaphors According to Simpson and Mendis, idioms evoke a sense of entertainment and charm, as they consist of fixed phrases with meanings that cannot be predicted by analyzing their parts Bromley defines idioms as figurative expressions that represent one concept through another analogous concept Similarly, Carter describes idioms as restricted collocations that defy literal interpretation, while Huizenga emphasizes that the meaning of an idiom differs from the meanings of its constituent words.
According to (1980), an idiom is a unique expression whose meaning cannot be fully grasped by analyzing its individual words Idioms serve as linguistic units that encapsulate the intricacies of everyday situations, highlighting their semantic richness.
5 social interactions; idioms contain information, and they provide a method of handling special situations (Strọssler, 1982) Fernando (1996) deemed idioms as
Idioms are defined as indivisible units whose meanings cannot be derived from their individual components, making them complex expressions with non-compositional meanings (Wood, 1986; Nattinger & Decarrico, 1992) They consist of "frozen syntax" that conveys meanings greater than the sum of their parts (Moon, 1998; Williams, 1994) Seidl and McMordie (1988) noted that idioms possess meanings distinct from the individual words that compose them, and Schmitt and Carter (2004) emphasized that idioms often defy conventional grammatical rules.
Gibbs (1987) categorizes idioms into four types: syntactically frozen idioms, which cannot be transformed into the passive while retaining their figurative meaning; syntactically flexible idioms, which maintain their figurative meaning even when transformed; transparent idioms, which have a clear connection between literal and figurative meanings; and opaque idioms, which exhibit a less clear relationship between the two According to Chafe (1968, as cited in Lennon, 1998), these characteristics define the nature of idioms and their usage in language.
1 The meaning of an idiom is comparable to the meaning of a single lexical item
2 Most, if not all, idioms exhibit certain transformational deficiencies
3 A minority of idioms may be grammatically deviant
4 The idiom may admit of a literal meaning, but the idiomatic meaning will be primary and occur more frequently
Significant efforts have been made to categorize idioms, with Fernando (1996) identifying three main types: pure idioms, such as "kick the bucket" meaning "to die," semi-literal idioms like "use something as a stepping stone," and literal idioms Additionally, Irujo (1986) classifies idioms into three lists: identical, similar, and different idioms, while Makkai also contributes to the classification of idiomatic expressions.
1972 classifies idioms into lexemic idioms and sememic idioms Grant (2007) also categorizes idioms as core idioms, figurative idioms or ONCEs-one non- compositional element
An idiom is a fixed group of words whose figurative meaning cannot be deduced from the meanings of its individual components, as defined by Simpson and Mendis (2003) and Zyzik (2011) For instance, the expression “my cup of tea” signifies something or someone pleasing rather than referring to an actual beverage This highlights that understanding the meaning of idiomatic expressions requires more than just combining the meanings of the words involved Additionally, idioms differ from collocations, as the latter's meanings can be predicted based on the individual words, while idioms cannot.
1.2 The Roles of Idiomatic Competence in Language Acquisition
Understanding idiomatic competence is crucial for second language students, particularly freshmen in the Faculty of Education (FOE) Idioms are prevalent in spoken language and media, appearing in conversations, magazines, and TV shows, which necessitates comprehension for understanding context and plot (Lundblom & Woods, 2012) As idioms are the most frequently encountered nonliteral expressions in discourse (Cooper, 1998), students must develop idiomatic competence to achieve fluency in the target language This competence involves effectively using idioms in communication, as highlighted by Buckingham (2006) and Burke (1988), and is closely linked to communicative competence as discussed by Chomsky (1965), Hymes (1972), Canale and Swain (1980), and Celce-Murcia (1995, 2008) Figurative competence allows non-native speakers to fully understand and engage in everyday conversations.
According to Boers et al (2006), idiomatic expressions significantly benefit language learners by enhancing their ability to encode and decode conversational meanings Wray (2000) further explores how multi-word units, like figurative idioms, facilitate both the production of speech and comprehension for listeners These expressions not only streamline the communication process for speakers but also deepen listeners' understanding of the speaker's perspective and identity.
Understanding figurative idioms is essential for effective language production and aids in interpreting incoming utterances (Lennon, 1988) However, both teachers and students in Vietnam often hesitate to engage with idioms, leading to challenges in understanding native speakers who frequently use these expressions Knowles (2004) outlines a five-step learning process that progresses from familiarization to mastery and automaticity, enabling students to communicate confidently in English Therefore, it is crucial for English teachers to identify effective methods for teaching idioms, ensuring that students are exposed to and practice using idiomatic expressions to enhance their communication skills.
1.3 The Relationship between Idioms and Speaking Skill
Idioms are prevalent across all languages, with English being particularly rich in idiomatic expressions that permeate everyday conversation (Bromley, 1984) Mastering these idioms is essential for anyone looking to achieve fluency in English, as they play a crucial role in effective communication (Yorio, 1989) A strong grasp of idiomatic language not only enhances speaking and negotiation skills but also opens up more opportunities for individuals (http://www.nadasisland.com/idioms) The significant impact of idioms on daily language use underscores their necessity in language programs aimed at improving communicative competence Learning idioms allows learners to engage with English in a more culturally relevant manner, moving beyond mere textual understanding to a more natural and expressive use of the language.
Mastery of idiomatic language is often associated with native speaker fluency, as highlighted by researchers in language acquisition like Wray (2000) and Joyce & Burns (1998) They emphasize that proficiency in idioms, especially in speaking, is a key indicator of successful language acquisition Furthermore, idiomatic competence is a crucial criterion in the IELTS speaking assessment, where the use of idiomatic vocabulary and collocations is specifically noted as a measure of lexical resource in achieving band scores of 7 and above.
METHODOLOGY…
This chapter provides information about the subjects of the study The main data collection instruments employed as well as the data collection procedures are also stated
The study utilized a mixed-method case study approach, combining quantitative questionnaires and qualitative interviews to investigate the teaching and learning of idioms among first-year students at the Faculty of Education (FOE) An interpretive case study was conducted to gain a comprehensive understanding of the situation The researcher gathered extensive information to facilitate a thorough phenomenological analysis and interpretation, drawing on methodologies from Cresswell (2008) and Merriam (1998) Employing purposive sampling techniques, the researcher selected participants who possessed rich information relevant to the study, focusing on specific characteristics that would effectively address the research questions.
1 What is the current situation of idioms teaching and learning at FOE, HNUE?
2 What are the lecturers’ and students’ perceptions on their teaching and learning of idioms?
This article examines the moderation in teaching and learning idioms, assessing whether it has received adequate attention It provides valuable insights into the evaluation of existing issues through data collected from questionnaires and in-depth interviews with lecturers and freshmen The questionnaires, featuring both open and closed-ended questions, were designed to yield reliable and insightful data, aligning with Mackey and Gass's (2005) findings The closed-ended questions utilized a 5-point Likert scale, and the combination of these data collection techniques ensured the study's validity through triangulation Qualitative interviews offered a deeper understanding of social phenomena, addressing potential biases inherent in quantitative methods Transcriptions of the interviews were shared with informants for verification, and themes were identified based on the data to align with the research objectives.
A group of fifty freshmen at the Faculty of Education, Hanoi National University of Education (HNUE), participated in a study These students, who have studied English for four to ten years, are classified at a pre-intermediate level and primarily use the "Premium B1" course book Their goal is to achieve a C1 level on the Common European Framework of Reference (CEFR) as this certification is now a graduation requirement Additionally, they aspire to become high school English teachers in Vietnam after completing their studies at HNUE.
As a lecturer at the Faculty of Education, Hanoi National University of Education (HNUE), the researcher has the opportunity to engage with freshmen who are expected to achieve a C1 proficiency level, with speaking skills being a critical criterion for their qualification These students represent the future generation of English teachers, and possessing a strong understanding of idioms is essential for enhancing their communication skills, particularly in the context of teaching English in high schools.
The invaluable contributions of ten lecturers responsible for teaching speaking skills at the Faculty of Education, Hanoi National University of Education (HNUE), were crucial to this study With five to ten years of experience in English language instruction, each lecturer holds a Master's degree in English language teaching and possesses C1 proficiency certificates.
These lecturers were selected because the author desired to compare the lecturers’ and trainee students’ perceptions of idioms teaching and learning
In order to obtain the data for the research, survey questionnaire and semi- structured interviews with students and lecturers are deployed
2.3.1.1 Reasons for choosing survey questionnaires
Survey questionnaires are a highly effective method for research, particularly for gathering information from students and teachers According to Richards and Lockhart (1994), they are valuable tools for collecting data on the affective dimensions of teaching and learning, including beliefs, attitudes, motivation, and preferences, allowing teachers to obtain substantial information efficiently Mackey and Gass (2005) further emphasized that these questionnaires yield both reliable and insightful data for research purposes.
Moreover, it was argued and was proved by Nunan et al (1993) that using survey questionnaires could bring researchers 4 following benefits:
2 Easy and simple to summarize and report the collected data
3 Subjects of survey are given chance to express their opinions without embarrassment for their names are not revealed
To enhance data collection, the study utilized a research instrument, acknowledging that while researchers desire thoughtful responses, there is no guarantee that respondents fully consider their answers Often, participants may select answers without thoroughly reading the questions or potential options, and may skip questions or make hasty choices, which can compromise data validity To mitigate these issues, the study also incorporated interviews as a supplementary method to verify results and address the limitations of the initial instrument.
2.3.1.2 Description of survey questionnaires a Survey questionnaire for students
The questionnaires for students were developed in English and translated into Vietnamese to ensure clarity regarding the researcher's objectives (see Appendix 1A and 1B) Comprising 13 questions, the survey aims to assess the teaching and learning of idioms, as well as students' self-evaluation of their effectiveness The first question investigates the significance of learning idioms for enhancing speaking skills, while the second examines whether idioms are taught at FOE, HNUE Subsequent questions inquire about the time allocated by lecturers for idiom instruction and focus on students' criteria for selecting idioms, teaching methods, and related activities Additionally, students are prompted to identify the criteria they believe are essential for selecting idioms for classroom instruction Lastly, the survey explores how idioms are taught by asking students about their experiences with idiom instruction in listening and reading activities, as well as integrated-skill activities.
The survey includes a close-ended question using a 5-point Likert scale to gauge students' opinions on teaching methods, allowing responses from strong agreement to strong disagreement Additionally, it features a question regarding the frequency of idiom-related activities employed by teachers, ranging from frequent use to none The survey further investigates students' sources and learning materials for idioms, as well as the challenges they face in learning them Questions ten and eleven assess the perceived effectiveness of teaching and learning from the students' perspective Finally, questions thirteen and fourteen seek students' suggestions and recommendations to alleviate difficulties and enhance the effectiveness of idiom instruction.
The research aims to gather lecturers’ opinions through a questionnaire (see Appendix 2), which parallels the student survey with 13 identical questions to facilitate a comparison of perspectives on idiom teaching and learning The first question addresses the significance of idioms in enhancing speaking skills, while the second inquires whether lecturers incorporate idioms into their classes If they respond affirmatively, the subsequent question examines the time allocated to teaching idioms The next four questions delve into the criteria for selecting idioms, teaching techniques, and related activities Notably, the fourth question allows lecturers to choose multiple criteria for idiom selection, and the fifth question focuses on their teaching methodologies for idioms.
The article discusses a survey using a 5-point Likert scale to gather lecturers' opinions on various teaching methods It includes questions about idiom-related activities and examines the sources and teaching materials used for idioms, as well as the primary challenges faced in teaching and learning them Additionally, it features two questions aimed at evaluating the effectiveness of teaching and learning from the lecturers' perspectives, both in general and in detail.
Ultimately, the last two questions explore the desires and the recommendations of the lecturers on the effectiveness of idioms teaching and learning
In "Interview as a Method for Qualitative Research," McNamara (1999) emphasizes that interviews are invaluable for uncovering the narratives behind participants' experiences, allowing for in-depth exploration of their views, beliefs, and motivations They serve as effective follow-ups to questionnaires, enabling researchers to delve deeper into responses While interviews provide richer insights than questionnaires, particularly in areas where limited information exists or sensitive topics are involved, they also come with challenges such as being time-consuming, requiring careful preparation, and presenting difficulties in analysis and costs (Berg & Bruce L.).
1998) However, interview is still a qualitative method to support the researcher with useful information
This research employs a semi-structured interview format, allowing the researcher to address all questions in the protocol while also having the flexibility to delve deeper into participant responses for clarification or additional insights This approach fosters a friendly and sociable atmosphere, enhancing the quality of the interaction.
Semi-structured interviews are designed to help researchers gain a deep understanding of the teaching and learning of idioms, which is essential for formulating relevant and meaningful questions.
Following the analysis of questionnaire data, five lecturers and six engaged students were selected for in-depth interviews, providing valuable insights The participants were informed about the time and location of the interviews, which were conducted on Thursday, January 25.
2017 at D3 building of FOE, HNUE and it lasted about 30 minutes The research has made sure that the interviewees felt comfortable at this interview venue and time
FINDINGS AND DISCUSSION
This chapter examines data collected from survey questionnaires and interviews to address two key issues: the current state of idiom teaching and learning, and the self-evaluation of both students and teachers regarding the effectiveness of idiom instruction.
3.1.1 Data collected from survey questionnaire
3.1.1.1 The situation of teaching and learning idioms
A survey conducted among students revealed that a significant majority recognize the importance of idioms in enhancing speaking skills Specifically, 33% of students rated idioms as quite important, while 30% considered them very important Conversely, a small minority, approximately 4%, deemed idioms unimportant.
Figure 1: The Importance of Idioms in Speaking Skill
Very importantImportantQuite importantUnimportant
A survey of lecturers revealed that a significant majority, 60%, consider idioms to be important, while 20% view them as very important and another 20% see them as quite important Notably, none of the lecturers surveyed believed that idioms lack importance in language learning.
However, the majority of students and lecturers supported the main argument that idioms were important in English usage, particularly in speaking skill
In a recent survey, 66% of students at FOE, HNUE reported receiving instruction on idioms, while 34% disagreed When asked to explain their lack of exposure to idioms during their university education, these students provided various reasons for their claims.
Figure 2: The Importance of Idioms in Speaking Skill
Very important Important Quite important Unimportant
Figure 3: Teaching Idioms at University for Freshmen
Lecturers have introduced a limited number of idioms within reading texts and glossaries, but they believe this approach does not constitute effective idiom teaching.
The interview findings indicated that all lecturers at FOE, HNUE reported having taught idioms to freshmen While there is a minor discrepancy between the perceptions of students and lecturers, the majority of both groups confirmed that they had been taught and learned idioms during their studies.
A significant 86% of students reported that idioms were taught in their lessons for approximately 10 minutes, while the remaining students indicated that the duration varied, with some receiving instruction for 15 minutes, 20 minutes, or even longer.
Figure 4: Teaching Idioms at University for Freshmen
Figure 5: Time Using for Teaching Idioms (Students' opinions)
About 10 minutesAbout 15 minutesAbout 20 minutesOver 20 minutes
20 minutes were the time their lecturers used to teach idioms (10%, 2%, 2% respectively) In the same vein, 100% of the lecturers said that they utilized about
In just 10 minutes, educators can effectively teach idioms during a lesson, despite the constraints of limited classroom time This challenge often leaves little opportunity for thorough preparation or in-depth instruction on idiomatic expressions.
The study examined the criteria lecturers consider when selecting idioms, as well as the teaching methods and activities related to idioms that they utilize in the classroom.
Table 1 Criteria for Selecting Idioms for Teaching
1 Relevance to the contents of the lessons
Both lecturers and students prioritize the relevance of lesson content, with 70% of lecturers and 38% of students highlighting its importance Additionally, fitting the language level of students is crucial, as 100% of teachers consider it essential compared to 27% of students Lastly, the frequency of use is also a factor, with 25% of students acknowledging its significance.
Lecturers expressed significant concern regarding their students' English proficiency (100%) and the relevance of lesson content (70%), mirroring students' interests in these areas While only 11% of students prioritized cultural appropriateness in idiom selection, 20% of lecturers considered it important This aligns with Vygotsky's Zone of Proximal Development (ZPD) theory, which emphasizes the need to understand students' English levels to provide effective support Zyzik (2009) also advocates for prioritizing idioms based on their frequency of use, suggesting that educators focus on commonly used idioms while omitting less familiar ones For further guidance on idiom selection, lecturers and students can refer to the frequency studies conducted by Liu (2003) and Grant (2007).
In the context of teaching idioms, educators often incorporate them into listening and reading activities Additionally, idioms are introduced through speaking exercises and integrated-skill activities that combine listening and reading skills, enhancing students' overall comprehension and usage of idiomatic expressions.
1 Idioms were taught separately in idiom-focus activities
2 Idioms were 2 4% 2 20% taught integrated with listening activities
3 Idioms were taught integrated with reading activities
4 Idioms were taught integrated with speaking activities
5 Idioms were taught in integrated- skill activities
Table 2 reveals that idioms were primarily taught through reading activities, accounting for 38% of student engagement and 60% for lecturers, highlighting the importance of receptive skills (Harmer, 2001) Additionally, idioms were introduced in listening activities, with 4% for students and 20% for teachers, which provided essential language input However, these methods were insufficient for fostering productive skills like speaking and writing Harmer emphasizes the need for students to engage in communicative activities, while Nada Salem Abisamra (1998) suggests that a strong grasp of idioms enhances students' speaking and negotiation abilities The statistics underscore the critical role of idiomatic expressions in effective communication, particularly in speaking Bygate (1987) notes the distinction between language knowledge and practical skills, indicating that without opportunities to practice idioms beyond listening and reading, students may struggle to apply their learning Despite this, only 15% of students and 40% of lecturers reported that idioms were integrated into speaking activities, which is less than those focused on reading.
A recent questionnaire revealed that 80% of lecturers and 50% of students believe they learn idioms through integrated skill activities The integrated skill approach, which combines language skills in theme-based or task-based instruction aimed at enhancing communicative abilities, has gained significant interest (Oxford, 2001) This method not only emphasizes language use in appropriate contexts but also encompasses vocabulary, pronunciation, and grammar, thereby enriching student learning Consequently, students benefit from practicing all language skills in a cohesive and natural manner, even when one skill is primarily targeted (Oxford, 2001, p 18).
Tables 3 and 4 reveal that a variety of creative teaching activities were implemented to enhance students' understanding of idioms Notably, 50% of teachers agreed that idioms were presented in diverse ways, while only 10% disagreed Additionally, although 50% of lecturers disagreed that idiom activities were solely determined by textbooks, 20% strongly agreed and 30% agreed with this assertion Furthermore, 40% of lecturers strongly agreed that various teaching aids facilitated the idiom learning process, with 30% remaining neutral, 20% agreeing, and 10% disagreeing Scholars advocate for the use of teacher-produced or adapted materials, highlighting their contextualization benefits (Block, 1991) Wu (2008) proposed practical activities for teaching English idioms, such as contextual teaching, group discussions, Readers Theater, and role-play, which cater to individual learner needs and bridge gaps between teaching contexts and textbooks.
Table 3 Lecturers’ opinion on teaching methods
Agree Neutral Disagree Strongly disagree
1 Idioms were presented in a variety of ways
2 Idioms activities were almost determined by the textbook
3 Different teaching aids were used to help ease the idioms learning process
Table 4 Students’ opinion on teaching methods
Agree Neutral Disagree Strongly disagree
1 Idioms were presented in a variety of ways
2 Idioms activities were almost determined by the textbook
3 Different teaching aids were used to help ease the idioms learning process