INTRODUCTION
Rationale
In today's globalized world, English has emerged as an essential international language, making it crucial for individuals, especially Vietnamese learners, to master it for broader access to knowledge and communication Despite the increasing number of Vietnamese students learning English, a significant challenge remains: their inability to communicate effectively in real-life situations This highlights the urgent need for a communicative approach to English language teaching, prompting secondary and high school educators to adopt innovative teaching methods aimed at boosting students' confidence in speaking English Additionally, many schools are establishing partnerships with institutions in English-speaking countries to enhance their students' language skills The recruitment of foreign and Native English-Speaking Teachers is also on the rise, as students and parents alike aspire to improve their English proficiency and gain insights into the cultures of English-speaking nations.
At Doan Thi Diem Secondary School, where the author serves as a non-native English teacher, bilingual programs are implemented for students in grades 6 to 9, featuring instruction from foreign teachers In addition to their Vietnamese curriculum, students engage in three subjects taught in English: English, Math, and Science This bilingual approach is common among many secondary schools in Hanoi, although this research focuses specifically on the English subject.
In recent decades, the debate surrounding the advantages and disadvantages of native versus non-native English teachers has gained traction (Philipson, 1992; Medgyes, 1994; Lui, 1999) However, research on the perceptions of foreign teachers in Vietnam remains scarce This study aims to explore the attitudes of both teachers and sixth-form students towards learning English with native teachers The findings are anticipated to provide valuable insights and recommendations for the employment of foreign teachers in Vietnam's educational context.
The aims of the study and research questions
This research aims to explore students' attitudes towards learning English with native teachers and the perspectives of non-native English teachers at Doan Thi Diem Secondary School regarding native teacher instruction Additionally, the study seeks to provide insights on the employment of native teachers in Vietnam and offer recommendations for parents selecting bilingual programs for their children The key research questions focus on these attitudes and implications.
1 What are the 6 th form students’ attitudes toward learning English with native English-speaking teachers?
2 What are the non-native English teachers’ attitudes towards the teaching English of native English-speaking teachers?
The scope of the study
This research explores the attitudes of teachers and 6th form students towards learning English from native teachers, highlighting the advantages and disadvantages of this teaching approach Due to time constraints and the specific context of the study, the focus is primarily on the perceptions and experiences of both groups regarding native English instruction.
Research methodologies
The research aims to explore the attitudes of teachers and 6th form students towards learning English with foreign teachers, utilizing a survey approach that incorporates questionnaires and semi-structured interviews Census sampling was conducted, involving all English teachers and students from classes 6s1 to 6s5 Data were collected from 100 students and five non-native English teachers, with the analysis focused on addressing the research questions.
1.5 The organization of the thesis
The thesis consists of five chapters:
Chapter 1: Introduction covers the rationale for choosing the topic, the aims and research questions, the scope of the study, research methodologies and organization of the thesis
Chapter 2: Literature Review provides the basic theoretical background of literature on attitudes such as definition, characteristics, classification and role of attitudes in second language acquisition Then, concepts, advantages and disadvantages of foreign teachers in teaching English as a second or foreign language are presented Finally, previous studies related to the topic are reviewed
Chapter 3: Methodology deals with the overall picture of how the research was carried out from the first step of determining the design to the last one of analyzing and collecting results
Chapter 4: Data Analysis and Findings interprets the answer of the posed research questions: What are the teachers‟ and students‟ attitudes towards learning English with native teachers? The findings end with conclusions and comments after these instruments such as questionnaires, semi-structured interviews are conducted and completed
Chapter 5: Recommendation and conclusions reviews the main content and findings of the study, some possible implications for the teachers and learners; and giving out some suggestions for further researches.
Organization of the thesis
This chapter provides a theoretical framework for the study, beginning with an exploration of the definitions, characteristics, classifications, and roles of attitudes in language learning It then examines the concepts, benefits, and drawbacks of employing native English-speaking teachers in the context of teaching English as a second or foreign language Finally, a summary of relevant previous studies is presented to contextualize the research.
There are many definitions of attitude Gardner (1985, p.8) admits that the term attitude “is complex Many definitions have been proposed to describe its essence” Allport
According to Gardner (1985), as cited in 1954, an attitude is defined as a mental and neural readiness shaped by experience, which influences an individual's responses to various objects and situations Similarly, Gibb (1988) supports this notion, emphasizing that attitude is a mindset shaped by feelings, personal experiences, and beliefs.
The concept of attitude has played a central role in the development of social psychology throughout the twentieth century (Louw and Edwards, 1997) Likert (1932) defines attitude as an inference based on a complex of beliefs about an object, while Gardner (1980) elaborates that it encompasses a person's instincts, feelings, biases, fears, and convictions regarding specific topics Fishbein and Ajzan (1975) describe attitude as the overall evaluation—ranging from positive to negative—that an individual holds towards themselves, others, objects, or events Ajzan (1988) refines this definition, stating that attitude is a disposition to respond favorably or unfavorably to various stimuli Additionally, Baker (1992) describes attitude as a hypothetical construct that helps explain the direction and persistence of human behavior.
LITERATURE REVIEW
NATIVE ENGLISH-SPEAKING TEACHERS
2.2.1 Definitions of Native English-Speaking Teachers
The term "native English speaker" is defined as an individual who speaks their native language, which is typically acquired during early childhood within their family or community According to A Dictionary of Language Teaching and Applied Linguistics (1992), a native speaker is someone who has a deep-rooted familiarity with their language, shaped by the cultural and social environment of their upbringing.
According to Medgyes (1994), native English speakers are individuals who were either born in an English-speaking country or learned the language in a native environment during childhood They speak English as their first language and possess native-like proficiency, enabling them to produce fluent and natural discourse Additionally, native speakers can creatively use the language and have a reliable intuition for distinguishing between correct and incorrect forms.
Even though some of the above mentioned criteria are rather hazy and occasionally very simplistic, in the majority of cases they serve as a useful starting point
Penny Cook (1994) claims that the native speaker is the “idealized person with a complete and possible innate competence in the language” (p.175) Moreover, Bloomfield
(1933) studied the acquisition of language among American Indians and contended that
A native language is defined as the first language a person learns from their mother during childhood, establishing them as a native speaker of that language This concept highlights that only the language acquired in early life is considered native, while languages learned later do not qualify However, linguist Bloomfield's definition does not account for children who are exposed to multiple languages simultaneously or those who relocate to environments with different languages This oversight suggests a need for broader definitions of native speakers that encompass diverse linguistic experiences.
1 The individual acquired the language in early childhood (Davies, 1991; McArthur, 1992; Phillipson, 1992) and maintains the use of the language (Kubota, 2004; McArthur, 1992)
2 The individual has intuitive knowledge of the language (Davies, 1991; Stern, 1983)
3 The individual is able to produce fluent, spontaneous discourse (Davies, 1991; Maum, 2002; Medgyes, 1992)
4 The individual is communicatively competent (Davies, 1991; Liu, 1999; Medgyes,
1992), able to communicate within different social settings (Stern, 1983)
In this study, the researcher utilizes Tay's (1982) definition of a native speaker, describing them as individuals who learn English during childhood and continue to use it as their primary language, achieving a significant level of fluency.
2.2.2 Advantages and Disadvantages of Native English-Speaking Teachers in Teaching English as a Second or Foreign Language
Native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) each bring unique advantages and disadvantages to the field of teaching English as a second or foreign language Numerous studies have explored the impact of both types of educators on language acquisition and teaching effectiveness.
Research by Medgyes (1992) indicates that individuals raised in English-speaking environments generally exhibit higher proficiency in English compared to those from non-English speaking backgrounds This inherent advantage positions Native English-Speaking Teachers (NESTs) favorably when compared to Non-Native English-Speaking Teachers (NNESTs), as English proficiency is essential for effective teaching Furthermore, Wang (2007) notes that students are often drawn to NESTs due to their novelty and distinctiveness in the classroom.
Many scholars (Li & Meng, 2005; Liu, 1999; Medgyes, 1994, etc) share the same idea that the most common strength of NESTs is their oral competence In other study, Li
According to Meng (2005, as cited in Mingxui & Limei Zhang 2007), Native English-Speaking Teachers (NESTs) have two significant advantages: they employ diverse and engaging teaching methods, and they foster a comfortable and enjoyable learning environment that encourages student participation in class activities.
Mingxui and Limei Zhang (2007) highlight that Native English-Speaking Teachers (NESTs) foster a more welcoming classroom atmosphere for students Additionally, NESTs enhance students' independent thinking skills, an area where Non-Native English-Speaking Teachers (NNESTs) may struggle.
According to Dr Ismet Sahin (2005), Native English-Speaking Teachers (NESTs) offer distinct advantages over Non-Native English-Speaking Teachers (NNESTs) NESTs tend to be more tolerant of grammatical errors, prioritize fluency over accuracy, and encourage students to speak English more frequently due to their inability to communicate in the students' native language This limitation effectively increases student talking time and reduces reliance on the mother tongue, thereby enhancing second language acquisition.
While NESTs (Native English-Speaking Teachers) possess various strengths, they also exhibit certain weaknesses Research by Arva and Medgyes (2000) and Liaw (2003) indicates that native teachers tend to adopt a more informal approach in the classroom compared to their non-native counterparts They often deviate from the strict curriculum, opting for diverse materials rather than those prescribed Additionally, native teachers are generally more lenient in correcting mistakes, assign less homework, favor free activities, utilize a variety of resources, and prefer group work over individual tasks.
Li and Meng (2005, as cited in Mingxiu & Limei Zhang 2007) argue that Native English-Speaking Teachers (NESTs) often lack awareness of learners' expectations and challenges They tend to choose their own teaching materials rather than adhering to those provided by educational institutions, and they exhibit flexibility in evaluating student abilities without consistent criteria However, I contend that the latter two points are less compelling, as teachers have the option to design or select alternative materials when existing ones are unsuitable Additionally, assessment criteria can be adapted to fit specific contexts and learner groups, making them inherently flexible.
Ulku Ozturk and Derlin Atay (2010) along with Chen Xiao (2008) highlight that Native English-Speaking Teachers (NESTs) struggle to anticipate students' challenges in language learning This limitation arises from NESTs' lack of personal experience in acquiring foreign languages Furthermore, NESTs often face difficulties in building positive relationships with students and assisting them in overcoming obstacles, primarily due to their inability to communicate in the students' native language.
In 1997, it was noted that non-native English speaking teachers (NNESTs) have a unique advantage in understanding their students' challenges in learning English, as they have personally experienced similar difficulties This insight highlights a significant disadvantage of native English speaking teachers (NESTs), who may struggle to grasp the specific learning obstacles faced by their students due to language barriers and differing educational experiences.
NESTs possess significant strengths, particularly in language competence, but they often lack awareness of learners' challenges and expectations Despite this common weakness, NESTs can effectively leverage their strengths when teaching in areas where they can maximize their advantages.
Previous studies on teachers‟ and students‟ attitudes towards learning English
Numerous studies have explored students' attitudes towards learning English with native English-speaking teachers (NESTs), revealing that the majority of students hold positive perceptions of this teaching approach Nevertheless, students also face certain challenges while studying with NESTs.
Mahboob (2004) examined ESL students' attitudes towards their teachers and the factors shaping these perceptions, collecting data from 32 students in a Midwestern US university's intensive English program The findings revealed that students viewed Native English-Speaking Teachers (NESTs) as more proficient in English and superior in teaching oral skills, vocabulary, and cultural nuances Similarly, Cheung (2002) explored the attitudes of university students and teachers towards NESTs and Non-Native English-Speaking Teachers (NNESTs), conducting a survey with 420 undergraduate students and interviews with 10 students and 22 expatriate English teachers across six Hong Kong universities The analysis indicated a consensus that NESTs and NNESTs possess distinct strengths, with NESTs being recognized for their high English proficiency and cultural knowledge related to English-speaking countries.
A study by Chen Xiaoru (2008) reveals a strong preference for Native English-Speaking Teachers (NESTs) in areas such as pronunciation, cultural knowledge, and speaking skills The findings indicate that 13 out of 76 groups believe NESTs are more effective in teaching pronunciation, while 9 out of 53 groups feel they gain greater cultural insights from NESTs Students reported that NESTs' fluency and use of English as the medium of instruction enhance their learning experience, providing more opportunities for speaking and serving as ideal models for imitation Similarly, Tsui (1996) supports these views, noting that students appreciate the authenticity of NESTs in pronunciation, cultural knowledge, and their informal, flexible teaching styles.
A study by Sekigawa et al (2003) highlights the benefits and drawbacks of employing native English teachers (NESTs), revealing that the majority of students appreciate their presence in speaking and pronunciation classes The students find it thrilling to hear authentic English during lessons, which allows them to practice the language in real-life contexts As a result, they become more accustomed to speaking and thinking in English.
A study conducted by Mingxu Liu and Limei Zhang (2007) revealed that the majority of students believe studying in a foreign teacher's class is more enjoyable and less stressful compared to classes taught by Chinese teachers.
A study by Ting (2001) examined the preferences of junior high school students in Kaohsiung City regarding Native English-Speaking Teachers (NESTs) versus Non-Native English-Speaking Teachers (NNESTs) The findings indicated that students favored NESTs due to their engaging teaching styles and the absence of assignments in their classes Additionally, Liu's (2004) research revealed that students held a positive view of NESTs, appreciating the interesting nature of their classes and noting that NESTs demonstrated superior intonation and pronunciation compared to NNESTs.
In Vietnam, research on students' and teachers' attitudes towards Native English-Speaking Teachers (NESTs) is scarce, primarily due to the limited employment of NESTs in schools and a lack of attention from educators The author, an English teacher at a secondary school that employs over ten NESTs for bilingual classes, aims to explore these attitudes NNESTs assist NESTs during lessons to help explain concepts and manage the classroom This study seeks to provide valuable insights for effective English language teaching and contribute to the evaluation of employing native speakers as educators in Vietnam.
In summary, research indicates mixed attitudes toward learning English from Native English-Speaking Teachers (NESTs) Many students express a positive outlook, appreciating the friendly classroom atmosphere, diverse activities, and adaptable teaching methods that NESTs provide They particularly value native speakers for speaking, pronunciation, and cultural lessons, as these teachers serve as effective models for language imitation Conversely, some studies suggest that NESTs may not adequately assist students in overcoming learning challenges or achieving exam success.
Summary
This chapter explores key aspects related to the study topic, focusing on the concepts, characteristics, classifications, and roles of attitudes in second language acquisition It also provides an overview of native English teachers, discussing their definitions, advantages, and disadvantages in teaching English as a second language Additionally, it summarizes previous research on students' and teachers' attitudes towards learning with foreign instructors The next chapter will outline the research methodology.
METHODOLOGY
Participants
The study was conducted at Doan Thi Diem Secondary School, which offers bilingual classes where students learn English with foreign teachers In grade 6, there are five bilingual classes, and the research involved a survey of 100 students (48 boys and 52 girls) from these classes Each student receives two 45-minute English lessons per week with native teachers Notably, 43% of the participants have been learning English with foreign teachers since primary school, indicating their familiarity with native teaching styles.
In addition to 6th form students, five non-native English teachers from Doan Thi Diem Secondary School were invited to participate in the interview to gather data Each teacher has been teaching English alongside foreign instructors for a minimum of two years.
Instruments
In order to examine teachers and 6 th form students‟ attitudes towards learning English with foreign teachers, both survey and semi-structured interview were used as detailed below
This study utilized a questionnaire as its main inquiry method, divided into two sections Section A gathered data on students' backgrounds through three items, while Section B included 15 statements aimed at assessing students' attitudes towards learning English with foreign teachers Each item was rated on a 4-point scale, ranging from strongly disagree to strongly agree.
My opinions about foreign teachers’ teaching English
Strongly agree Agree Disagree Strongly disagree
A They give us much help on pronunciation
B They provide us with lots of chances to speak English
C I can learn daily English more from foreign teachers
D They keep me using English because of their incapability of using my own language
E Their teaching styles motivate me to enjoy the lesson more
F I have less examination stress in class with foreign teachers
G They enable us to take part in a lot of activities
H They help me to learn more about the
I I have more freedom in class with foreign teachers
J They have casual manner, which creates a friendly classroom environment
K I do not hesitate to discuss my opinions with foreign teachers
L They understand children and know their needs
M I have difficulties in understanding the lessons because of their different pronunciation and fast speed
N I can not establish a good communication with them as my
O They have different culture, so we easily have misunderstandings
P Their explanation of grammar is not as good our Vietnamese teachers
Table 1: Items in the questionnaire for students’ attitudes towards learning English with native English-speaking teachers
A semi-structured interview was conducted to assess teachers' attitudes towards learning English with native instructors Participants were queried about their total years of experience in teaching English, their specific experience working alongside native teachers, their perceptions of native teachers' English instruction, and the identified strengths and weaknesses of native educators.
Procedures of data collection
Given the description of the questionnaire and interviews, this sub-section presents the procedures used in the administration process
The researcher conducted a study at Doan Thi Diem Secondary School, ensuring that students understood the research's objectives and significance before distributing the questionnaire They were encouraged to provide honest responses and were invited to seek clarifications as needed After completing the questionnaire, students were asked to review their answers for any incomplete or missing responses.
Prior to the interviews, participants were informed about the objectives and processes involved, ensuring they understood that their responses would remain confidential Ethical considerations, including cultural sensitivities and environmental policies, were prioritized throughout the interview process Interviews were recorded using an MP4 device and supplemented with notes for accuracy.
This study employed a combination of quantitative and qualitative data collection methods, specifically utilizing content analysis and descriptive statistics The quantitative data gathered from questionnaires were analyzed using percentage calculations, while the qualitative data from interviews were examined through thematic content analysis, focusing on key themes relevant to the research.
This chapter outlines the study's methodology, beginning with the research questions, participants, and instruments used It then details the procedures and methods for data collection The following chapter will discuss the investigation and present the research findings in relation to the previously covered topics.
Summary
This chapter outlines the study's methodology, beginning with the research questions, participants, and instruments utilized It then details the procedures and methods for data collection The following chapter will explore the investigation and present the research findings in relation to the discussed topics.
DATA ANALYSIS AND DICUSSION
Data analysis
4.1.1 Students’ attitudes towards learning English with native English-speaking teachers
My opinions about foreign teachers’ teaching English
Strongly agree Agree Disagree Strongly disagree
A They give us much help on pronunciation 41% 48% 9% 2%
B They provide us with lots of chances to speak English 56% 37% 4% 3%
C I can learn daily English from foreign teachers 30% 46% 17% 7%
D They keep me using English because of their incapability of using my own language
Table 2: Students’ attitudes towards native teachers’ language competence
Figure 1: Students’ attitudes towards native English-speaking teachers’ language competence
According to the data presented, a significant majority of students (88%) hold positive views on the language competence of native teachers, with 89% acknowledging that native instructors greatly assist with pronunciation, serving as ideal models for imitation While non-native teachers may also possess good pronunciation skills, they can sometimes make errors in sounds and stress Native teachers, by contrast, naturally provide a model for students to emulate without needing to exert extra effort Furthermore, 93% of participants believe that native teachers offer ample opportunities for English practice through engaging speaking activities, facilitating easier language use Additionally, 76% of students feel they learn practical, everyday English from native teachers, enabling effective communication with foreigners Importantly, 82% of participants recognize that native teachers' lack of knowledge of the students' native language encourages exclusive use of English in the classroom, helping students adapt to thinking and communicating in English Overall, the consensus among students is that native teachers excel in teaching speaking and pronunciation due to their oral competencies, a sentiment echoed by numerous researchers in the field.
Research by Davies (1991, 2003), Árva and Medgyes (2000), and Liaw (2003) indicates that native English teachers possess superior overall language competence and are more adept at applying their skills in real-life contexts This enhanced "English competence" encompasses greater confidence and a preference for authentic language use over textbook language Consequently, native speakers demonstrate these abilities with greater ease and naturalness compared to non-native speakers, whose skills are often acquired through formal study and professional experience.
Xiaoru (2008) highlights that students prefer native teachers for speaking practice due to their ability to aid in pronunciation Native teachers utilize authentic language, speaking naturally and fluently, which encourages students to engage in English consistently This necessity to communicate in the target language enhances student talking time and reduces reliance on their mother tongue, ultimately improving their speaking skills.
My opinions about foreign teachers’ teaching English
Strongly agree Agree Disagree Strongly disagree
E Their teaching styles motivate me to enjoy the lesson more 40% 29% 23% 8%
F I have less examination stress in class with foreign teachers 37% 32% 23% 8%
G They enable us to take part in a lot of activities 45% 37% 10% 8%
H They help me to learn more about the
Table 3: Students’ attitudes towards native English-speaking teachers’ teaching styles
Figure 2: Students’ attitudes towards native English-speaking teachers’ teaching styles
Chart 2 shows that nearly three-quarters of the students agree that native teachers‟ different teaching styles help them learn more and enjoy the lesson More than half (69%) think that native teachers‟ teaching styles motivate them to enjoy the lesson more This is because they apply new teaching methods while non-native teachers often follow traditional one While students are usually stressed with the exam in non-native teachers‟ class, more than half (59%) agree that they have less stress in class with foreign teachers Less than half (41%) still feel scared in exam, as they want to get high results in all subjects with both native and non-native teachers Furthermore, 84% of the participants think that native teachers enable them to take part in a lot of activities, thus they are more active and more confident in the class Finally, the results show that students (65%) have chance to learn a lot about the English-speaking countries Many studies have also mentioned the differences in teaching styles between native teachers and non-native teachers Árva and Medgyes (2000) and Liaw (2003) claimed that native teachers were more informal in their classroom setting than non-native teachers The native teachers did not follow the curriculum strictly, preferring to use a variety of materials instead of the prescribed ones Some of the other differences found were that the native teachers were found to be more tolerant in correcting mistakes, assigned less homework, favored free activities, used a variety of materials and preferred group work over individual work This also means that students are less stressed in the class and they can take part in many activities in class
My opinions about foreign teachers’ teaching English
Strongly agree Agree Disagree Strongly disagree
I I have more freedom in class with foreign teachers 25% 37% 30% 8%
J They have casual manner, which creates a friendly classroom environment 40% 51% 6% 3%
K I do not hesitate to discuss my opinions with foreign teachers 34% 39% 22% 5%
L They understand children and know their needs
Table 4: Students’ attitudes towards motivation in native English-speaking teachers’ class
Figure 3: Students’ attitudes towards motivation in native English-speaking teachers’ class
The chart indicates that students are significantly more motivated in classes with native teachers, with 57% expressing a sense of freedom in these environments compared to the stricter atmosphere created by non-native teachers An impressive 91% of participants appreciate the casual demeanor of native teachers, which fosters a friendly classroom setting In contrast, the focus on mistakes by non-native teachers often leads to student hesitation in participation Native teachers' approachable nature encourages open discussions, with only 27% of students feeling hesitant to share their opinions However, a notable number of participants believe that native teachers lack an understanding of their needs, as only 45% feel that these educators truly grasp their requirements.
Research by Sahin (2005), Liu & Zhang (2007), and others highlights that native teachers play a crucial role in fostering a student-friendly classroom atmosphere This supportive environment is essential in language classes, as it helps alleviate learners' nervousness and anxiety, which are common challenges in language acquisition.
4.1.1.4 Disadvantages of native English-speaking teachers
My opinions about foreign teachers’ teaching English
Strongly agree Agree Disagree Strongly disagree
M I have difficulties in understanding the lessons because of their different pronunciation and fast speed
N I can not establish a good communication with them as my
O They have different culture, so we easily have misunderstandings 33% 32% 21% 14%
P Their explanation of grammar is not as good as our Vietnamese teachers
Table 5: Students’ attitudes towards the disadvantages of native English- speaking teachers
Figure 4: Students’ attitudes towards the disadvantages of native English-speaking teachers
As can be seen from the above chart, more than half of the respondents (56%) agree with the native teachers‟ weakness; whereas, a bit less than half (44%) disagree with them
Half of the participants in the study report challenges in understanding lessons due to varying speeds of instruction, while the other half claim that they adapt to the voices and accents of foreign teachers over time Only 46% express difficulties in communicating with native teachers, as most have a solid foundation in English from primary school and feel confident in speaking and listening However, more than half acknowledge cultural differences that can lead to misunderstandings during lessons Additionally, 60% of students believe that native teachers struggle with grammar explanations compared to non-native teachers, highlighting a common issue where native instructors may recognize errors but lack the ability to explain the underlying rules effectively.
Nonnative teachers often take pride in their in-depth knowledge of English grammar, allowing them to provide scientific explanations for language constructions and usage Consequently, it is more beneficial for native teachers to lead conversational classes.
4.1.2 Teachers’ attitudes towards the teaching English of native English-speaking teachers
Most respondents express positive attitudes towards native English teachers, with one teacher noting that their teaching style is creative, relaxing, and effective.
However, the respondents mentioned both the strong points and weak points of studying with foreign teachers
Native teachers are highly regarded for their ability to model correct pronunciation and intonation for students Respondents emphasized that these teachers provide an excellent example for learning, as they utilize authentic language and communicate in English with confidence and naturalness.
Students and non-native teachers benefit from lessons with native English speakers, as native teachers demonstrate natural and fluent pronunciation While non-native teachers may articulate words correctly, they sometimes struggle with stress and intonation, leading to less natural speech One non-native teacher noted that working alongside native teachers helps them improve their own pronunciation by learning from their smooth delivery However, some respondents pointed out that variations in accents and voice can hinder student comprehension of native teachers, an issue that will be explored further.
Native teachers are known for their ability to motivate students in learning English, fostering a friendly and relaxed teacher-student relationship Their openness encourages students to participate confidently in class activities Unlike non-native teachers, who often focus on grades and create stress around examinations, native teachers adopt a more casual approach, reducing pressure on students Consequently, students tend to prefer learning with native teachers due to their enthusiasm, creativity, and supportive demeanor.
Participants noted that native teachers employ diverse teaching styles that significantly enhance student motivation One interviewee remarked that native instructors often utilize innovative methods, prioritizing speaking and listening skills, in contrast to Vietnamese teachers who rely on traditional approaches that emphasize grammar This results in students engaging in numerous grammar exercises in non-native classrooms, while they enjoy a variety of interactive activities with foreign teachers Ultimately, native teachers prioritize communicative English teaching, whereas non-native educators focus more on grammar and structural understanding.
In conclusion, native teachers have some strength: language competence, motivating students and new teaching styles
One significant drawback of native teachers is their inability to communicate in the students' native language, which hinders their understanding of students' needs and challenges As one respondent noted, "Native teachers cannot speak students’ own language, so they do not grasp all students’ problems, leading to dissatisfaction with their explanations." Additionally, native teachers lack firsthand experience in learning English, making them unaware of the specific difficulties students face.
Not all native teachers excel in classroom management, often exhibiting a more casual approach compared to their non-native counterparts One respondent noted that classes with native teachers tend to be noisy and less structured, stating, “In class with native teachers, students are often free and noisy.” Another interviewee mentioned that the inability of some native teachers to maintain control has led their school to employ non-native teachers to assist with classroom discipline.
Summary
This chapter outlines the data derived from the study's analysis, discussing the findings in relation to previous research The subsequent chapter will summarize the results, address the study's limitations, and offer recommendations for future research.
RECOMMENDATION AND CONCLUSIONS
Conclusions
This study aimed to discover the attitudes of the teachers and 6 th form students towards learning English with native teachers Students of five bilingual classes, totaling
A total of 105 non-native teachers volunteered for this study, which utilized both surveys and semi-structured interviews to thoroughly explore the research questions The quantitative data was collected using a researcher-designed 4-point scale questionnaire, while five non-native teachers were selected for in-depth semi-structured interviews to provide additional insights.
The following part synthesizes and discusses both survey findings and interview data Discussions are organized following the order of research questions proposed earlier in this study
The study reveals that sixth-form students hold positive attitudes towards learning English with native-speaking teachers, primarily due to their superior oral competence Students appreciate that native teachers serve as effective models for pronunciation, enhancing their speaking skills While non-native teachers may also demonstrate good pronunciation, they occasionally make errors in sounds and stress Native teachers provide ample opportunities for practice through engaging activities and enforce an English-only environment, compelling students to communicate in English This immersion not only helps students become accustomed to speaking and thinking in English but also enables them to learn everyday language, facilitating easier communication with foreigners.
Native teachers possess distinct strengths that enhance the learning experience, particularly through their diverse teaching styles and methodologies Coming from various English-speaking countries, they provide students with real-life insights into the culture and language, fostering a more engaging learning environment Their friendly and casual demeanor helps create a supportive classroom atmosphere, reducing student stress and encouraging open expression of opinions However, some students feel that native teachers may not fully understand their specific needs, highlighting a potential disadvantage compared to non-native teachers.
Native teachers have both strengths and weaknesses in the classroom While their excellent pronunciation is an asset, it can also lead to misunderstandings with students who may not grasp the lesson due to differences in pronunciation or fast speech Additionally, cultural differences between students and native teachers can result in further miscommunication Moreover, many students perceive that native teachers struggle with explaining grammar concepts compared to their non-native counterparts, indicating that native teachers excel more in teaching speaking and pronunciation rather than grammar.
Students generally hold favorable views about learning English with native teachers, which motivates many to pursue exams for the opportunity to study in classes led by these instructors.
The study explored non-native teachers' attitudes towards the teaching of English by native-speaking teachers through interviews with five non-native educators The findings revealed that most non-native teachers hold positive views, appreciating the language competence of native teachers, particularly in pronunciation and speaking skills They noted that native teachers are creative, friendly, and active, which greatly motivates students However, some weaknesses were identified; non-native teachers pointed out that native teachers often lack firsthand experience in learning English and may struggle with classroom management, a strength of non-native teachers Overall, despite these drawbacks, the advantages of native teachers are seen to outweigh the disadvantages, leading non-native teachers to enjoy lessons with them.
Limitations of the study
Despite the statistically significant results and robust research design, this study has notable limitations A primary concern is the limited sample size, with only 100 sixth form students and five non-native English teachers participating in the survey and interviews Consequently, these findings may not accurately represent the broader population of students and teachers in secondary schools.
Moreover, the study has not yet compared the differences in attitudes of students to both non-native teachers and native teachers in teaching English
This study may not be universally applicable to all secondary schools in Vietnam, but it offers valuable insights for Doan Thi Diem Secondary School and other institutions employing native teachers.
In short, all of the limitations are the suggestions for further studies, which will be presented in the next section of this chapter
For the limitations stated above, there are some suggestions for further study relating to this matter
Conducting research with participants from various grades in secondary schools is recommended, as it allows for a comprehensive comparison of students' attitudes toward native English teachers across the entire secondary school population.
Research should be conducted to assess student attitudes towards both non-native and native English teachers, aiming to determine which group is perceived to be more effective in teaching the language.
Finally, it is advisable to carry out a more detailed study on the skills which are taught best by native teachers
To summarize, this chapter presents the conclusion for the study and at the same time points out the limitations and then bring about some suggestions for further study
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Appendix 1: SURVEY QUESTIONAIRE ON 6 TH FORM STUDENTS’ ATTITUDES TOWARDS LEARNING ENGLISH WITH FOREIGN TEACHERS.
This survey aims to assess the attitudes of teachers and 6th form students towards learning English with foreign teachers at Doan Thi Diem Secondary School, as part of my MA thesis titled “An Investigation into Teachers’ and 6th Form Students’ Attitudes Towards Learning English with Foreign Teachers.” Your honest responses to the questionnaire are greatly appreciated, and all information provided will be used solely for research purposes Rest assured, your identity will remain confidential in any discussions of the data.
Thank you very much for your cooperation!
1 Are you male or female? ………
2 Did you learn English with foreign teachers at primary school? ………
B Student’s attitudes towards learning English with foreign teachers
The article invites readers to share their opinions on the effectiveness of foreign teachers in teaching English It emphasizes that there are no correct or incorrect responses, as perspectives vary among individuals Participants are encouraged to indicate their views by marking one of four columns next to each statement provided.
Example: They (foreign teachers) help us much on pronunciation If you strongly agree with this statement, please tick at the column strongly agree
My opinions about foreign teachers’ teaching English
Strongly agree Agree Disagree Strongly disagree
A They give us much help on pronunciation
B They provide us with lots of chances to speak English
C I can learn daily English more from foreign teachers
D They keep me using English because of their incapability of using my own language
E Their teaching styles motivate me to enjoy the lesson more
F I have less examination stress in class with foreign teachers
G They enable us to take part in a lot of activities
H They help me to learn more about the English speaking countries
I I have more freedom in class with foreign teachers
J They have casual manner, which creates a friendly classroom environment
K I do not hesitate to discuss my opinions with foreign teachers
L They understand children and know their needs
M I have difficulties in understanding the lessons because of their different pronunciation and fast speed
N I can not establish a good communication with them as my
O They have different culture, so we easily have misunderstandings
P Their explanation of grammar is not as good our Vietnamese teachers
APPENDIX II: PHIẾU ĐIỀU TRA
VỀ THÁI ĐỘ CỦA HỌC SINH LỚP 6 ĐỐI VỚI VIỆC HỌC TIẾNG ANH VỚI NGƯỜI BẢN NGỮ TẠI TRƯỜNG TRUNG
HỌC CƠ SỞ ĐOÀN THỊ ĐIỂM
Các con học sinh thân mến!
Cô hiện đang thực hiện tiểu luận thạc sĩ với đề tài "Thái độ của giáo viên và học sinh lớp 6 đối với việc học Tiếng Anh với người bản ngữ" tại trường trung học cơ sở Đoàn Thị Điểm Mục đích của nghiên cứu này là tìm hiểu thái độ của học sinh lớp 6 đối với việc học Tiếng Anh với người bản ngữ Cô mong các con dành chút thời gian để hoàn thành phiếu điều tra dưới đây, lưu ý rằng đây không phải là bài kiểm tra và không có câu trả lời đúng hay sai.
“đúng” hay “sai” Các con hãy đưa ra câu trả lời chân thực nhất bởi chỉ có như vậy mới đảm bảo sự thành công của nghiên cứu này
Xin chân thành cảm ơn sự hợp tác của các con!
3 Con có được học Tiếng Anh với giáo viên bản ngữ ở trường tiểu học không?
B Thái độ của học sinh đối với việc học Tiếng Anh với giáo viên bản ngữ
Hãy chọn (V) vào các ô hoàn toàn đồng ý, đồng ý, không đồng ý, hoặc hoàn toàn không đồng ý cho những ý kiến liên quan đến việc giảng dạy tiếng Anh của giáo viên bản ngữ.
Ví dụ: Họ giúp chúng con phát âm tốt hơn Nếu con hoàn toàn đồng ý với ý kiến này thì con hãy tích vào cột hoàn toàn đồng ý
A Họ giúp chúng con phát âm tốt hơn
B Họ khuyến khích chúng con tham gia nhiều hoạt động trong giờ học
C Họ tạo cho chúng con nhiều cơ hội để giao tiếp bằng Tiếng Anh
D Chúng con có khó khăn trong việc hiểu bài vì họ có cách phát âm khác và họ nói nhanh
E Họ có phong cách thoải mãi do đó họ tạo ra môi trường thân thiện trong lớp học
F Con không thể giao tiếp một cách tự nhiên với họ bởi vì khả năng Tiếng Anh của con còn nhiều hạn chế
G Con bị ít áp lực thi cử hơn khi con học với giáo viên nước ngoài
H Con không ngần ngại chia sẻ ý kiến của mình với giáo viên
I Họ không hiểu học sinh và không biết được nhu cầu của học sinh
J Cách dạy của họ khuyến khích học sinh thích học hơn
K Khả năng dạy ngữ pháp của họ còn nhiều hạn chế so với giáo viên Việt
L Chúng con luôn luôn phải sử dụng
Tiếng Anh vì họ không thể nói được ngôn ngữ của chúng con
M Chúng con được tự do và thoải mái hơn trong lớp học
N Chúng con được học Tiếng Anh giao tiếp hàng ngày
O Họ giúp chúng con hiểu biết hơn về nền văn hóa của các nước nói Tiếng Anh
Interview with non-native English teachers
I appreciate learning English from native teachers due to their creative, relaxed, and effective teaching styles They employ diverse methods that emphasize speaking and listening skills, contrasting with Vietnamese teachers who typically rely on traditional approaches focused on grammar In native teachers' classes, students engage in various activities, while non-native teachers often prioritize extensive grammar exercises.
Native English teachers are excellent models for pronunciation, utilizing authentic language and demonstrating confidence in their speech However, their inability to communicate in students' native languages can lead to misunderstandings and dissatisfaction with explanations Additionally, since native teachers lack personal experience in learning English as a second language, they may not fully grasp the challenges students face.
Native teachers speak English fluently and naturally, using the language consistently in the classroom While non-native teachers may have correct pronunciation, they often struggle with stress and intonation, leading to less natural speech Conversely, native speakers learn language rules informally, which can hinder their ability to explain grammar concepts clearly and effectively to students.