INTRODUCTION
English has become increasingly essential, serving as a gateway to better job opportunities across various industries, as noted by Hoang (2018) In Vietnam, English is taught in schools, universities, and evening language centers, resulting in a higher number of English teachers and students compared to other subjects Despite speaking being one of the most challenging aspects of language acquisition, many learners struggle to articulate their thoughts verbally To enhance English speaking skills, early learning is vital, prompting more parents to seek suitable English centers for their kindergarten-aged children A key factor influencing their choice is the presence of native teachers, who play a significant role in the success of students' English speaking proficiency.
Vietnam has seen a significant rise in English language education, with numerous public and private English centers established across the country According to Hoang (2018), these include foreign and joint venture language schools, university language centers, and institutions from various sectors, all utilizing English as a primary means of communication Notable organizations such as the British Council, American Apollo, Cambridge International Examinations, and TOEFL and TOEIC have made their mark, alongside a growing number of private English-medium schools primarily located in major cities.
Vietnam is becoming a popular destination for children from affluent families, leading to significant advancements in English language education The dedication of these families has accelerated the development of English proficiency and enhanced the quality of teaching and learning However, the actual effectiveness and contribution of native speakers in these educational centers remain under-researched.
Clever School English Centre is a small English center in Thanh Tri,
Ha Noi has seen significant growth in its English learning centers over the past decade, with one particular center gaining the trust of numerous parents and children due to its professional and experienced teaching staff Despite this, the effectiveness of native English speakers in enhancing students' speaking skills has fallen short of expectations, leaving many young learners struggling with English communication This prompted the author to conduct a survey focused on the impact of native speakers on English speaking proficiency among young learners at a foreign language center in Hanoi, aiming to identify strategies for improvement.
2 Aims and objectives of the study
The study investigates the impact of native speakers on young learners' English speaking skills at the Clever School English Centre The primary objective is to explore how native speakers contribute to language acquisition among students.
- Investigating the current situation of English speaking lessons of young learners with native speakers at the center
- Finding out the role of native speakers for young learners to speak English of at the Centre
- Proposing some solutions to improve the role of native speakers for young learners to learn English speaking at the center
In order to achieve the above aims, the following research questions are suggested:
- What is the current situation of English speaking lessons of young learners with native speakers at the center?
- What are the roles of native speakers to young learners at the center to speak English?
- What should be done to improve the role of English native speakers in teaching English speaking skills for young learners at the Center?
A study at the Clever English Center examined the challenges faced by fifty young learners in a speaking class with five native speakers It focused on how these native speakers influenced the English speaking skills of the young learners Based on the findings, recommendations were made to enhance the role of native speakers in teaching English speaking skills to young learners at the Center.
This study utilized both qualitative and quantitative methods to assess the current status of English speaking lessons taught by native speakers to young learners A survey questionnaire was administered to 50 young learners, serving as the primary tool for data collection Additionally, classroom observations were conducted to evaluate the role of native speakers in enhancing speaking skills, allowing the researcher to verify the dynamics of speaking lessons The collected data was subsequently sorted and analyzed quantitatively to derive meaningful insights.
In conclusion, based on the gathered data, recommendations have been developed to enhance the involvement of native English speakers in teaching speaking skills to young learners at the Center.
This study aims to enhance the understanding of the roles of native speakers in English language education for young learners It will examine the current state of English speaking lessons provided by native speakers at the medium English center and assess their impact The findings will be disseminated among English teaching centers, offering positive solutions to improve young learners' speaking skills Additionally, the results will serve as a valuable database for future research in this area.
The study is organized three parts as follows:
Chapter 1, INTRODUCTION, presents rationale, objectives, research questions, scope, methods, significance, and design of the study
Chapter 2, LITERATURE REVIEW, presents a review of literature and theoretical background and related studies
Chapter 3, METHODOLOGY, introduces the research context and methodology of the study including the context, the subject, the data collection instruments, data collection procedure, and data analysis
Chapter 4, titled "Findings and Discussion," provides a comprehensive overview of the data collected and an in-depth analysis of the results This section emphasizes the presentation, analysis, and discussion of findings derived from the survey questionnaire and classroom observations Additionally, it offers interpretations of the results and presents recommendations for native speakers, young learners, and the management board of the center.
Chapter 5, CONCLUSION, offers a summary of the key findings, implications, limitations, and future directions for further study
LITERATURE REVIEW
Review of previous studies
The topic of Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNSTs) has garnered significant interest from researchers worldwide This section provides a concise overview of relevant studies related to my thesis, highlighting findings from both Vietnam and international contexts.
This section presents research findings from various countries where English is taught as a foreign language, highlighting studies conducted by Dr Ismet Sahin (2005), Yuko Goto Butler (2007), and Rahmila Murtiana.
Dr Ismet Sahin's 2005 study examined the impact of native English-speaking teachers on the attitudes and success of EFL learners in Turkey The findings, derived from analyzed questionnaires, revealed that learners exposed to native speakers exhibited more positive attitudes toward the English-speaking community and achieved higher success in their English lessons compared to those without such exposure However, the study did not specify the age range of the EFL learners involved.
Yuko Goto Butler (2007) aimed to identify perceptional factors that native speakers were the ideal language teacher This study focused on
A study involving Japanese elementary school teachers revealed their self-assessed English proficiency levels, attitudes toward nonstandard forms of English, and pride in their language and cultural heritage while introducing English activities in their classrooms However, the applicability of these findings to other teaching contexts remains uncertain.
In her 2011 study, Rahmila Murtiana explored students' perceptions of native speaker teachers (NST) and non-native speaker teachers (NNST) at a university in Indonesia, focusing on English language learning The research utilized a questionnaire to gather data, revealing that students held a positive attitude towards both NSTs and NNSTs Despite this positivity, students faced challenges in the learning process with both types of teachers Murtiana proposed several recommendations for teacher education and professional development, aiming to help non-native teachers maximize their potential.
Omar Al-Nawrasy (2013) explored the impact of native versus nonnative English teachers on tenth-grade students' speaking skills achievement Utilizing a speaking test conducted at the end of the first term of the 2008/2009 academic year, the study found no significant differences in overall speaking test scores among students The author emphasized that a trained, proficient, and passionate teacher can effectively engage students, regardless of their background However, the research was limited to public schools where students had minimal exposure to English, with only a few hours of instruction per week and limited opportunities for communicative practice.
Research methods and contexts yield varied findings, highlighting the numerous factors that influence English speaking skills Among these, the presence of native speakers is crucial in aiding learners to effectively communicate in English Nevertheless, the specific roles of native speakers in teaching young learners at private centers remain underexplored.
2.1.2 Previous studies in Viet Nam
Research on students' perceptions of Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) has been a significant focus both globally and in Vietnam This article highlights selected domestic studies that explore this topic in depth.
Walkinshaw and Duong (2012) explored the prevalent belief that English as a foreign language learners favor native-speaker teachers over non-native speakers Their study assessed the value Vietnamese EFL students place on native versus non-native speakers in relation to essential qualities of effective language teachers, including professional, personal, pedagogical, cultural, and linguistic attributes However, a limitation of the research was that it focused solely on data collected from tertiary institutions.
Le Pham Hoai Huong (2013) examined game activities utilized in primary English classes at a center in Vietnam, employing video recordings and teacher interviews The study highlighted various engaging activities, such as bingo, miming, hangman, and Total Physical Response (TPR) methods While the findings stemmed from a small-scale study with limited generalizability, the paper offered valuable suggestions for implementing specific game activities to enhance targeted skills and language areas in primary English education However, the roles of Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) at the center were not clearly defined.
Tuan and Mai (2015) explored the challenges faced by students in public high school speaking lessons and the factors influencing their speaking performance Utilizing questionnaires and class observations as research tools, the study revealed that students encountered significant difficulties in learning to speak English A key factor identified was the impact of Non-Native English Speaking Teachers (NNESTs) on their speaking skills.
The research did not recommend hiring native teachers to teach English in schools, despite the potential benefits for improving students' attitudes, motivation, and pronunciation.
In summary, the author highlights domestic studies suggesting that Native English-Speaking Teachers (NESTs) are more effective than Non-Native English-Speaking Teachers (NNESTs) in teaching speaking skills Additionally, the incorporation of game activities in primary English classes is emphasized as essential for enhancing language learning.
Research indicates that native speaker teachers significantly influence students' attitudes and motivation, potentially enhancing their academic achievement However, there remain unanswered questions regarding the specific impact of native speaker teachers on developing speaking skills This thesis aims to explore the essential role of native teachers in teaching speaking skills to younger learners at English private centers.
Review of theoretical background
Speaking is defined in various ways by language learning researchers According to the Webster New World Dictionary, speaking involves orally articulating words, communicating through conversation, making requests, and delivering speeches Chaney further emphasizes the importance of speaking as a fundamental component of effective communication.
Speaking is a dynamic process of creating and sharing meaning through verbal and non-verbal symbols, influenced by various contexts, including participants, their experiences, and the environment (Brown, 1994; Burns & Joyce, 1997) It is an interactive and often spontaneous activity that evolves over time, although certain language functions can be predictable in specific situations, such as declining invitations or requesting time off To speak effectively, learners must develop both linguistic competence—knowledge of grammar, pronunciation, and vocabulary—and sociolinguistic competence, which involves understanding the appropriate contexts and purposes for communication Achieving fluency in speaking requires mastering these competencies to navigate diverse conversational scenarios successfully.
English, they need to be able pronounce phonemes correctly, use appropriate stress and intonation patterns and speak in connected speech (Harmer, J 2007)
Speaking is an interactive process that involves producing, receiving, and processing information within a specific context For an effective English speaking lesson, students must communicate fluently and accurately Crucially, the interaction between teachers and students, as well as among students themselves, plays a vital role in determining the effectiveness of the lesson.
According to Turk, Christopher (1985), speaking process includes three main steps in speaking class as followings:
Pre-speaking activities are essential as they occur before students engage in actual speaking, allowing them to plan and organize their thoughts These activities help students generate and explore ideas for their speaking topics, while also focusing their attention on the speaking process The primary goals of pre-speaking are to enhance learners' metacognitive awareness regarding speaking and to prepare them for specific speaking tasks set by the teacher Additionally, teachers play a crucial role in readying students for the speaking activity by incorporating language awareness exercises, such as vocabulary and grammar related to asking and giving directions.
Effective communication aims to achieve specific tasks, such as delivering messages, gathering information, or sharing opinions Authentic interactions involve an information gap, where each participant possesses unique knowledge To fulfill their communication goals, individuals often need to clarify meanings or confirm their understanding Instructors can enhance classroom speaking activities by incorporating clear purposes, information gaps, and diverse expression methods Combining structured output activities, which focus on error correction and accuracy, with communicative output activities that promote freer language use, is essential for developing students' communicative competence.
Following speaking experiences, both formal and informal, it is important to have students reflect upon their performance because students
Students who reflect on their speaking experiences enhance their speaking skills and set improvement goals Through self-assessment, they identify strengths and areas for growth Involving teachers and peers in the evaluation process allows for diverse feedback, which can be delivered orally, in writing, or both Structured peer conferences, guided by teacher-defined questions or open discussions, facilitate meaningful dialogue and constructive criticism, ultimately promoting effective communication skills.
To enhance speaking skills in the classroom, teachers and students should incorporate a variety of effective activities, such as acting from a script, engaging in communication games, facilitating discussions, delivering prepared talks, conducting questionnaires, and participating in simulations and role-plays (Hammer, 2007).
Teachers can engage students by having them act out scenes from plays or course materials, which can be filmed for added fun This activity often includes students performing dialogues they have created, enhancing their creativity and understanding of the content.
Communication games are designed to encourage students to speak quickly and fluently, with two notable categories being information-gap games and television and radio games These interactive activities foster effective communication skills among learners.
Discussions can vary widely, from formal, large-scale events to casual, small-group interactions Key formats include Buzz groups, Instant comments, Formal debates, Unplanned discussions, and efforts to reach a consensus Each type of discussion offers unique advantages, enhancing engagement and understanding among participants.
Prepared talks are a popular activity in which students present on a topic of their choice Unlike informal conversations, these presentations are structured and resemble written communication However, students are encouraged to use notes instead of reading from a script to enhance their delivery.
Questionnaires are valuable tools that facilitate structured communication between the questioner and the respondent When well-designed, they encourage the use of specific language patterns, making them effective in enhancing communication skills Students can create questionnaires on various relevant topics, with teachers providing guidance throughout the design process The data collected from these questionnaires can serve as a foundation for written assignments, discussions, or presentations.
Simulation and role-play activities are effective tools for enhancing general oral fluency and preparing students for specific scenarios, particularly in English for Specific Purposes (ESP) contexts To maximize their effectiveness, students must have a clear understanding of the situation and sufficient background information to navigate it successfully While creativity is encouraged, a lack of information can hinder their ability to perform effectively.
Among the above activities mentioned by Hammer (2007), communication games, discussion, prepared talks, questionnaires, simulation and role-play are regularly used in the English speaking classrooms but how
13 often the teachers organize them and how effectively they use them we will explore in the case of this study
The author suggests that effective classroom speaking activities should follow three essential steps: pre-speaking, while-speaking, and post-speaking However, the success of these steps largely depends on the interactions between the teacher and students during the speaking activities.
1.2.1.3 Factors that cause speaking difficulties to EFL learners
According to Ur (1996), there are many factors that cause difficulty in speaking, and they are inhibition, lack of topical knowledge, low participation, and mother-tongue use
Inhibition is a common challenge faced by students in the classroom, often stemming from a fear of making mistakes and concerns about receiving criticism This fear can prevent them from actively participating and expressing their thoughts during discussions.
The second problem is that learners complain that they cannot remember anything to say and they do not have any motivation to express themselves
Summary
This chapter provides a comprehensive overview of key concepts related to speaking, focusing on definitions, the role of native speakers, and the characteristics of young learners It also reviews previous studies conducted both internationally and in Vietnam Furthermore, the author delves into classroom speaking activities, identifies factors that contribute to speaking difficulties, and outlines the essential roles of EFL/ESL teachers in facilitating English speaking Lastly, it highlights the fundamental principles for effectively teaching English to young learners.
On the whole, the theoretical background is informative and clear for the author to continue with the research The next chapter will present the research methodology
RESEARCH METHODOLOGY
Restatement of research questions
This study explores the impact of native speakers on young learners' English speaking skills at Clever School English Centre The author seeks to address key questions regarding this influence.
- What is the current situation of English speaking lessons of young learners with native speakers at the center?
- What are the roles of native speakers to young learners at the center to speak English?
- What should be done to improve the role of English native speakers in teaching English speaking skills for young learners at the Center?
The setting of the study
The center employs 24 young teachers aged between 25 and 38, with teaching experience ranging from 1 to 10 years Among them, there are 7 full-time and 8 part-time non-native English teachers, most of whom graduated from prestigious Vietnamese universities, including Foreign Trade University and Vietnam National University While these teachers are well-trained and qualified, some are relatively inexperienced They manage 20 classes focused on listening, reading, writing, and language skills, with each class meeting twice a week Additionally, the center organizes annual training courses to help teachers learn new English teaching methods and improve their skills.
The teaching quality of English at the Centre is enhanced by a team of nine native English teachers, comprising three full-time and six part-time instructors These educators hold internationally recognized certifications such as TESOL and CELTA, and bring valuable experience from countries like the US, UK, and Australia, with 4 to 7 years of teaching English speaking skills They are responsible for conducting ten classes, each focused on speaking English, with one session per week for every class.
The young learners, comprising around 120 students primarily between kindergarten and middle school ages, are focused on enhancing their English skills While they aim to improve their speaking abilities alongside reading, writing, and listening, there is a noticeable disparity in their English proficiency, particularly among those aged 9 to 14, resulting in insufficient speaking skills.
The center boasts modern facilities that meet international standards, featuring spacious classrooms equipped with overhead projectors, TVs, DVD players, and cassette players Designed for comfort and relaxation, these scientifically arranged classrooms accommodate an average of 8 to 12 students, promoting effective listening and speaking skill development Additionally, the flexible arrangement of chairs, tables, and boards facilitates direct interaction between teachers and students, allowing for a variety of engaging activities.
The curriculum is meticulously organized with diverse content tailored to students' abilities and levels English course books are primarily developed by experienced teachers at the center, drawing inspiration from renowned materials for young learners, including titles like My Little Island and Family.
The course books "25 and Friends," "Amazing," "Get it UP," "Oxford Phonics World," "Grammar Friend," "Starters," "Movers," and "Flyers" cater to all levels of learners They effectively engage and motivate students, fostering the development of their speaking skills.
Classroom activities, such as singing, reading poems aloud, engaging in dialogues, role-playing, presentations, and games, are crucial for enhancing student engagement This blend of learning and play fosters a more active learning environment, boosting students' confidence in their speaking abilities.
The center boasts well-equipped facilities and qualified teachers; however, the limited number of native speakers and the inexperience of some non-native teachers may hinder effective teaching methods for young learners.
Participants
A survey was conducted with 50 students from the Immediate program class, selected for their kindness, friendliness, and honesty These participants were chosen due to their extensive experience at the center, which has provided them with a deep understanding of the crucial role native speakers play in developing English speaking skills.
The author participated in five English-speaking classes led by experienced native speakers, consisting of three full-time and two part-time instructors known for their effective teaching methods and extensive experience While Vietnamese assistants were present to provide necessary interpretation, the author focused solely on the native speakers’ pronunciation, proficiency, and rich vocabulary and structures utilized in teaching speaking skills.
Data collection instruments
The data collection instruments used to conduct this study are questionnaire and class observation
A survey questionnaire with closed questions was administered to collect data from 50 students at the immediate classes at Clever School English Centre
The questionnaire consists of 14 questions which are designed in four parts with aiming at answering the three research questions mentioned above
To get this aim, the questionnaire is categorized into the following groups:
Information on the reality of English speaking lessons
Information on the roles of native teachers in speaking lessons
Suggetions for improving the roles of native speakers in English speaking lesson of younger learners
In order to collect reliable data and information from the subjects, questionnaires for students were well instructed for the participants to be clear about the questionnaire
3.4.2 Class observation of the author
Based on survey results, a class observation sheet was developed, comprising three key sections: the teacher's preparation, the teacher's presentation, and the interaction between the teacher and students.
In addition, three speaking learning classes are attended by the author
Class observation aims to evaluate the teaching methods employed by native English teachers in facilitating students' speaking skills It also seeks to assess the effectiveness of these methods in achieving positive outcomes, while reexamining young learners' responses from questionnaires This process provides valuable insights into the teaching and learning dynamics in the classroom.
The author identifies students' preferences for learning, their interest in speaking English with native speakers, and the challenges faced by both students and native teachers during speaking lessons Based on observations and analysis of questionnaires, targeted recommendations are provided for native English teachers to enhance the quality of English speaking instruction.
Data collection procedures
A questionnaire was distributed to 50 students from the immediate program to gather essential information The students were informed in Vietnamese about the study's purpose, methods, and requirements to ensure their understanding and willingness to participate Due to the young age of the participants, collecting data within a limited timeframe proved challenging Despite clear and careful explanations, it took the author a week to complete the data collection process for the questionnaire.
The researcher sought permission from native English teachers to observe their classes and successfully secured agreements from five teachers for class observations During these lessons, Vietnamese assistants provided language interpretation support, although their roles were somewhat unclear The focus of the observations remained primarily on the performance of the native English speakers.
Analysis of data
The author gathered data through separate methods of questionnaires and observations By analyzing the information obtained from these surveys and class observations, the researcher can calculate percentages and assess the preliminary data, providing a comprehensive overview of the results.
The study synthesized and sorted 28 outcomes, focusing on key aspects such as the current state of English speaking lessons, the roles of native teachers, suggestions for enhancing their effectiveness, teacher preparation, and interactions among teachers and students as well as among students themselves The author plans to analyze the questionnaire and observation results, presenting the findings through bar charts for clarity and effective communication.
Summary
This chapter provides a comprehensive overview of the study's setting, participants, instruments, data collection methods, and data analysis techniques Key findings will be explored and discussed in the following chapter.
DATA ANALYSIS AND FINDING
Data analysis
3.1.1.1 Information on the current situation of English speaking lessons
The below bar chart illustrates the reality of English speaking learning lessons at the Clever English center
Figure 3.1: The reality of English speaking teaching lessons
Most students found the speaking lessons engaging and enjoyable, largely due to the variety of games incorporated into the activities Additionally, 76% of the students reported that English was utilized throughout the lesson, while 56% expressed positive feedback regarding their overall experience.
Interesting Vocabulary English use Games Topic Songs and stories
During the lesson, students were provided with 30 vocabulary words, and their positive attitude towards the speaking activities was evident The percentage of students who disagreed with the use of English and games in the lesson was minimal However, a significant number of students expressed disagreement regarding the topics and storytelling aspects, indicating a limitation in their ability to present topics and tell stories in front of the class This suggests that only a few students are comfortable engaging in these activities.
3.1.1.2 Information on the roles of native teachers in speaking lessons
The analysis of the results clearly indicates that students greatly enjoyed speaking lessons with native speakers This raises the question of why native teachers are so effective in these lessons and what specific roles they play The following chart will outline their key contributions in speaking lessons.
Figure 3.2: The roles of native teachers in speaking lessons
It is clear that students highly appreciated the ability of organizing game activity (counting 82%) and an abundant and reliable source on pronunciation and vocabulary of native teachers (counting 76%) Besides,
Motivater Source Organizer Presenter Feedback provider Participant
The English speaking class fostered a friendly, enthusiastic, and patient atmosphere, making students feel welcomed Additionally, 58% of students noted that their native teachers consistently corrected their pronunciation during conversations These insights highlight the significant role native teachers play in motivating young learners.
While native teachers offer numerous benefits, they often struggle to introduce new vocabulary and guide students in dialogue or presentations, particularly with younger learners in kindergarten and primary levels Teaching methods are typically focused on communication and games rather than writing Notably, 48% of students disagree that native teachers speak English slowly and clearly, which may stem from various factors, including students' limited listening skills, unfamiliar accents, and insufficient vocabulary introduction at the outset.
In conclusion, while native speakers foster positive motivation among children during speaking lessons, they often fail to consistently apply common teaching methods used by non-native speakers, such as writing details on the board and providing new vocabulary in advance This inconsistency may lead to misunderstandings and lower engagement from students.
3.1.1.3 Suggetions for improving the roles of native speakers in English speaking lesson of younger learners
With two questions on the favorite activities and topics, the author could collect the data to improve the roles of native speakers in English speaking lesson of younger learners
Finger 3.3: The favorite activities in speaking lessons by native speakers
Younger learners predominantly favor engaging activities, with 58% selecting "Role play" and 46% opting for singing This preference aligns with their inherent characteristics, as young learners thrive in dynamic environments rather than stationary tasks Incorporating games like role play and singing fosters an active and stimulating learning atmosphere, enhancing their educational experience.
Many young students find the "listen and repeat" method unengaging, with 62% expressing disagreement and only 28% in agreement Additionally, a significant number of these students struggle with vocabulary and sentence structures, making it difficult for them to articulate their ideas or recall details from English stories, which contributes to their disinterest in storytelling.
Many activities had not been provided in the questionnaires so young students could not know what and how they were so most of young students chose ―neutral‖
Sing Role play Play games Tell story Others
Finger 3.4: The favorite topics during speaking lesson by native speakers
At the Clever English center, young learners gravitate towards familiar and engaging topics such as numbers, colors, family, toys, pets, classroom objects, and clothing, as these subjects are closely related to their daily lives In contrast, topics related to daily life and cities are less popular due to their challenging and unfamiliar vocabulary, leading to a significant percentage of students expressing neutrality towards these subjects This observation reinforces the idea that the more relatable and accessible the topics, the more captivating they are for young learners.
In terms of teacher‘s preparation, the author found that the native English teachers did not perform this well They did not overview the content
Number, color Family, toy, pet Clothes, classroom object Daily activities City Others
34 which they would provide the students and the targets the students would have to get after the speaking lesson
In addition, the author did not find the relation between the previous lesson and the current one when the native English teachers started the lesson
As the result, the students cannot remember the knowledge that they had been taught before and the vocabulary and structures in the previous lesson were not reminded to them
Besides, the teachers did not write the new words or phrases on the board regularly so some students could not catch the meaning of them clearly
When attending class, the author found that both advantages and disadvantages of native English teachers were shown
The advantages of the teaching approach include a gradual and clear presentation of tasks, which effectively enhances students' listening and speaking skills Additionally, the use of diverse vocabulary in a natural context encourages students to infer the meanings of new words Consequently, students can significantly improve their vocabulary and listening abilities by engaging with native teachers.
Despite efforts to enhance speaking lessons, several disadvantages remained evident Firstly, classroom activities lacked specificity and seamless transitions, leaving students unclear about upcoming tasks Secondly, native English teachers overly focused on game-based activities, neglecting essential practices like speaking exercises with pictures and comprehensive development of listening, speaking, reading, and writing skills Furthermore, the teachers dominated the conversation, directing students in activities without allowing for meaningful presentations or student-led interactions.
The author observed that 35 students engaged in mono talks during class, leaving no opportunity to determine if native teachers addressed incorrect pronunciations Additionally, the teaching methods employed, which included presentations and flashcards, were more appropriate for kindergarten and primary levels rather than secondary education, where students must focus on preparing for their exams.
3.1.2.3 The interaction between teacher and students
The author aimed to investigate the communication dynamics between teachers and students during various classroom activities, including explanations, praise, encouragement, and corrections Unsurprisingly, the findings revealed that most interactions were teacher-centered, primarily occurring when the teacher assessed students' understanding and prompted them to respond Students were encouraged to ask questions if they felt confused or needed further clarification However, cultural and linguistic differences sometimes led to unclear responses from teachers Despite these challenges, native English teachers foster a warm, open, and friendly learning environment, which contributes to students' preference for learning English with them over non-native teachers.
3.1.2.4 The interaction between students and teacher
The author observed that interactions between students and the teacher often arose when students sought clarification on concepts that were unclear During lessons, students frequently inquired about new vocabulary, prompting the teacher to provide direct answers or subtle hints to guide their understanding This dynamic exchange fosters a deeper learning experience and enhances vocabulary acquisition.
The study revealed that while the 36 method helped students retain information and engage their thoughts, only a small fraction, about one-third, of secondary students felt confident enough to participate actively in speaking lessons In contrast, kindergarten and early primary students exhibited greater enthusiasm and naturalness, largely due to their involvement in various game activities Ultimately, the findings suggest that as students progress to higher levels, their participation in speaking classes tends to diminish.
3.1.2.5 Interaction between students and students
Some major findings and discussions
4.2.1 The current situation of English speaking lessons with native speakers of young learners
3.2.1.1 The native teacher’s preparation before the lesson
While flashcards and handouts are typically prepared for each lesson, the author observed that native English teachers often neglect to review the content and objectives that students should achieve after speaking lessons Furthermore, there is a lack of connection between previous and current lessons, which hinders the overall learning experience.
English teachers initiated the lesson without revisiting previously taught material, leaving students struggling to recall essential vocabulary and structures Additionally, new words and phrases were not consistently written on the board, causing some students to miss their meanings clearly.
3.2.1.2 The content of the lesson
The three essential stages of pre-speaking, while speaking, and after speaking were not clearly defined in the lesson Native speakers initiated the class with a game or engaging activities that were not included in the learners' course book, making them challenging to follow However, most topics covered in the speaking lesson were relatable and familiar to the students' everyday lives.
3.2.1.3 The interaction between teacher and students, students and teacher, students and students
Native English teachers create a warm and friendly speaking environment that encourages students to engage and think critically However, despite learning from these native speakers, many students lack confidence in their English abilities and feel nervous when practicing with them, fearing that they may not be understood A significant concern is that native speakers often speak too quickly for students to comprehend Consequently, students express a desire for slower speech Additionally, cultural differences can create discomfort, which could be alleviated by implementing an orientation program for native teachers to better understand their students' needs.
Teachers assigned to specific institutions often participate in orientation programs that cover cultural and local language learning This mutual exchange allows native-speaking teachers to gain insights from non-native teachers, fostering an environment where students' expectations are met By understanding students' cultural backgrounds and their varying levels of English proficiency, native-speaking teachers can provide more effective support.
Despite the opportunities for interaction, students often communicate in English only during games or group activities, while predominantly relying on their native language in other situations.
3.2.1.4 Teaching method of native teachers
The classroom activities lack clear transitions, leaving students uncertain about what to expect next Native English teachers focus excessively on games, neglecting essential practices like speaking through picture prompts and comprehensive listening, speaking, reading, and writing exercises Additionally, the teachers often dominate conversations, making it difficult for students to keep up, and there is a lack of opportunities for student presentations or individual speaking, limiting feedback on pronunciation errors Furthermore, the teaching methods employed, primarily using presentations and flashcards, are more appropriate for kindergarten and primary levels, failing to meet the needs of secondary students who are preparing for exams.
3.2.1.5 The achieved results after lessons
To enhance their familiarity with native English pronunciation, students must engage in more speaking practice during class activities Consequently, native English teachers should prioritize speaking skills over game-based activities However, students often face challenges in learning to speak English effectively, which can hinder their progress.
Many students tend to translate words from their mother tongue into English on a word-for-word basis, which hampers their speaking skills Consequently, the effectiveness of English language instruction by native teachers has been subpar, as students struggle to apply and enhance their spoken English As a result, students hold a low perception of the role of native English teachers in their language learning journey.
Despite some challenges during lessons, the author acknowledges the significant effectiveness of English instruction for young learners Native teachers provide an immersive environment where students can practice listening and gradually become familiar with diverse vocabulary, accents, and intonations Furthermore, learning with native speakers encourages students to communicate in English, enhancing their speaking skills Additionally, the natural teaching methods, which incorporate engaging games and activities, foster motivation and enthusiasm for learning the language.
4.2.2 The role of native speakers for young learners at the center to speak English
According to linguists Brown (2001) and Harmer (2007), teachers fulfill essential roles in language instruction, including controller, director, manager, facilitator, source, organizer, feedback provider, prompter, and participant The analysis revealed that native teachers at the center exhibited these roles, though not all were demonstrated actively and effectively The author further elaborated on the advantages and disadvantages of these teaching roles.
3.2.2.1 The advantages of native teachers
For the first role as a facilitator and a feedback provider, native English teachers are very friendly and enthusiastic with the students As the result,
40 they are also able to increase students‘ motivation and make students become more interested in learning English with various exciting games
Native teachers possess authentic accents, intonations, and a rich vocabulary, ensuring their pronunciation is exemplary They serve as ideal pronunciation models for students, allowing young learners to enhance both their pronunciation and vocabulary In this context, native speakers are invaluable resources for effective language acquisition.
Last but not least, in term of function as a controller, a director, a manager, an organizer, and a participant, they organized game activities humorously, naturally, and energetically
3.2.2.2 The disadvantages of native speakers
Although native speakers expressed their vital functions, some drawbacks that the author had observed during the period of attending the classrooms in English were specifically remained as follows:
Native English teachers often prioritize game-based learning, which can limit the variety of activities designed to enhance students' speaking skills.
In addition, the native English teachers do not use a variety of methods or innovate teaching methods to teach the students to speak English
Native English teachers often overlook the importance of teaching speaking skills and addressing students' questions, instead hastily transitioning to other classroom activities.
In summary, the teachers implemented all the active roles but their techniques as well as their approach to encourage student to speak English were still limited
Possible solutions to improve the roles of native speakers in English
Based on the findings of the study, a number of suggestions for improving the role of native speakers will be presented in details as follows
4.3.1 Reinforcing the teaching method quality of native English teachers
Learning English with native teachers is essential for students to enhance their communication skills Engaging with native speakers allows students to acquire natural pronunciation in Standard English while practicing their listening and speaking abilities, ultimately fostering confidence and active participation To maximize these benefits, it is crucial for native teachers to refine their teaching methods While many possess TESOL and CELTA certifications, these qualifications may not adequately address the needs of young learners; therefore, obtaining a TEYLT certificate would be beneficial for improving their teaching effectiveness.
4.3.2 Investing more equipment and facilities for a more convenient classroom
A well-equipped and vibrant classroom environment significantly enhances the learning experience, boosting the effectiveness of English teachers Regular and diligent implementation of advanced facilities is essential for optimal teaching outcomes It is crucial for the administrative office and center director to oversee and strategically invest in quality resources to support both teaching and learning.
4.3.3 Motivating the younger learners’ speaking awareness
Despite a teacher's exceptional skills, students cannot achieve their full potential without embracing the adage "practice makes perfect." Therefore, learners must engage with English regularly, both in speaking and writing To facilitate this, they should feel comfortable and confident in front of their peers, whether by singing, reading, or presenting topics Regular practice in these areas is essential for their language development.
42 song with English music on television with the internet at home or read a dialogue with following of teacher in class
Students should regularly review the vocabulary provided by their teachers For kindergarten and primary levels, parental involvement is essential for effective learning In contrast, secondary students can enhance their language skills by practicing speaking with classmates independently.
In generally, the higher motivation to speak English students have, the more progressive they get.
Summary
This chapter examines specific data to assess the current state of English speaking lessons, highlighting the critical role of native speakers in the learning process for younger students Additionally, it offers valuable suggestions for enhancing the effectiveness of native speakers in these lessons.