INTRODUCTION
Aims of the study
The study aims to improve the educational quality for sixth-grade students using a new English textbook by identifying obstacles that impede language acquisition An experimental study is essential to validate these findings This information is valuable not only for English language teaching in classrooms but also for the Ministry of Education, particularly for language planners and curriculum developers in their decision-making processes.
Research questions
The following questions are raised for research:
1 What are the problems encountered by 6th grade students in learning English as a second language?
2 What are the possible solutions to the problems identified?
Significance of the study
This study highlights the significant impact of English Language (EL) education on society, emphasizing the increasing demand for graduates proficient in EL It underscores the necessity for innovative teaching methods, enabling schools to enhance student training effectively Additionally, the findings will provide administrators with valuable insights into curriculum focus areas that can boost student performance in EL Furthermore, the research aims to identify critical aspects of the educational process that have been overlooked by previous studies.
Scope of the study
The focus of this thesis is to highlight the challenges faced by sixth-grade students while learning from the new version of the English textbook The project is set to be completed by January 2018.
A total of 190 student samples, comprising both male and female participants, were selected from four government-run classes in Hanoi, Vietnam Each student completed a structured survey aimed at enhancing the clarity of the research Additionally, five students from each class were randomly selected for follow-up interviews to gather more in-depth insights.
Due to a limited number of English teachers in the secondary schools, all five grade-6 teachers were invited to participate in the study, with a response rate of 77.4% Prior permission was obtained from the Principal, and participation was voluntary Those who agreed to participate opted for interviews only, as they faced time constraints and personal reservations about completing the questionnaire.
This article highlights key areas of research in language learning, focusing on challenges faced by students and the four essential language skills It emphasizes the importance of understanding student characteristics such as motivation, preparedness, individuality, personality, background, and environmental factors Additionally, the research employs various instruments, including interviews and questionnaires with both teachers and students, to gather and process information effectively Data collection methods, along with a comprehensive literature review, are utilized to compare and analyze findings from previous studies, contributing to a deeper understanding of language learning dynamics.
Design of the thesis
The overall thesis is mainly divided into five chapters:
Chapter I: Introduction This chapter provides rationale, aims of the study, research questions, significance of the study, scope of the study and thesis structural organisation
Chapter II: Literature review This chapter presents the review of previous re- searches and review of theoretical background
Chapter III: Methodology This chapter presents the statement of research de- sign, data collection instruments, data analysis techniques and research proce- dure
Chapter IV: Findings and Discussion This chapter offers findings and discus- sion along the line of the research objectives set forth
Chapter V: Conclusion This chapter offers conclusions on the research objec- tives.
Chapter summary
The author aimed to identify the challenges faced by students in learning English through the latest version of the English textbook, utilizing interviews and observations that allowed learners to share their perspectives The gathered data is both authentic and valid, reflecting the true experiences of the students.
LITERATURE REVIEW
Review of previous research
Obstacle or difficulty means a concept with objective and subjective validity
The process of acquiring a second (SL) or foreign language (FL) involves significant challenges that can hinder learning outcomes Research in second language acquisition (SLA) has focused on identifying these critical difficulties that may lead to failure in language learning.
Second Language Acquisition (SLA) is characterized as a complex and unpredictable phenomenon, highlighting the diverse challenges learners face, as noted by Ellis (1986) To fully understand SLA, Beebe (1988) recommends adopting a multidisciplinary approach that encompasses various fields of study.
Beebe (1988) emphasizes the importance of examining obstacles in second language acquisition from a classroom research perspective This approach focuses on how second language instruction influences the processes, rate, and ultimate proficiency in acquiring a second language (L2), while also considering the impact of the first language (L1) on this learning journey.
Another way of looking at SLA is reflected again by Ellis's view (1986:4),
Second language acquisition difficulties arise from various factors related to both the learner and the learning environment This perspective does not provide a fundamentally different understanding of second language acquisition (SLA) but instead offers an alternative framework to organize and explain the same aspects of SLA, emphasizing their specific relevance to learner characteristics and the context in which learning occurs.
Due to the numerous challenges associated with learning a second language, it is impractical to cover all aspects in this limited space Consequently, this literature review will concentrate on the factors that are most pertinent to this study.
Pienemann and Johnston (1987) distinguished between 'external' and 'internal' factors influencing second language acquisition External factors include variables such as the learner's first language (L1), social environment, and biological elements like age In contrast, internal factors pertain to the cognitive and linguistic abilities of the learner, as well as the mental structures that shape these abilities This classification of factors was integrated into their multi-dimensional framework for studying second language acquisition.
Different theoretical frameworks highlight various factors influencing Second Language Acquisition (SLA), with Olshtain, Shohamy, Kemp, and Chatow (1990) identifying key categories that impact success or failure in SLA These categories include: (a) learner context or learning conditions, which encompass both formal and informal educational settings and the degree of exposure to the target language in natural environments (Beebe, 1985); (b) social context, involving attitudes and motivation shaped by political, cultural, and socio-linguistic factors (Gardner, 1980); and (c) learner characteristics, which cover cognitive variables such as language aptitude, knowledge of the first language, IQ level, and other individual traits (Cummins, 1979).
To engage in meaningful discussions about the conditions that facilitate second language learning, it's essential to have a clear definition of what it means to know a second language (Spolsky, 1989) Similarly, focusing on linguistic competence, Gregg (1989) emphasizes that understanding the acquisition of linguistic skills requires a comprehensive theory of language, as one cannot fully grasp the learning process without knowing the nature of the language itself.
To comprehend the impact of various factors on second language acquisition, it is essential to first define what it means to know a second language Without a clear understanding of the characteristics and competencies involved in second language proficiency, we cannot accurately assess how these factors influence the learning process.
Review of theoretical background
2.2.1 Definition of learning difficulties or obstacles
Obstacle or difficulty means a concept with objective and subjective validity
It is defined as a task that requires effort or labor to solve
At the secondary level, English is a compulsory subject; however, students face numerous obstacles in learning the language These challenges include a flawed examination system, weak foundational skills, large class sizes, passive learning environments, and unengaging, complex literature-based syllabi Additionally, the poor performance of English teachers and outdated teaching methodologies contribute to these difficulties Abbas (1998) emphasizes that despite various efforts to improve English education, the results remain unsatisfactory due to ineffective pedagogy and material design.
Language functions through four essential skills: Listening, Speaking, Reading, and Writing Proficiency in these skills varies across different socio-linguistic contexts worldwide Morley (1972) noted that listening becomes increasingly complex when used as a non-native language Consequently, the significance of Speaking cannot be overlooked, as emphasized by Bailey and Savage (1994) Additionally, Reading is characterized as a socio-interaction process that involves a text, a reader, and the social context (Bernhardt).
The learners of our context are the students who face obstacles as referred to
"Comprehensible input" is essential for language learning, yet obstacles often arise when learners struggle to understand the context of a language task These challenges frequently stem from the unconscious reliance on their first language (L1), which can interfere with acquiring a second language, such as English As learners habitually use their mother tongue, they encounter significant difficulties throughout their educational journey in mastering English.
According to Banathy, Trager, and Waddle (1981), syntactic errors in adult language performance can be attributed to the influence of a learner's mother tongue, which can persist in the learner's mind for an extended period.
In 1966, it was noted that certain errors and obstacles in learning become ingrained habits that are challenging to identify Krashen (1981) emphasized that these errors differ among learners, reflecting their unique linguistic backgrounds.
2.2.2 Factors Affecting the Learning of a Second Language
Ellis (1986) notes a lack of consensus on the definitions of motivation and attitudes in second language acquisition (SLA) and their interrelation Schumann (1978) categorizes "attitude" as a social factor, comparable to variables like group size, while "motivation" is seen as an affective factor linked to experiences like cultural shock Gardner and Lambert (1972) define "motivation" as the learner's overarching goal and orientation, with "attitude" reflecting the learner's persistence in pursuing that goal Gardner (1979) connects attitudes to motivation by suggesting that attitudes bolster the learner's overall orientation Brown (1981) further differentiates between "attitudes" and "motivation," identifying three types of motivation, including 'global motivation,' which represents a general orientation towards learning a second language.
Situational motivation refers to the varying levels of motivation influenced by the specific context of learning, while task motivation focuses on the drive to complete particular learning activities Brown highlights "attitudes" as the beliefs learners possess about the members of the target language group The lack of consensus on these concepts illustrates their complex nature, complicating the measurement of motivation and attitudes in language learning.
Attitudes and motivation play a crucial role in second language (L2) learning, linking motivation to three key factors: attitudes toward the target language community, interest in interacting with its speakers, and self-identification with that community (Crookes & Schmidt, 1991) Extensive research on this topic has been conducted by Gardner and Lambert since the 1950s, highlighting the importance of these factors in L2 acquisition (Gardner and Lambert, 1959; 1972; Gardner, 1968; 1980; 1983; 1985; 1988) Additionally, other social-psychological approaches to motivation in L2 learning include the Speech Accommodation Theory and the Acculturation Model, although they have not been as influential in the study of motivation and attitudes in second language acquisition (SLA) and are therefore not discussed in detail.
Gardner and Lambert (1959) distinguished between 'integrative motivation,' characterized by positive attitudes towards a target language group and a desire to integrate into that culture, and 'instrumental motivation,' which involves practical reasons for learning a language, such as career advancement or passing exams Their extensive research on English speakers learning French in Canada revealed that success in language acquisition was linked to students' willingness to embrace French culture rather than solely pursuing instrumental goals This integrative-instrumental duality, with integrative motivation viewed as more beneficial for language learning, gained widespread acceptance and was supported by numerous studies (Svanes, 1987) However, some research has presented conflicting findings (Lukmani, 1972; Cooper & Fishman, 1977; Pierson, Fu, & Lee, 1980; Oller, 1981).
Ton-gan learners of English as a second language, especially in secondary schools, exhibit both 'integrative' and 'instrumental' motivations Despite the controversial findings, Gardner has continued to refine his motivation model for second language learning His development of the Attitude/Motivation Test Battery (AMTB) has inspired numerous studies, and his efforts to synthesize these results have culminated in a revised framework known as the "socio-educational model."
Language learning is unique compared to other school subjects, as it necessitates the integration of elements from a different culture, according to Gardner (1985) This incorporation of cultural aspects makes learners' reactions to the new culture significant, highlighting the importance of attitudes in the language learning process.
Gardner identifies two key types of attitudes in language learning: attitudes towards speakers of the target language and attitudes regarding the practical applications of the language While these attitudes do not directly influence learning, they play a crucial role in fostering motivation According to Gardner, motivation is a complex construct that encompasses four elements: a clear goal, effortful behavior, a desire to achieve that goal, and positive attitudes towards the learning activity Crookes and Schmidt further support this concept through their socio-educational model, highlighting the importance of these attitudes in the language acquisition process.
1 The integrative motive hypothesis: an integrative motive will be positively associated with SL achievement
2 The cultural belief hypothesis: cultural beliefs influence the development of the integrative motive and the degree to which integrativeness and achieve- ment are related
3 The active learner hypothesis: integratively motivated learners are success- ful because they are active learners
4 The causality hypothesis: integrative motivation is a cause; SL achieve- ment, the effect
5 The two-process hypothesis: aptitude and integrative motivation are inde- pendent factors in second language learning
Empirical studies on the integrative motive hypothesis have yielded controversial and contradictory results across various contexts Au (1988) summarizes that findings range from positive to negative correlations between integrative motivation and language proficiency Research by Clement & Kruidenier (1983) and Hidalgo (1986) found no evidence supporting general integrative motivation In response, Gardner (1988) acknowledges the inconsistent results but asserts that significant correlations exist between certain aspects of integrative motivation and second language proficiency He no longer claims that integrative motivation is superior to instrumental motivation; rather, he suggests that individuals with integrative motivation are likely to achieve greater success in learning a second language.
Numerous researchers have proposed a causality hypothesis suggesting that achievement may be the cause of positive attitudes rather than the effect, indicating that successful second language learners often develop favorable attitudes towards both the language and its community as a result of their accomplishments in learning (Savignon, 1972; Backman, 1976; Hennann, 1980; Strong, 1984) In response to this perspective, Gardner has contributed to the ongoing discussion.
(1985) insists that there is no support in literature for the notion that achievement influences the nature and amount of attitude change
Crookes and Schmidt (1991) highlight a significant gap in the treatment of motivation within second language acquisition theory, noting that motivation is often categorized alongside personality and emotional factors without a solid connection to real-world classroom dynamics They argue that current discussions on motivation lack validity and fail to integrate findings from related educational research When teachers label a student as motivated, they typically focus on the student's active engagement in learning tasks rather than their underlying reasons for studying This practical understanding of motivation, as emphasized by Crookes and Schmidt, is crucial for second language researchers to adopt in their investigations.
Chapter summary
Learning a second language is a complex process, making teaching it equally challenging Various internal and external factors influence the success or failure of language acquisition This review highlights these complexities and offers a theoretical foundation, along with guidelines for investigating key factors, which inform the design and methodology of the study.
METHODOLOGY
Data collection instruments
The method employed in this study involves the use of survey questionnaires, which are defined as written tools that present respondents with a series of questions or statements Respondents can either provide written answers or choose from pre-existing options (Brown, 2001).
To ensure effective questionnaire design, instructions must be clear, concise, and easy to read, as emphasized by Narins (1995) The questionnaire should incorporate two types of questions: checklist questions for capturing all applicable responses and a combination of open and closed questions to gather diverse insights.
The questionnaire consists of four parts:
Part A aims to explore students' attitudes towards the English language, examining how frequently they use English and their motivations for learning it.
Part B: Perception on individual English language macro-skills
This section is crucial for demonstrating students' competence and the effectiveness of their knowledge and skills after completing half a school year with the new English textbook.
A study was conducted to gather students' perspectives on the significance of the four essential English macro skills: reading, writing, listening, and speaking The goal was to determine if the value students assign to each skill correlates with their performance in those areas.
Part C: Self-evaluation of students towards the new version of English text- book for grade six
The intention was to investigate how much their orientation to English, as re- flected by their attitude toward the material they are using, affected their learning competence
The intention was to investigate if factors from teachers had remained any af- fection on Ss‟ learning perception
In this study, interviews were conducted with 20 randomly selected students from four classes immediately following the completion of questionnaires, aiming to gain deeper insights into the research questions and explore topics raised in the questionnaires Each interview, lasting approximately 5-7 minutes, involved the researcher clarifying questions and answers, with informal discussions sometimes taking place during breaks To facilitate natural expression, the interviews were primarily conducted in Vietnamese, using prepared basic questions With the interviewees' consent, the sessions were recorded and noted, and all data were analyzed interpretatively.
Data analysis techniques
There are methods applied to analyse data: interpretive process and statistical process In the context of using questionnaire to conduct the research, the lat- ter type is preferable
Before analyzing data, it is crucial to ensure reliable and valid interpretations while maintaining objectivity Researchers must be selective in managing data, which involves coding essential information such as dates, respondent identities, and return counts Additionally, categorizing data—such as by gender—and coding responses according to themes or issues, particularly for open-ended questionnaires, is vital for effective analysis.
The data were coded using a Five-point scale, with scores ranging from 1 (most positive) to 5 (most negative) Responses that required participants to select applicable alternatives from a provided list were scored as 1 for applicable and 0 for not applicable This scoring system was consistently applied to all students, resulting in quantified data for analysis.
Research procedure
The questionnaire was initially piloted with a sample of 50 students to assess its validity After revisions, it was administered to 49 students and ultimately distributed to 91 students by the end of the first semester of the 2017-2018 school year Each student was given 10 minutes to complete the questionnaire, during which the purpose and significance of the study were explained, and I was available to clarify any questions.
Interviews were conducted to gather detailed insights into students' learning challenges Following the analysis of the questionnaires, 20 students were randomly selected to participate in face-to-face interviews, which were either noted or tape-recorded for accuracy.
Step 3: Display collected data by tables or line graphs
Step 1: Record all the process of interviewing
Step 2: Analysis by taking notes of necessary information.
Chapter summary
This chapter examines the research methodologies employed in this study, providing justifications for their selection The thesis is structured as an action research project, utilizing interviews and questionnaires as the primary data collection methods to obtain pertinent information that aligns with the research objectives.
FINDINGS AND DISCUSSIONS
Attitude of Ss toward EL in general
Ss were asked to show what they thought about English and the results were presented in table 1
Content (rate) Strong- ly agree
Table 1: Attitude of Ss toward EL in general
The results witnessed a considerable fluctuation in Question 1 The Ss who
A significant 71.7% of respondents strongly agree that English Language (EL) is crucial, while those who are not sure and disagree represent much lower percentages at 11.3% and 8.3%, respectively The agreement level drops further, with only 3.6% agreeing and 5.1% strongly disagreeing, highlighting a clear consensus on the importance of EL.
In Question 2, the responses showed a stable trend, with 37.8% of participants expressing a liking for EL This was followed by a slight variation in the responses for "strongly agree" at 26.3%, "strongly disagree" at 20.6%, and "disagree" at 15.7% The option with the least support was "Not sure," which garnered only 9.6% of the votes.
In Question 3, students were surveyed about their engagement with English Language (EL) resources beyond textbooks The results revealed that 56.4% of students reported always utilizing additional sources, while this figure dropped to 23.2% for those who did so most of the time Additionally, 10.3% indicated they sometimes used other resources, 2.0% did so very little, and 4.0% admitted to never engaging with supplementary materials Overall, the data shows a significant downward trend in students' proactive use of diverse EL resources.
Students frequently turn to books, music, and films as their primary sources of inspiration Engaging in entertainment and leisure activities can significantly enhance motivation, encouraging individuals to pursue their passions more actively.
In response to question 4, students indicated their methods of learning English (EL) Only 5.9% reported learning independently using textbooks as their sole resource A larger group, comprising 33.8%, utilized textbooks along with supplementary materials to enhance their understanding The majority, at 60.3%, opted for tutoring or extra classes On average, these students dedicated between 1.5 to 3.5 hours practicing grammar.
It seems that textbook is still not enough for the knowledgeable greed of learners.
Frequency of Use of EL
Students were asked to show their frequency of using English and the answers are presented in table 2
Q6: How often do you commu- nicate with teacher by EL in- side the classroom?
Q7: How often do you commu- nicate with friends by EL in- side the classroom?
Q8: How often do you use EL outside the classroom (at break time, at home, in public places…)?
Table 2: Frequency of Use of EL
Table 3 reveals that students use English less frequently for communication with friends both inside and outside the classroom, as indicated by the lowest figures for "always" and "most of the time."
"very little" and "never" figures The majority of students (53 5%) never used English when they left school Only very few students used it all the time for communication as a habit
The frequency of English use in the classroom is influenced by the communication partners, with students using English more often with teachers than with peers Notably, 30.3% of students reported using English most of the time when interacting with their teachers, while only 4.7% did so when communicating with friends.
Purposes for learning EL
The study identified five key purposes for learning English, prompting students to select the ones that best reflected their own motivations Table 4 illustrates the distribution of students' reasons for studying English language (EL).
(1) “I wish to continue learning English in the future"
(3) “My parents want me to learn English” 33,5 66,5
(4) "English is a compulsory subject at school”
(5) “I hope to communicate fluently with for- eigners”
Table 3: Purposes for learning EL
Table 4 indicates that a significant majority of students (84.8%) learned English as it is a compulsory subject in school, while 74.7% engaged with the language for entertainment purposes In contrast, only 17.2% of students learned English due to parental pressure, and 33.5% expressed a desire to continue using English in the future, with 46.4% acknowledging this intention.
The results from questions 1, 2, and 5 indicate that many students are aware of the rapidly evolving societal trends and recognize the importance of English language (EL) However, they appear to lack sufficient motivation to transform this awareness into genuine passion for learning Consequently, EL is often viewed merely as a hurdle to overcome in their academic journey.
Students’ perception of Study skills
This section is crucial for assessing students' competence and the effectiveness of their knowledge and skills as they reach the midpoint of the school year with the new English textbook.
A survey was conducted among students to gather their opinions on the significance of the four essential English macro skills: reading, writing, listening, and speaking The goal was to determine if there is a correlation between the value students place on each skill and their performance in those areas.
Students were surveyed about their ability to remember vocabulary, aiming to assess the extent of vocabulary acquisition when exposed to a large volume of new words.
The results showed significant fluctuations in students' self-assessment of their abilities Initially, only 3.1% rated their skills as excellent, but this figure surged to 21.1% for those who considered their abilities good The percentage continued to rise to 38.4% for students who felt their skills were average However, the rate then slightly decreased to 28.3% for those who admitted they were not performing well, and plummeted to 5.1% for students who felt they could not retain any vocabulary This trend suggests that the extensive vocabulary presented in the textbook may have contributed to students' difficulties in retention.
Ss were asked to indicate their perception of grammar
Very well 0 Fairly well Normal Not too well Not at all
Chart 2: Ability in acquiring and practicing grammar
The initial rate was 4.1% for students who excelled in grammar, which then rose significantly to 34.3% for those performing fairly well However, it subsequently dropped nearly by half to 17.2% for students who rated their abilities as average The trend saw a slight increase to 22.2% for those who did not perform very well, concluding at 12.4% for students who acknowledged their poor performance.
Ss were asked to demonstrate their pronunciation ability
1 Very well 0 Fairly well Normal Not too well Not at all
The results exhibited considerable fluctuation, with 19.2% of participants reporting perfect pronunciation This figure then doubled to 43.4% for those who performed fairly well, before returning to the initial level of approximately 22.2% for those who answered normally The rate subsequently declined sharply to 5.1% for participants who struggled with pronunciation, while the percentage of individuals unable to pronounce any words remained stable.
Ss were asked to indicate their ability of integrating into mutual community and working in group
13.1% of all Ss showed their confidence in their excellent ability of co-work-
15 Very well 0 Fairly well Normal Not too well Not at all
Chart 4: Ability in performing in teamwork ing with colleagues in groups Approximately half of the participants (53,5%) evaluated their ability was good Turn to the rate of those indicating they did
4 6 normal, the result described 24,2% After that, the rate declined considerably to 4,1% and 6,1% for those claiming they did not very well and did not do well at all, respectively
Ss were asked to indicate their ability of contributing opinions in EL classes
Very well 0 Fairly well Normal Not too well Not at all
Chart 5: Ability in contributing opinions in classroom
In a recent survey, 9.7% of participants rated their performance as excellent, while 26% believed their abilities were fairly good The majority, at 48.4%, considered their skills to be average, but only 8.3% felt they were not performing well Additionally, 7.6% of respondents were unable to express an opinion on their abilities.
Students’ perception on individual EL language macro skills
Students were asked to show their perception on four micro skills and the re- sults were presented in table 4
Q14 Which is the most impor- tant English macroskill to devel- op?
Q16 Which English macroskill do you feel is most related to stu- dents' English exam results at school?
Q17 Which English macro skill do you like the most?
Table 4: Perception on individual EL language macro skills
The Most Important English Language Macro skill to Develop at Sec- ondary School
Table 6 illustrates the average performance scores of students across various English language macro skills, reflecting their perceptions of which skill is most crucial for development in secondary school When asked to identify the key English macro skill to focus on, 43.4% of students prioritized speaking, while 27.3% chose writing, 23.2% selected reading, and only 6.1% emphasized listening.
The English Language Macro skill Most Related to students' English exam results at school
In a recent analysis of students' English exam results, participants were asked to identify the macro skills of the English language that resonate with them The findings revealed that 74.7% of students identified reading as their primary skill, followed by writing at 16.2%, speaking at 6.1%, and listening at 2.0%.
The English Language Macro skill That Students Who Participated in the Study Performed Best in
In a recent survey, students identified their strongest English language macro skills, with 45.3% excelling in reading, followed by 23.4% in writing, 8.2% in speaking, and 7.1% in listening.
The English Language Macro skill that Students Liked the Best
Students in the sample were asked to show the English language macro skills that they themselves liked the best About 49.5% showed speaking, 3.0% showed listening, 31.3% showed reading, and 13.1% showed writing
The results indicate that while many students expressed a greater interest in speaking compared to other macro skills, they encountered significant challenges in this area Conversely, reading emerged as the skill in which most students excelled This discrepancy was explored further in interviews, with Student A, one participant, highlighting difficulties in mastering all four macro skills.
In our Speaking classes, the teacher typically poses questions for students to answer, limiting opportunities for free expression and continuous speaking With 46 students in the class, there is insufficient time for everyone to practice effectively.
Periodic examinations for students primarily consist of written tests that emphasize grammar This focus on grammar may explain why reading skills tend to be stronger than other macro skills.
A recent study revealed that among 91 high-performing students in Reading, 45.5% attended extra classes to enhance their Grammar skills, with 68 students focusing solely on Grammar and 21 students practicing both Grammar and four macro skills Only 2 students did not participate in extra classes, as their parents provided guidance at home These students dedicated approximately 1.5 to 4 hours per week to reinforce their English language skills outside of regular class time, indicating a need for additional support beyond the standard curriculum.
In a recent survey, students were asked about the duration of macro skills practice in their English Language (EL) classes The results revealed that 55.1% of participants felt they practiced these skills very little, while 25% indicated it was too little Additionally, 18.6% considered the practice time reasonable Only 1.3% reported practicing fairly much, and notably, none of the students felt they practiced too much.
A student shared that their teacher incorporates entertaining activities into lessons, effectively blending skill practice with games This approach not only helps students relax but also enhances their learning experience.
- “Sometimes, my teacher even did not use the textbook to teach, she, in- stead, got us to do other exercises
- I do not know exactly because she just gave us the handout
One teacher indicated: “Class size has still remained a big problem for us Honestly, we can not get all Ss to practice in a period due to the lack of time.”
Question 19 assesses students' ability to apply English in communication and express ideas learned over the first half of the school year The highest response, "Totally confident, communicating fluently," was only 16.2%, while "Confident, rarely forget new words or model sentences" was slightly higher at 19.1% The responses indicating "Normal, sometimes forget new words or model sentences" and "Lack of being confident, continuously forget new words or model sentences" showed minor fluctuations at 32.5% and 28.6%, respectively The lowest rating, "Totally unconfident, totally forget new words and model sentences," dropped to 3.6% Clearly, both teachers and students need to dedicate more time to practicing and reinforcing language skills.
Self-evaluation of students towards the new version of English text-
Students provided feedback on the newly innovated English Language (EL) textbook to assess how their attitudes towards the material influence their learning competence.
Q20: The newly innovated textbook for grade 6 is well-designed with colour- ful and attractive illustra- tions
Q21: That each unit con- sists of 7 sections is reason- able
Q22: Your opinions about the topics (My new school,
My home, My friends, My neighbourhood, Natural wonders of the world, Our
Little Too lit- tle Q23: The capacity of lexis 52,1 36,2 5,9 1,8 4,0
Table 5: Attitude of Ss toward the new version of EL textbook for grade 6 in general
The overall attitude of students towards the new textbook was predominantly positive In response to question 20, 43.3% of students strongly agreed that the material was well-designed with colorful and attractive illustrations, while the remaining responses showed slight variability, ranging from 19.2% to 9.1% Similarly, for question 21, 35.8% strongly agreed that the seven sections in a unit were reasonable, with the rest of the responses distributed fairly evenly among other options.
The survey results indicate that students had a generally positive impression of the unit topics, with 70.1% expressing that they found the material very familiar This was followed by a significant drop to 22.3% who considered the topics familiar Additionally, 6.2% of students were uncertain, while 1.4% described the topics as strange, and none reported them as too strange, highlighting a clear downward trend in familiarity.
In a recent survey, students expressed their views on the adequacy of lexical content, revealing a predominantly negative perception A significant 52.1% of respondents felt that the amount of lexis was excessive, while an additional 36.2% agreed it was too much Only 5.9% considered the lexical content to be reasonable, with 1.8% believing it was insufficient, and 4.0% wishing for more, indicating that they found it lacking.
Seven sections in a single unit
Section 1: Getting started (Introduce lexis and grammar)
Section 2: A closer look 1 (Lexis and pronunciation practice)
Section 3: A closer look 2 (Grammar acquisition)
Section 7: Looking back & Project (Consolidation and reinforcement)
24.2 The section you perform best
24.3 The section you like best 19,3 0,6 10,1 2,8 18,
Table 6: Self-evaluation of Ss toward each particular section in a unit
24.1 The students were asked to indicate the most important section which should be developed at secondary school In response, 27.1%, 25.6%, 22.9% indicated A closer look 2, Skills 1 and Skills 2 respectively The least impor- tant section was Looking back and Project (2.0%) Obviously, Grammar and four micro Skills play the centre part in acquiring a language
24.2 When being asked which section you performed the best, 32.1% stated
A closer look 2, another 29.3% revealed Getting started, followed closely by Looking back and Project at around 28.1% The section Ss did the worst was
A closer look 1, Skills 1 and Skills 2 Student C shared in the interview:
In the "Getting Started" section, the emphasis is placed on vocabulary and communication rather than grammar or skills This allows teachers to create engaging and enjoyable activities, fostering a relaxed learning environment free from pressure or stress.
Students are expected to excel in Section A: A Closer Look 2, as it focuses on grammar, a key area where they invest significant time in training and reinforcement.
24.3 When being asked which section they like the best, surprisingly, 45.5% agreed Looking back and Project, 19.3% agreed Getting started and 18.7% agreed Skills 1 The section Ss preferred the least was A closer look 1 at a fairly modest rate of 0.6% One student said:
Looking back at the project, I find it incredibly engaging and creative, as it fosters motivation, enjoyment, and a genuine passion for learning the subject This section allows us the freedom to present and design our ideas, making the experience even more enriching.
In the Looking Back and Project class, we focus primarily on grammar exercises rather than presentations, leading to a stagnant learning environment Additionally, our teacher seldom organizes engaging activities, which limits our interaction and growth In contrast, I prefer Skills 1, as it emphasizes speaking skills, which I enjoy and find more beneficial for my learning experience.
To effectively engage students, it's essential to organize activities that capture their attention However, overwhelming them with excessive vocabulary and grammar points in a single lesson, like in Closer 2, Skill 1, and Skills 2, hampers this goal Consequently, prioritizing knowledge transfer over interactive games is necessary, which ultimately leads to a decline in student motivation.
24.4 The students were asked to point out the easiest section among seven Again, Getting started and Looking back & Project were voted the most at 39.1 and 35.1% respectively The lowest rated section, which meant the sec- tion Ss found the most difficult, went to Skill 2 (0.4%) This situation was specially emphasised by one of the interviewed teachers:
“Ss face a lot of difficulties when learning EL and so do we For example, the section 3 (Grammar) normally obtains two grammatical points (In unit 6,
“should/shouldn‟t” and “the simple future tense” are presented” Honestly,
Ss can not deeply understand the requirements in only a 45-minute period I tration but learners and teachers still can not exploit the maximum advan- tages.”
One more teacher stated: “There is a lack of necessary training for teachers
The high requirement for the subject is not parallel with the instruction and guidelines given We truly have to solve the problem themselves”
25 This question was designed with an open form to welcome as many opin- ions or ideas as possible Here are the most commonly seen answers collect- ed: “Difficult/ easy/ confused/ normal/ reasonable/ panic…
While reviewing various surveys, one response stood out to me: a student described feeling "downhearted." This brief yet impactful answer left me contemplating how to better support my students in alleviating their burdens and fostering a greater enjoyment of the subject.
Factors from teacher
Samples were collected from four distinct classes taught by two different teachers However, the analysis revealed the involvement of three teachers, as classes 6A and 6B recently transitioned from their previous English language teacher to the current one.
- Class 6A,B - former teacher: young teacher with seven-year experience, well-qualified
- Class 6A,B - current teacher: young teacher who has just graduated from university course, well-qualified
- Class 6C: middle-aged teacher, well-qualified, experienced
The perspectives of both students and teachers can be analyzed from multiple angles This section incorporates interviews with selected students and teachers to emphasize the objective of assessing whether teachers' influence impacts students' learning perceptions.
Question 26: Students were asked to reveal the attitude of their teachers in
- Class 6A,B - former teacher: “She was really friendly She showed her full enthusiasm, willingness and passion in teaching, which inspired us a lot in learning”
Class 6A and B's current teacher displays enthusiasm, but her teaching skills are lacking, leading to student boredom and confusion during lessons The class has collectively expressed a desire for a teacher change, but school administrators have stated that such arrangements cannot be made immediately.
Class 6C expresses their affection for their teacher, noting her gentle demeanor, which is only overshadowed by her occasional frustration when homework is incomplete They appreciate her playful teasing during lessons, as it significantly reduces their learning stress Additionally, they acknowledge that she assigns a reasonable amount of homework.
Question 27: Students were asked to indicate the frequency their teacher spoke EL in class
Former teacher of Class 6A, B praises a student for her fluent and natural use of English, attributing it to her Australian upbringing and completed post-graduation She primarily communicates in English, resorting to Vietnamese only when specific explanations are necessary.
In Class 6A and B, the current teacher has noted that she occasionally struggles with her English pronunciation and intonation, which affects her confidence in speaking A classmate appears to have better speaking skills than she does.
In Class 6C, the teacher conducts lessons entirely in English, consistently encouraging students to speak the language as well While some students occasionally struggle to understand her, she motivates them to listen more frequently to develop a habit of comprehension.
Question 28: Students were asked to indicate their attitude toward the activi- ties their teacher organised in class
In Class 6A and 6B, the former teacher engages students with motivating warm-up activities and mind maps related to the lesson topic These simple yet exciting methods pave the way for the introduction of new lessons Additionally, students frequently collaborate in groups or participate in projects, enhancing their learning experience.
The current teacher of Class 6A and B organizes activities, but they are infrequent While some activities are entertaining, others consume too much time, leaving insufficient time for new lessons Additionally, students feel that the teacher tends to talk excessively, resulting in a focus on answering questions rather than engaging in more interactive learning.
In Class 6C, students appreciate their teacher's approach to engaging them in activities during lessons While the teacher may not be overly enthusiastic, her methods are deemed reasonable for a 45-minute class She encourages collaboration by having students work in pairs or groups, fostering a cooperative learning environment.
Question 29: Students were asked to indicate if their teachers used any help- ful devices to support Listening/ Pronunciation/ Dialogue
In Class 6A and B, the former teacher consistently utilized her own speakers and audio files stored on her mobile phone to enhance lessons She also facilitated learning by allowing students to use the school's projector for presentations in the Looking Back and Project sections.
- Class 6A,B - current teacher: “She uses a CD radio cassette all the time the lesson requires She turns on the CD for us to listen as a model and then we follow.”
- Class 6C: “She always brings a CD radio cassette along and even a wire- less lecture microphone on account of her small voice”
Question 30: Students were asked to indicate if their teachers used any addi- tional materials beside the compulsory textbook
In Class 6A and B, a former student humorously recalls their teacher, who jokingly referred to herself as an "evil teacher" due to the abundance of exercises she assigned Each week, students were required to submit multiple-page hard copies of their work, which she meticulously checked for diligence and corrected with great care The exercises, slightly more challenging than those found in the textbook, aimed to reinforce the vocabulary and grammar of the unit effectively.
In Class 6A and 6B, our current teacher provides extra exercises after each grammar lesson to enhance and reinforce our understanding of the material These handout exercises often mirror the textbook content, though they can be slightly more challenging While the workload can feel overwhelming at times, I recognize the importance of completing these additional tasks to ensure that the knowledge we gain is retained effectively.
- Class 6C: “She releases a lot of handouts Some days, she did not even have a look at the lesson in the textbook, instead, she had us do exercises in her handouts”
Chapter summary
The study investigates the challenges students face in learning English, revealing significant obstacles that hinder their progress Both teachers and students have reported these difficulties, highlighting the need for effective strategies to overcome them.
CONCLUSION
Conclusion on research objectives
Conclusions on the thesis objectives can be presented in the form of categori- cally stated answers to the research questions as follows:
5.1.1 What are the problems encountered by 6th grade students in learning English as a second language?
Vietnamese students face significant challenges in learning English, primarily due to a lack of immersive environments that foster familiarity with the language This absence of active motivation outside the classroom leads to a diminished sense of urgency in acquiring English skills To address this issue, the educational system must cultivate a greater need for English proficiency A study by Mirzaei Rizi (2014) highlighted various obstacles in teaching English as a foreign language in secondary schools, revealing that students often lack access to engaging English audio-visual materials and find their textbooks uninteresting Additionally, students' limited English proficiency may discourage them from exploring English magazines and journals.
The study reveals that while many students are motivated to learn English, a significant number lack motivation due to various factors Not all students view English as essential; some see it merely as a course to pass without recognizing its value as a vital communication tool in today's fast-paced society For many learners, English is perceived as an obligation rather than an enjoyable pursuit, leading to low engagement and a focus on merely achieving passing grades to fulfill course requirements.
Many students focus on specific sections of their study materials to excel in the University Entrance Examination Success in this exam primarily relies on a strong vocabulary, understanding of key grammatical concepts, and reading comprehension, leading students to neglect speaking, listening, and writing skills.
Vocabulary plays a crucial role in language acquisition, particularly in English, which boasts a vast lexicon of thousands of words Interestingly, even native speakers may be unfamiliar with certain terms Research suggests that mastering just 800 essential words can enable effective communication in English A practical strategy for learners is to focus on learning 10 new words daily, gradually expanding their vocabulary and enhancing their language skills.
Many students struggle with retaining English vocabulary due to a lack of practice opportunities This insufficient exposure often leads to quick forgetting of newly learned words.
Many students face challenges in effectively communicating when learning a new language, often struggling with speaking skills due to issues with accent, vocabulary, and grammar While it's commonly believed that mastering grammar and memorizing vocabulary will lead to fluency, these methods primarily enhance knowledge rather than translating into practical conversational abilities.
The study conducted reveals that the obstacles are occurring due to large size of classes The majority of the teachers are teaching a class size of fewer than
A significant majority of teachers express dissatisfaction with large class sizes, as they lead to numerous teaching and learning challenges According to Gibbs and Jenkins (1992), an increase in student numbers results in difficulties, with many students lacking sufficient practice in English and struggling to achieve proficiency in communication Limited instructional hours further hinder their ability to learn, particularly in developing speaking skills, and restrict opportunities for group discussions Effective language acquisition requires active engagement in processing spoken and written content, as emphasized by Amatobi (2013) and Dooly (2008) While Xu (2001) argues that class size may not significantly impact learning outcomes, most researchers agree that smaller classes yield better results due to various factors Malik (1996) also highlights that outdated teaching methodologies create obstacles in large class settings, exacerbating the challenges faced by both teachers and students.
The landscape of second language teaching has experienced significant changes over the years (Kuhn 1970) An interview aimed at identifying challenges in English learning revealed that only 40% of English teachers have participated in short refresher courses to adapt to new teaching methodologies This indicates that the majority of teachers lack opportunities for professional development, remaining stagnant in their teaching practices Consequently, it raises concerns about their ability to innovate and effectively address the evolving demands of English education.
Students often struggle with understanding and learning English due to their teachers' attitudes Goodland (1983) emphasized that teachers are expected to model positive behavior for their students However, many respondents reported experiencing discouraging attitudes from their teachers at least once Horwitz (1986) highlighted that fear of negative evaluation can impede the learning process Consequently, English teachers often do not receive the appreciation and respect they deserve from their students.
In recent decades, the English curriculum for secondary education has undergone significant revisions in response to extensive criticism from various stakeholders Despite these updates, the new syllabi continue to face scrutiny, highlighting a widespread demand from both students and teachers for a comprehensive overhaul to address the evolving challenges of modern education Many educationists argue that Vietnam's education system is underperforming due to "defective curricula," which fail to engage learners and prepare them for the dynamic realities of the global landscape.
The survey reveals a concerning trend in our country where syllabi are developed without considering the needs of teachers and learners As noted by Jennifer Jenkins (1990), it has been customary in English Language Teaching (ELT) to expect L2 learners to accept materials that do not align with their own needs and identities This disconnect has been echoed by both teachers and students in our context, indicating that the current syllabus fails to address their specific requirements.
5.1.2 What are the possible solutions to the problems identified?
“Pair work” or “group work” help stimulate learning environment
Effective student motivation in lessons is achieved through close collaboration and communication among peers, fostering mutual benefits for all learners This collaborative approach enables students to assist each other across various tasks, such as writing dialogues, conducting interviews, drawing, and engaging in role play Research in Second Language Acquisition highlights that students possess diverse skills; for instance, some excel in drawing while others are adept at verbal expression or role-playing Furthermore, communicative language teaching thrives in a community-oriented environment built on trust and confidence, which is effectively cultivated through pair work and group activities.
Vocabulary enrichment by learning via context
Research indicates that most vocabulary is acquired through context, significantly enhancing learning, recall, and retention Therefore, it is crucial to avoid studying isolated lists of unrelated words Instead, consider words as puzzle pieces; when they are disorganized, they are difficult to remember and apply However, when even a few pieces are combined, a meaningful context emerges, making vocabulary acquisition more achievable.
One effective method for enhancing your vocabulary learning is to study words within sentences This approach not only helps you learn multiple words simultaneously but also clarifies their meanings, which can often be unclear when relying solely on dictionary definitions.
Expanding your vocabulary can be enhanced through engaging with stories, songs, and daily experiences A practical method to reinforce this learning is by using post-it notes in your environment While many have used this technique for nouns, it can be applied more broadly For example, label your fridge with "white," your clock with "wall," and your notebook with "my" to integrate vocabulary into your daily life.
Skills to enhance English Speaking Skill
Many students master the fine points of English grammar but find themselves at a loss when it comes to actually having a conversation with native speak- ers
Suggestions for future research
Based on the findings of this study, some related areas were implicated as possible avenues for further research
1 The current study can be replicated, either at the same level with more participants or at different levels, so as to verify the findings which have been established in this study
2 Other factors can be further investigated in studies similar to this current one so as to determine other factors which might influence English lan- guage learning at Vietnamese secondary school
3 More qualitative types of studies with an emphasis on more specific as- pects of English (structures or functions) can be carried out to improve understanding of the quantitative correlations established in this study
For example, instead of regarding the students' ability in English as one general factor, more specific English features can be investigated
4 Further research on the relationship between Vietnamese and English can be pursued for the development of bilingual education A co-relational study between the performances of students in Vietnam and English would be interesting
5 On the cause and effect question, experiments could be carried out in which students are encouraged to read more in English and speak more English in everyday life to see whether this increases their performance on English tests
6 Further explore students‟ Vietnamese cultural learning styles and their relevance to English as a second language acquisition in Vietnam
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Appendix 1: SURVEY QUESTIONNAIRE (VIETNAMESE VERSION)
“Những khó khăn học sinh lớp 6 gặp phải trong quá trình học chương trình sách Tiếng Anh cải cách"
Giáo viên: Nguyễn Hải Yến
Các bạn học sinh lớp 6 thân mến! Chúng tôi đang thực hiện một nghiên cứu về những khó khăn mà các bạn gặp phải trong quá trình học chương trình sách Tiếng Anh cải cách Sự hợp tác tích cực của các bạn sẽ là yếu tố quyết định cho sự thành công của nghiên cứu này Xin lưu ý rằng mọi thông tin sẽ được bảo mật hoàn toàn.
1 Hiện nay tiếng Anh có quan trọng không?
Rất Đồng ý Không Không Hoàn toàn đồng ý một phần chắc đồng ý phản đối
2 Cách em học môn tiếng Anh:
(2) Tự học theo sgk + mua thêm giáo trình bổ trợ
(3) Học thêm/ phụ đạo (Học …… tiếng/tuần)
3 Mục đích em học tiếng Anh để làm gì? (Có thể chọn nhiều đáp án)
(1) Mong muốn sử dụng tiếng Anh trong tương lai
(2) Giải trí ( xem phim, đọc báo, nghe nhạc )
(3) Do yêu cầu từ bố mẹ
(4) Đó là môn học bắt buộc ở trường
(5) Muốn có đủ khả năng giao tiếp với người nước ngoài
4 Tần suất sử dụng tiếng Anh của em với giáo viên trong giờ học
Luôn Phần lớn Thỉnh Ít Không luôn thời gian thoảng bao giờ
6 Tần suất sử dụng tiếng Anh của em ngoài giờ học (giờ nghỉ, ở nhà, nơi công cộng)
Luôn Phần lớn Thỉnh Ít Không luôn thời gian thoảng bao giờ
B KIẾN THỨC, KĨ NĂNG SAU HỌC KÌ I
Xuất sắc (Xs) - (5) Kĩ năng Nghe - (4)
Bình thường (Bt) - (3) Kĩ năng Đọc - (2)
Không tốt lắm (Kt) - (2) Kĩ năng Viết - (1)
Sử dụng những từ khoá nêu trên để xác định câu trả lời cho những câu hỏi tiếp theo Khoanh tròn số mà em đồng ý nhất
7 Khả năng nhớ từ mới
8 Khả năng tiếp thu và sử dụng ngữ pháp
10 Khả năng làm việc nhóm
11 Mức độ tích cực phát biểu xây dựng bài
12 Kĩ năng quan trọng nhất
13 Kĩ năng em làm tốt nhất
14 Kĩ năng nào giống với bài kiểm tra nhất
15 Kĩ năng nào em thích nhất
16 Thời gian đƣợc thực hành các kĩ năng trong giờ
Quá Khá Vừa Ít Quá nhiều nhiều phải ít
17 Sau khi học xong học kì I, khả năng sử dụng tiếng Anh cuả em để giao tiếp, trình bày ý tưởng liên quan đến chủ đề bài học
(1) Rất tự tin, giao tiếp lưu loát
(4) Thiếu tự tin, vốn từ, mẫu câu ít
(5) Hoàn toàn không tự tin, không nhớ từ, mẫu câu
C CẢM NHẬN VỀ SGK TIẾNG ANH THÍ ĐIỂM 6
20 Sgk tiếng Anh 6 đƣợc thiết kế sinh động, bố cục hài hoà, đẹp mắt
Rất Đồng ý Không Không Hoàn toàn đồng ý một phần chắc đồng ý phản đối
21 Mỗi unit có 7 phần là vừa phải? Rất Đồng ý Không Không Hoàn toàn đồng ý một phần chắc đồng ý phản đối 1 2 3 4 5
22 Cảm nghĩ của em về các chủ đề (My new school, My home, My friends, My neighbourhood, Natural wonders of the world, Our Tet holiday) Rất Khá Bình Không Quá quen thuộc quen thường thiết thực xa lạ 1 2 3 4 5
23 Lƣợng từ mới Quá Khá Vừa Ít Quá nhiều nhiều phải ít 1 2 3 4 5
24 Các đơn vị bài học trong từng unit Phần 1: Getting started: Giới thiệu từ vựng và ngữ pháp - (1)
Phần 2: A closer look 1: Luyện từ vựng và ngữ âm - (2) Phần 3: A closer look 2: Học ngữ pháp - (3) Phần 4: Communication: Thực hành nói tiếng Anh - (4) Phần 5: Skills 1: Luyện kỹ năng đọc, nói - (5) Phần 6: Skills 2: Luyện kỹ năng viết, nghe - (6)
Phần 7: Looking back & Project: Củng cố các kiến thức đã học - (7)
Sử dụng những từ khoá nêu trên để xác định câu trả lời cho những câu hỏi tiếp theo Khoanh tròn số mà em đồng ý nhất
Phần 7 24.1 Phần em cho rằng quan trọng nhất