Background to the study
Learning a foreign language is essential in today's society, with English emerging as the most sought-after language In Vietnam, English is the primary foreign language taught in schools and language centers Consequently, it is crucial for educators to implement effective teaching methods to enhance learners' understanding and achieve optimal results.
Research indicates that traditional teaching methods in Vietnam, which prioritize grammar and vocabulary over communicative competence, contribute to challenges in English language education (Pham, 2005) Since the early 1990s, Communicative Language Teaching (CLT) has gained traction, promoting the exclusive use of English in the classroom However, this English-only approach has faced significant criticism, with many scholars advocating for the inclusion of students' mother tongue as a means to enhance learning motivation and effectiveness Despite a tendency among Vietnamese English teachers to use Vietnamese more frequently, there is a lack of research on their perspectives regarding this practice Consequently, the debate over the role of Vietnamese in English language teaching remains unresolved among educators and administrators in Vietnam (Nguyen, 2006).
This paper seeks to explore the attitudes and perceptions of English Language Teaching (ELT) teachers regarding the use of Vietnamese in English lessons at a Vietnamese high school The goal is to gain insights into the teachers' perspectives on this issue.
The aim of the study
This study aims to investigate the use of Vietnamese by teachers in English language instruction at An Duong High School, focusing on their reasoning for its use The objectives include exploring how teachers incorporate Vietnamese in their English classes and the pedagogical purposes behind this practice Additionally, the study seeks to assess the attitudes of both students and teachers towards the use of Vietnamese in English classes, highlighting any differences in their perspectives.
Research questions
In order to achieve the above-stated aims and objectives, the study is designed to find answers to the following research questions:
1 How often do teachers use Vietnamese to teach English and what are their pedagogical purposes of using Vietnamese?
2 To what extent do teachers and students differ regarding their attitudes toward the use of Vietnamese in English lessons?
Scope of the study
This study aims to explore the utilization of Vietnamese in English classrooms, focusing on both teachers' and students' attitudes toward its use in the teaching and learning of English.
The significance of the study
This study serves as a vital resource for English teachers and language instructors alike, emphasizing the importance of making informed decisions about language use and the effective integration of the first language (L1) with the target language.
3 language when teaching English to high school students Also they would benefit from the lessons learnt from the project concerning teaching procedure
This study aims to enhance learners' understanding of vocabulary and grammar, leading to improved performance in tasks and more effective use of English in real-life situations.
Design of the study
The study is divided into three parts : the Introduction, the Development and the Conclusion
Part A Introduction : deals with the rationale, aims, scope, methods and design of the study
Part B Development : consists of 3 chapters
Chapter 1 Literature Review is intended to give some theoretical background related to using L1 in l2 classes
Chapter 2 outlines the situation analysis, participant details, data collection tools, procedures, and analysis methods It emphasizes the survey results and provides an in-depth examination of the collected data.
Chapter 3 Major findings and implications shows major findings and implications related to the teachers‘ use of L1 in L2 class
Part C Conclusion : is a review of the study , limitations of the study and suggestions for further research
LITERATURE REVIEW
History of language teaching methods focusing on L1 use in L2 teaching
A review of language teaching methods reveals that the role of the first language (L1) in second language (L2) instruction has been a longstanding debate in language pedagogy (Stern, 1992) This historical overview of prominent language teaching methods will illustrate the evolving significance of L1 in L2 education over time.
The Grammar Translation Method derived from ―the teaching of the classical languages, Latin and Greek‖ over centuries (Larsen-Freeman, 1986, p
4) is the first one to be considered here In the early years of the nineteenth century in Western countries, the Grammar Translation Method dominated the L2 classroom During this period, L2 was taught through grammar illustration, bilingual vocabulary lists and translation exercises This method emphasizes on the literary language since its fundamental goal is to help learners be able to read literature written in L2, not to provide them with the ability to communicate verbally in L2 According to this method, L1 is freely used as ―a reference system‖ in the process of L2 acquisition (Stern, 1983, p 455)
In the late nineteenth century, the Western world saw a significant shift in the demand for learning a second language (L2) due to increased commercial interactions and travel among European nations This change prompted individuals to focus on L2 for communication rather than for literary purposes, leading to the development of the Direct Method, which emphasizes spoken language and immersion in L2 The Direct Method posits that L2 acquisition should mirror first language (L1) learning, advocating for the exclusive use of L2 in instruction and communication while avoiding L1 and translation techniques Despite its initial popularity from the late nineteenth century to the early twentieth century, the Direct Method declined in public education due to practical constraints like budget and classroom size Nevertheless, it established a foundation for subsequent methods and approaches, including the Audio-lingual Method and the Communicative Approach.
The Audio-lingual Method originated from the Army Method, created to meet the demand for Americans to learn the languages of both allies and enemies during World War II This approach focuses on aiding learners in acquiring language skills effectively.
The Audio-lingual Method, similar to the Direct Method, emphasizes the importance of spoken language and discourages translation and the use of students' native language in the classroom This approach aims to enhance communicative competence in the target language (Larsen-Freeman, 1986; Finocchiaro & Brumfit, 1983, cited in Ellis, 2003).
The Communicative Approach, which has gained significant attention in language teaching over the last fifty years, permits limited use of the native language when practical, and allows for translation when learners find it necessary or beneficial (Finocchiaro & Brumfit, 1983, cited in Ellis, 2003, pp 84-85).
Recently, there has been an increasing attention to the merits of the L1 use
Debate surrounding the role of L1 in the L2 classroom
In the language teaching profession, numerous studies have explored the role of the first language (L1) in the instruction of a second language (L2), aiming to develop post-communicative methods that view L1 as a valuable classroom resource One notable example is Robert Weschler's Functional-Translation Method, which effectively merges the strengths of traditional grammar-translation techniques with those of modern direct and communicative approaches (Weschler, 1997, p 3).
2 Debate about the role of L1 in the L2 classroom
2.1 Support for the monolingual approach
Advocates of the monolingual approach emphasize three fundamental principles, with the first centered on first language acquisition They argue that, like children learning their first language, second language (L2) learners benefit from immersion in their target language environment This exposure is crucial for mastering L2, as proponents believe that L2 learning mirrors the natural process of first language acquisition (Cook, 2001, p 406) Notably, linguist Krashen (1986) supports the exclusive use of L2 in the classroom, highlighting the importance of extensive L2 input for effective language learning.
Comprehensible input is the key factor in second language acquisition, as success in learning a foreign language can be attributed solely to the input received To maximize this input, teachers should exclusively use the target language in classrooms, eliminating the use of the first language This approach enhances students' exposure to the target language, and it is crucial that the language used by teachers remains comprehensible, ideally at the i+1 level, which means slightly above the students' current proficiency.
The second principle, which is rooted in Chomskyan linguistics that language is compartmentalized, assumes that the main impediment to L2
7 learning is the interference from L1 knowledge (Cook, 2001, p 407) Krashen,
In his seminal work "Second Language Acquisition and Second Language Learning," Krashen (1981) highlights that first language (L1) can lead to errors in second language (L2) performance, particularly in contexts where translation exercises are common He notes a significant influence of L1 on L2, supported by the Contrastive Analysis Hypothesis, which initially provided a theoretical basis for understanding language transfer However, in the early 1970s, this hypothesis faced substantial criticism from Error Analysis studies, which revealed that L1 transference is merely one of several factors contributing to errors in L2 acquisition.
The third principle emphasizes that exclusively using the target language (L2) in the classroom highlights its importance in meeting learners' communicative needs, as noted by Littlewood (1981, cited in Cook).
2001, p 409) and depict the usage of the target language (Pachler & Field, 2001, cited in Miles, 2004, p 8)
The monolingual approach posits that native speakers serve as the ideal model for language learners, as they are believed to demonstrate fluent and culturally nuanced language use (Phillipson, 1992) This principle suggests that native L2 speakers are better equipped to convey idiomatic expressions and determine language acceptability, leading to their preference among learners, particularly in countries like Vietnam Evidence of this preference is evident in advertisements from language centers, such as the Europe-USA International English School (EUIES) in Ho Chi Minh City, which prominently feature native English speakers to attract students, as seen in their ad in Tuoi Tre Newspaper on January 11, 2010.
8 will learn English speaking and listening skills with 100% native teachers of English‖
2.2 Support for the bilingual approach
The proponents of the bilingual approach have focused their efforts on three points to discredit the monolingual approach According to Phillipson
The monolingual approach to language teaching is often criticized for being impractical, as highlighted by its limitations (1992, p 191) Additionally, a significant challenge arises from the fact that non-native speakers constitute the majority of English teachers globally (Hawks, 2001, cited in Miles).
In 2004, it was noted that many teachers lack sufficient English proficiency to effectively implement an English-only teaching approach, which can hinder their communication skills and negatively impact their teaching performance (Miles, 2004, p 9) Additionally, the exclusion of a teacher's first language (L1) in lower-level monolingual classes is often impractical, highlighting the limitations of the monolingual approach in language education (Nunan & Lamb, 1996).
Vaezi & Mirzaei, 2007, p 7) As a result, the English-only teaching in the classroom may create ―the alienation of learners from the learning process‖ (Pachler & Field, 2001, cited in Miles, 2004, p 14)
The monolingual approach faces criticism for its assertion that extensive exposure to a second language (L2) guarantees successful L2 learning Phillipson (1992) argues that there is no correlation between the amount of L2 input in a community setting and academic success, highlighting that the assumption of maximum exposure as a key to learning is a fallacy, as noted by Cummins (1984).
211) He further points out that although maximizing L2 input is important, other factors such as the quality of teaching materials, teachers and methods of teaching are of more significance (Phillipson, 1992, p 210)
Concerning the belief that native teachers are the best teachers, Cook
According to a 1999 study, the traits commonly associated with native speakers are not essential to defining what a native speaker is Similarly, Phillipson (1992) supports this notion, emphasizing that these characteristics should not be considered a prerequisite for native speaker status.
Training can enhance key characteristics like fluency and language use Non-native teachers may have an advantage over native speakers, as they have personally navigated the language learning process This experience provides them with valuable insights into their learners' needs, making them effective educators (Phillipson, 1992, p 195).
According to Phillipson (1992), the ideal language teacher possesses near-native proficiency in the target language and shares a similar linguistic and cultural background with their students.
Proponents of the bilingual approach challenge the effectiveness of the monolingual method by highlighting the advantages of incorporating the first language (L1) in second language (L2) instruction They argue that L1 is an integral aspect of adult learners' experiences, which they bring into the classroom, as noted by Corder (1992, cited in Ellis, 2003, p 94).
Second language learners bring an existing language system that can aid in acquiring a new language Additionally, they have an understanding of the purpose of language, including its communicative functions and potential uses.
He proposes that L1 can help learners ―in the process of discovery and creation‖; thus ―the effect of the mother tongue on learning L2‖ is ―facilitatory‖ (Corder,
Atkinson (1987) advocates for the use of learners' first language (L1) as a humanistic approach, enabling them to express their true thoughts and feelings He emphasizes that incorporating L1 can significantly enhance the efficiency of explanations, ultimately saving time in the learning process.
Studies exploring L1 use in L2 teaching
Over the past thirty years, numerous studies worldwide have explored the beneficial role of first language (L1) in second language (L2) teaching These studies have examined both teachers' and learners' attitudes towards the use of L1 and have identified particular contexts in which L1 can be effectively utilized in L2 classrooms.
3.1 Studies aiming at demonstrating the positive role of L1 in L2 teaching
In a study conducted by Miles (2004) at the University of Kent, two experiments were designed to explore the role of L1 in the classroom and its impact on L2 learning The first experiment compared three low-level classes: one that exclusively used L2, one that allowed limited use of L1 with a teacher who did not speak Japanese, and a third that incorporated L1 with a teacher who was proficient in Japanese The second experiment focused on a single class, where participants experienced two lessons in L1 and two in L2 The participants, male university students aged 18 to 19 from Tokyo, had spent their first year studying English in England and had six years of English education at the high school level The results from both experiments indicated that the inclusion of L1 in the classroom could enhance L2 development, supporting the notion that L1 does not hinder but rather facilitates language learning (Miles, 2004).
In a study by Vaezi and Mirzaei (2007), researchers aimed to investigate the impact of translating from the first language (L1) to the second language (L2) on the linguistic accuracy of Iranian EFL learners, specifically focusing on form.
This study involved 155 Iranian pre-intermediate English as a Foreign Language (EFL) learners, comprising 70 males and 85 females, aged 13 to 24, from various language centers in Iran Participants completed a pre-test designed to assess their familiarity with four specific grammatical structures: Passive Voice, Indirect Reported Speech, Conditional Type 2, and Wish + Simple Past (Vaezi & Mirzaei).
In a study conducted in 2007, 72 participants were selected based on pre-test results and divided into two groups: the experimental group and the comparison group The experimental group translated Persian sentences into English using the taught structures, while the comparison group did not receive the same instruction.
In a study conducted by Vaezi and Mirzaei (2007), two groups were assigned grammar exercises from a course book, followed by a post-test The findings revealed that the experimental group achieved higher accuracy compared to the comparison group, aligning with Atkinson's (1987) assertions regarding the effectiveness of targeted grammar instruction.
Translating a paragraph or set of sentences into the target language can effectively reinforce the structural, conceptual, and sociolinguistic distinctions between the native and target languages Although this exercise is not inherently communicative, its primary objective is to enhance accuracy in language use.
The study also concluded that ―mother tongue, if used purposefully and systematically, can have a constructive role in teaching other languages‖ (Vaezi
3.2 Studies focusing on teachers and learners’ attitudes toward L1 use in L2 teaching and specific situations in which L1 should be used in the L2 classroom
Research on the bilingual approach highlights the attitudes of teachers and learners towards the use of L1 in L2 teaching, particularly in specific classroom situations A study conducted at the University of Puerto Rico, Bayamon Campus, revealed that both teachers and students generally favor the incorporation of Spanish in English classes Participants completed a questionnaire regarding their views on this practice, while Schweers (1999) recorded classroom interactions to analyze the frequency and context of Spanish usage The findings indicated that most respondents supported the occasional use of L1 in English Language Teaching (ELT), emphasizing its potential benefits in the learning process.
In a study on language use in the classroom, respondents expressed a preference for Spanish, highlighting its benefits in enhancing comprehension and creating a more comfortable learning environment The research identified several practical applications of the first language (L1), including clarifying complex concepts, assessing understanding, introducing new vocabulary, engaging in light-hearted interactions, and conducting assessments Schweers (1999) emphasized that awareness of the similarities and differences between the first language (L1) and the second language (L2) can facilitate the learning process.
Additionally, bringing Spanish into the English classes has made learning
English poses less of a threat to native languages as students experience firsthand the coexistence of both languages Ultimately, the use of Spanish fosters positive attitudes towards learning English, motivating students to enhance their English skills further.
Building on Schweers's research, Tang (2002) conducted a comparable study within the Chinese context The study involved questionnaires completed by 100 first-year university students majoring in English, yielding significant insights into their experiences and perspectives.
Research involving 20 teachers in Puerto Rico revealed similarities with Schweers's study regarding the use of L1 in the classroom, while also highlighting differences in when and why L1 should be employed Tang's study identified two additional reasons for using Chinese in English classes: its effectiveness and time efficiency The findings suggest that a limited and thoughtful use of the mother tongue can enhance the teaching and learning experience without diminishing students' exposure to English This insight aims to dispel long-standing misconceptions among foreign language teachers about the necessity of using L1 and the validity of the principle against using the native language in the classroom Ultimately, the author advocates for encouraging the use of L1 in L2 classrooms.
Research by Nguyen (1999) and Zacharias (2003) highlights the positive perspectives of respondents on the use of L1 in L2 teaching Zacharias (2003) identifies several effective applications of L1 in the English classroom, such as clarifying new vocabulary and grammar, providing instructions, assessing student comprehension, and offering personalized feedback.
Conclusion
This chapter examines the literature on the role of the first language (L1) in second language (L2) instruction It highlights a shift in perspective, indicating that the belief in banning students' mother tongue from English classrooms is outdated Recent studies reveal that L1 plays a significant role in L2 teaching, with both educators and learners expressing favorable attitudes towards its use However, the topic remains underexplored in Vietnamese high schools, prompting the need for further research in this area.
The following chapter presents the study, its participants, research methods and the findings
THE STUDY
Situation analysis
2.2.1 The setting of the study
The study took place at An Duong High School in the suburbs of Hai Phong City, which comprises 42 classes and employs over 100 teachers across various subjects English is a mandatory subject at the school, similar to other high schools in Vietnam Currently, the institution has 12 English teachers and serves more than 1,800 students from grades 10 to 12, with the majority of students hailing from nearby villages and towns.
Since 1990, English has been a compulsory subject at An Duong High School, yet the teaching process faces significant challenges One major issue is the lack of student motivation, as only a small percentage of students interested in university entrance exams choose to learn English, leading to varied proficiency levels Additionally, teachers encounter difficulties in managing large classes, with at least 45 students per class, which complicates monitoring student work, providing feedback, and facilitating communicative tasks while ensuring attention to all students.
Since school year 2011-2012, the new syllabus developed by the Ministry of Education and Training has been enacted in An Duong high school The new
15 syllabus adopts a communicative approach to teaching English It requires students to acquire not only a good knowledge of grammar but also to be able to communicate in English
Students typically have only three 45-minute English classes each week, totaling 135 minutes, which is insufficient for practicing and enhancing their skills, vocabulary, and understanding of structures Additionally, English is rarely spoken outside the classroom, potentially diminishing students' motivation to learn Therefore, it is essential for teachers to implement diverse techniques to engage and stimulate students' interest in learning English.
The study aimed to examine the use of Vietnamese by teachers in English classrooms at An Duong High School, focusing on the perspectives of 12 English teachers and student representatives from various classes.
An Duong High School employs 12 English teachers, aged between 26 and 48, all of whom have a minimum of three years of teaching experience Among them, eight hold a Bachelor's Degree in English, while four have completed an in-service training course Although none have traveled to an English-speaking country, several have participated in workshops organized by the British Council and the Hai Phong Education and Training Department, featuring international instructors.
Rural teachers face significant challenges, including limited opportunities for professional development and a lack of teaching resources Despite these obstacles, they remain dedicated, friendly, and passionate about their profession, often committing their lives to teaching Their strong desire to improve their English teaching skills and expand their knowledge is evident, as they consistently strive to support their students in overcoming learning difficulties.
Students at An Duong High School predominantly come from rural backgrounds, having completed four years of English education in lower secondary school Despite this, their English proficiency remains low, particularly in speaking, listening, writing, and reading skills Many students express a desire to improve their English, but factors such as their socioeconomic status—two-thirds come from farming families—and inadequate learning conditions hinder their progress Outside of school, they often assist with farming and household chores, leaving little time for additional study or homework Teachers note that the lack of a supportive English-speaking environment contributes to students' struggles, as English is rarely used outside the classroom In lessons, while teachers and more proficient students use English, many learners struggle to understand, often requesting explanations in Vietnamese This creates a divide, where only a few actively participate, while others remain disengaged, leading to a perception of English as a challenging subject.
The main material for teaching and learning English at high school is a new set of English textbooks designed by the Ministry of Education and Training
The new textbooks are designed using a communicative approach, featuring five key components in each unit: reading, speaking, listening, writing, and language focus, with a variety of exercises for practice Each unit is centered around practical themes related to everyday life, ensuring relevance to students' needs A consolidation unit assesses students' achievements from previous units Unlike older textbooks that emphasized mastering grammar and vocabulary for translation, the new materials aim to develop comprehensive language skills and enhance communicative competence They also foster awareness of the learning process, positioning linguistic knowledge as a means to an end rather than the ultimate goal Additionally, the textbooks provide systematic knowledge of English at an appropriate level while enriching students' understanding of their own culture and that of English-speaking countries.
The new English textbooks for high schools in Vietnam are designed to be realistic and relevant, utilizing a learner-centered and communicative approach, with task-based teaching as the primary method They provide students with essential language background related to habits, customs, and culture, facilitating easier practice However, despite these advantages, both teachers and students encounter significant challenges, including inadequate facilities for effective teaching and learning.
18 low proficiency, teacher‘s passiveness…., which require both teachers and students to overcome.
Participants
The survey participants included 12 English teachers and numerous students from An Duong High School The selected teachers, with varying levels of experience—some having over 10 years and others just a few—provided objective insights into the use of L1 in L2 instruction The students, who had been following the new syllabus since Grade 6, were surveyed during the second term of the academic year, and the researcher noted that their English proficiency was lower compared to their peers.
All participants engaged in the survey by completing questionnaires, while both teachers and students were invited to participate in interviews to gain a comprehensive understanding of the research topics.
Data collection instruments
In this study, data collection was conducted using two primary research instruments: questionnaires designed for both students and teachers, alongside follow-up interviews Additionally, class observations were utilized to enhance the findings from these instruments.
This study utilized two questionnaires, one for teachers and one for students, highlighting the advantages of this method as outlined by Gillham (2000) Questionnaires are cost-effective in terms of time and resources, allowing for the collection of information from a large number of respondents at their convenience They facilitate straightforward analysis of closed questions, reduce pressure for immediate responses, ensure respondent anonymity, and minimize interviewer bias Additionally, the standardized questions can yield suggestive data for hypothesis testing The questionnaires incorporated both closed and open-ended questions to gather comprehensive insights.
The questionnaire consisted of two main sections, featuring a total of seven questions Part I focused on gathering personal information from students, including their gender, place of residence, and average English marks for the first term of the 2011-2012 school year Part II aimed to capture students' perspectives on the use of their first language (L1) during English classes.
A survey was conducted among teachers at An Duong High School to gather their opinions on the use of Vietnamese in English classrooms, focusing on the frequency and purposes of its usage The survey consisted of four questions and was divided into two sections The first section collected demographic information, including the teachers' gender, age, and the number of years they have been teaching English at the high school level.
Part II was about teacher‘s opinion on using Vietnamese in teaching English
An Duong high school : benefits of using Vietnamese to teach English, when and how much Vietnamese should be used in order to have effective lessons
This study primarily utilized survey questionnaires, which, despite their advantages, have notable drawbacks These include the potential for superficial responses, unreliable and unmotivated participants, and issues with literacy that may hinder accurate answers Additionally, researchers face limitations in correcting misunderstandings and addressing the halo effect, where respondents may overgeneralize their answers (Dornyei, 2005) To gain deeper insights into the research questions, interviews were conducted, allowing for a more thorough discussion of the questionnaire items Participants were encouraged to respond with the researcher present to clarify questions and address any ambiguities, with each interview lasting approximately 20 minutes Informal conversations also took place between the researcher and students during English lesson breaks to further explore the topics in depth.
20 understanding about the teaching method teachers had just applied and students‘ preferences
The interview questions were organized on a paper sheet, and all interviews were conducted in Vietnamese as informal conversations between the researcher and the students The data gathered from these interviews were recorded, transcribed, and subsequently translated into English for the study.
In addition to survey questionnaires for teachers and students, class observations were conducted to validate the information regarding teachers' use of Vietnamese in English instruction These observations took place during several English lessons prior to the study, with each session lasting 45 minutes to assess the frequency and purpose of Vietnamese usage Teachers also completed a brief questionnaire reflecting their attitudes toward using Vietnamese in the English classroom Additionally, students' reactions to the teachers' activities, techniques, and behaviors, as well as their participation and feedback, were documented in real-time.
The detailed results of the survey
To assess the frequency of Vietnamese usage in English lessons, I conducted observations of four different teachers The findings revealed that while all teachers incorporated Vietnamese into their instruction, the frequency of its use varied significantly among them (refer to Table 1).
Table 1: Teachers’ frequency of using Vietnamese in the lessons
Teaching experience (No of years)
The analysis of Table 1 reveals significant variations in the frequency of Vietnamese usage among teachers, with age appearing to influence this pattern Notably, the oldest teacher (Teacher 1) utilized Vietnamese for 20 minutes out of a 45-minute session, contrasting sharply with her limited use of English, which totaled just eight minutes In contrast, the two youngest teachers (Teacher 3 and Teacher 4) predominantly communicated in English, highlighting the impact of age on language preference in the classroom.
Teachers reported using Vietnamese for various purposes, including giving instructions, explaining grammar rules, clarifying word meanings, discussing complex ideas in reading and listening texts, and checking students' understanding However, the extent of Vietnamese usage varies based on the context of each class For instance, a teacher may choose to explain grammar and vocabulary in Vietnamese for grade 10 students, while in grades 11 and 12, they may initially use English If students appear confused, the teacher may revert to Vietnamese for clarification, but if students grasp the English explanations, the lesson will proceed without further use of Vietnamese.
Observational data show that teachers used Vietnamese most frequently for the purpose of teaching vocabulary and classroom management Specifically, they
22 used Vietnamese for translation of the new words and for giving instructions This is presented in Table 2 below
Table 2 Teachers’ purposes of using Vietnamese in the observed English lessons
The table indicates that the four teachers utilized Vietnamese in English reading classes primarily to provide instructions and clarify the meanings of words, complex ideas, and intricate grammar points The highest frequency of Vietnamese usage was observed during these interactions.
In a classroom setting, Teacher 1 effectively used Vietnamese to clarify terms such as "fossil fuel," "reserve," and "alternative" after providing English explanations, which resonated well with students Similarly, Teacher 2 employed Vietnamese to elucidate words like "accomplished" and "discarded," finding success particularly with the culturally relevant term "accompany." This approach suggests that teachers predominantly utilize Vietnamese for abstract or culturally specific vocabulary, after initially attempting to convey meanings in English.
Vietnamese when they thought the students did not or could not understand their English explanations
Teacher 3 used Vietnamese most frequently to give instructions In the first five instances, the teacher used Vietnamese only after first giving instructions in English, apparently to ensure that every student was clear about what was said Because it was quite noisy outside the classroom at the time, the teacher used Vietnamese instructions alone on four occasions to hold the students‘ attention and make them follow her
Teacher 4 used Vietnamese to give instructions ,explain meanings of words and complex ideas In explaining meanings of words, at first she tried to explain in English and then she translated the words into Vietnamese However, sometimes while she was speaking in English, she threw in a sentence or phrase in Vietnamese This made students not understand her every word during the explanation
These four class observations indicate that Vietnamese is used on occasions when English explanations fail to work, hence the L1 plays a supportive and facilitating role in the classroom
2.5.3 Results of the questionnaires on the use of Vietnamese in the English classroom
Note: Where participants could choose more than one answer to a question
(items 3 and 4), totals add up to more than 100 percent
Teachers’ attitudes to the use of Vietnamese
A recent questionnaire revealed that 72% of teachers believe using Vietnamese is essential for teaching English, while 28% disagree Nearly half (44%) feel that incorporating Vietnamese enhances student learning, and 39% believe it aids comprehension Additionally, 28% of teachers noted that using Vietnamese can save class time Impressively, 90% of the teachers agreed that their use of Vietnamese significantly benefits their students' English learning, with only 8.3% expressing a contrary view.
24 believed that the use of Vietnamese was of little help to their students‘ learning Their purposes of using Vietnamese were presented in Table 3
According to the questionnaire responses, teachers utilize Vietnamese primarily for three key purposes: to clarify complex grammar points, which accounts for 39% of the responses, to define challenging new vocabulary items, also at 39%, and to elucidate difficult concepts or ideas found in reading and listening texts.
44 % d to explain the meaning and use of lexical chunks and idiomatic expressions
56 % e to give instructions 6 % f to give suggestions on how to learn more effectively 11 %
According to Table 3.3, Vietnamese is predominantly used in vocabulary instruction, with 56% of teachers utilizing it to explain lexical chunks and idiomatic expressions Additionally, 39% of educators employ Vietnamese to define challenging new words for students and to clarify difficult concepts in reading and listening texts This same percentage applies to the use of Vietnamese for grammar explanations Notably, 11% of teachers reported using Vietnamese to guide students on learning strategies, while only 6% used it to provide instructions, making this the least common purpose.
Students’ attitudes to teachers’ use of Vietnamese
A survey revealed that 70% of students believe teachers should use Vietnamese when teaching English, while about one-third disagreed Half of the respondents felt that occasional use of Vietnamese is beneficial, with 45% suggesting a minimal use Only 2% preferred frequent use of Vietnamese in the classroom, and 3% opposed its use altogether during English lessons.
A survey revealed that 25 students found it easier to grasp challenging concepts in reading and listening texts, while 42% reported improved understanding of difficult vocabulary when teachers provided explanations in Vietnamese Although a minority felt less stressed with Vietnamese instruction, 6% expressed confusion when teachers used the language in class.
A study on students' perceptions of teachers' use of Vietnamese in English learning revealed that only 6% found it extremely beneficial, while 3% felt it was not helpful at all In contrast, a significant majority, 69%, indicated that it aided their learning a little, and 22% believed it was fairly helpful.
A significant 60% of students anticipated that their teachers would occasionally use Vietnamese during English lessons, while 38% believed that its use should be minimal Only 2% expressed a desire for teachers to frequently incorporate Vietnamese, and no students supported the idea of teachers completely avoiding its use in the classroom.
Over half of the students indicated that their teachers utilized Vietnamese for 5-10% of class time, while 30% reported that Vietnamese was used for 20-30% of the time.
Table 4 Frequency of teachers’ use of Vietnamese as reported by the students
Students‘ attitudes to the purposes of teachers‘ use of Vietnamese are shown in Table 5
Conclusion
This chapter details the research school and the participating teachers and students It outlines the three data collection methods used: classroom observations, teacher interviews, and student questionnaires, along with the justification for their selection The findings from the study are also summarized, with a discussion of these results to follow in the next chapter.
CONCLUSION
Major findings
1 All of the participants advocated the use of Vietnamese in ELT According to them, Vietnamese was a part of the teaching method and could play a positive role in the classroom This is similar to the standpoint of Atkinson (1987), who believes in the great potential of L1 ―as a classroom resource‖ (Atkinson, 1987, p 241)
The findings indicate that there are various contexts in which Vietnamese should be utilized in English Language Teaching (ELT), with the most common scenarios being explaining grammatical points, clarifying word meanings, and elucidating complex ideas However, these situations should remain flexible and adaptable, depending on the specific context of each class.
Regarding to the reasons for using Vietnamese, the findings indicate that
The student participants identified three primary reasons for their preferences: enhancing comprehension of complex grammatical concepts, clarifying difficult new vocabulary, and fostering a relaxed, comfortable environment to reduce stress.
Utilizing Vietnamese to explain abstract concepts and complex ideas significantly enhances student comprehension This approach fosters a clearer understanding of the material being taught, leading to a more relaxed learning atmosphere that ultimately promotes better educational outcomes.
Using Vietnamese to explain complex grammar structures is beneficial, as relying solely on English can lead to student confusion and misunderstandings Incorporating Vietnamese during comprehension checks and feedback helps ensure that students grasp the lesson effectively and clearly identify their strengths and weaknesses.
Most teachers believe that the use of Vietnamese in the classroom should be limited, with many supporting its occasional use rather than frequent reliance on the first language (L1) This perspective aligns with Ellis's assertion (1984, cited in Mattioli, 2004) that excessive use of L1 can hinder learners by depriving them of essential input in the second language (L2).
2 The present study goes further in providing the following suggestions for the judicious use of Vietnamese in ELT:
- We can adjust the amount of Vietnamese to students‘ levels of English, types of lessons and types of English we are teaching
- The higher students‘ level of English is, the less Vietnamese should be used
- The frequency of teachers‘ use of Vietnamese depends on a lot of things such as students‘ levels of English, aims of the lesson and duration of the class
In Vietnam, students in the same English class often have varying levels of proficiency Consequently, incorporating some Vietnamese during English Language Teaching (ELT) can be beneficial for weaker students Additionally, when there is a substantial amount of material to cover in a limited class time, teachers may find it necessary to use Vietnamese more frequently.
- The amount of Vietnamese used by teachers should vary by students‘ levels of English
Teacher participants indicated that the effective use of L1 in English classrooms varies due to specific contextual factors This aligns with Edstrom's (2006) assertion that "judicious L1 use will likely look different in different classrooms" (p 289).
3 It can be concluded that the use of L1 is a way of life in an EFL classroom Teachers in this study did use L1 for some purposes in their teaching and the frequency of their use of Vietnamese was not too much against their use of English in the classroom Both teachers and students seemed to be positive about the use of Vietnamese for purposes such as explaining complicated
34 grammar items………… It is interesting to note that teachers in this study did not support the idea of using too much Vietnamese in teaching English.
Implications
1 The findings from the study raise the issue of considering the employment of mother tongue, Vietnamese, in teaching English to students at
At An Duong High School and within broader language teaching contexts in Vietnam, many educators, influenced by foreign trends and eager for success, have adopted an L2-only policy This approach is often viewed as a potential miracle for language learners, promising rapid mastery of a second language While this policy has seen some success in prestigious institutions like Tran Phu High School in Hai Phong, it primarily benefits students who already possess a pre-intermediate or intermediate level of proficiency, having a solid foundation in grammar and vocabulary Their current focus shifts towards mastering the four essential language skills However, this study reveals that the L2-only approach does not guarantee success for learners who struggle with language input and skill development The inclusion of L1 can enhance lesson effectiveness, particularly in complex areas such as grammar and vocabulary, where detailed instruction is crucial.
2 The result of the study also suggests that following the right procedure is important in a language lesson and that the learners could only learn best when they are encouraged and facilitated with the right instruction medium to think, discuss, use and negotiate uses of the new language
3 It should be noted that the choice of the instruction medium should rely on the learners‘ response Whatever the teacher chooses, he/ she should sense what could generate the best interest , involve the learners the best, and create the most relaxed atmosphere These indicators are more important than any level of L2 exposure The research suggests that learners who are highly motivated and directed by their desire to work with English would prefer the teachers to use L2 whenever possible This indicates that even in stages of eliciting,
35 explaining, responding to grammar and vocabulary related problems, the use of L2 should be considered
4 Another implication from this study is the language level factor While the use of L1 should be advocated for the subjects at low levels i.e elementary or pre-intermediate, the employment of the mother tongue should be considered carefully for the learners who are at higher level of proficiency It is suggested that a sensitive combination of the two languages should be there to ease out the learning process
The result of this study revealed that the use of Vietnamese was an unavoidable phenomenon in many Vietnamese high schools in general and at
At An Duong High School, teachers systematically utilized Vietnamese, although there were instances of less effective usage They recognized the drawbacks of excessive Vietnamese use, often tailoring their approach to meet students' specific needs, particularly favoring its use with low-achieving students to aid comprehension of the new language The study identified various contexts in which teachers employed Vietnamese, including explaining grammatical concepts, introducing new vocabulary, and providing instructions.
Based on the findings, it is essential for teachers to adopt a flexible approach to the language of instruction, as this can significantly enhance students' interest and enthusiasm for learning a foreign language By doing so, teachers can improve learners' concentration and enjoyment in the classroom Furthermore, educators should recognize that the effectiveness of the chosen medium of instruction is a crucial criterion in their selection process.
This thesis demonstrates that using Vietnamese effectively aids in teaching English to students at An Duong High School However, the limited sample size raises concerns about the generalizability of these findings to a broader population Additionally, the research duration presents another limitation for those evaluating the project's practicality and its implications.
The following directions should be taken into consideration in the further research
First of all, this study should serve only as a preliminary project A further direction to follow should lie in the use of Vietnamese in teaching English to a larger sample
Exploring alternative uses of L1, such as managing classroom dynamics and fostering rapport between teachers and students, could yield valuable insights and positive outcomes.
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