Using english as the medium of instruction in english classes for the first year non english majored students a case study at a university

Statement of the problem and rationale of the study

Since adopting a socialist-oriented market economy in 1986, Vietnam has significantly expanded its economic relations globally, marked by its accession to ASEAN in 1995 and the WTO in 2007 This international integration has heightened the demand for English as a vital communication tool, leading to a rapid growth in the importance of English teaching and learning in the country Since the early 1990s, the recognition of communication as essential in language use has propelled the popularity of Communicative Language Teaching (CLT) in Vietnam, further supporting the emphasis on English in educational settings.

The encouragement for EFL teachers to utilize the target language in classrooms has been a long-standing topic among researchers Ellis and Wells (1980) assert that learners need exposure to the target language to facilitate acquisition, likening this process to first language acquisition, which is inherently gradual and challenging Knop (1995) echoes this perspective, emphasizing the necessity for EFL learners to engage in authentic communicative environments to articulate their opinions and enhance their oral fluency and accuracy He highlights that experiences such as traveling abroad and immersion play a significant role in the language acquisition journey.

2 be impossible for almost students, and foreign language classrooms become the main environment in which students learn to communicate in the language

Despite the demand for oral communication skills and the necessity of Communicative Language Teaching (CLT) in Vietnam, many educators persist in using grammar-translation methods in English classes, focusing more on grammar than on communicative competence (Le, 2011) Additionally, the frequent use of Vietnamese during instruction has sparked debate among Vietnamese teachers regarding the appropriate medium of instruction in English as a Foreign Language (EFL) classes.

Previous research has examined the use of English as the medium of instruction in English as a Foreign Language (EFL) classes, notably Wong's (2009) study on student responses and improved English proficiency, and Lee's (2013) investigation of English-only instruction for Japanese university students in low-level speaking and listening classes These studies indicated that students showed significant interest in learning through English, which contributed to their enhanced English skills In contrast to earlier studies that focused solely on students' perspectives, this research also considers both teachers' and students' perceptions Additionally, numerous studies in Vietnam have explored the language of instruction in English classes, highlighting the importance of this topic in the context of EFL education.

Do (2010) and Phung (2010) Nevertheless, they mostly evaluated the use of mother tongue, Vietnamese In this study, the use of target language – English – to teach English, was investigated

This study explores English teaching and learning practices at a university in a small rural town in Vietnam, highlighting how the geographical location limits students' exposure to authentic English communication environments Consequently, EFL classes are deemed essential for the successful acquisition of the English language.

There has been a lack of research on the use of English as a medium of instruction for teaching English at this university This gap is particularly concerning for first-year non-English majors, many of whom enter with relatively low English proficiency The researcher aims to investigate whether English instruction is effective or if it places excessive pressure on these students This study seeks to assess the application of English as the medium of instruction for teaching English to first-year non-English majors at a university in Vietnam.

Aims and research questions

This research investigates the perceptions of teachers and students regarding the use of English as the medium of instruction in English as a Foreign Language (EFL) classes It also identifies potential factors that may hinder the effective teaching and learning of English Based on these findings, the study offers recommendations for enhancing the use of English as the primary instructional language.

To achieve these aims, the current research answers the following questions:

(1) What are the students’ and teachers’ perceptions of using English as the medium of instruction in EFL classes?

(2) What factors hinder the use of English as the medium of instruction in EFL classes for the first year non-English majored students?

This study aims to enhance understanding of effective instructional language strategies, particularly in English, for first-year students who are not majoring in English Consequently, non-English majors at the targeted university, as well as other EFL learners, may benefit from an improved environment for learning and practicing English.

Significance of the study

This study aims to explore the perceptions of first-year non-English major students and their teachers regarding the use of English as the medium of instruction in English classes Additionally, it seeks to identify the key factors influencing these perceptions.

The article identified four key obstacles that hinder the use of English as a medium of instruction in English classes and proposed suggestions for improvement Upon completion, this research aims to serve as a valuable reference for EFL teachers and learners seeking to enhance their English instruction methods Additionally, the findings may serve as a foundational resource for future research on related topics.

The term "medium of instruction" encompasses various interpretations, including Content and Language Integrated Learning, teaching English as a foreign language, English for Specific Purposes, and English for Academic Purposes It involves the choice of language, whether mother tongue or second language This research specifically examines the use of a second language, focusing on English as the medium of instruction employed by teachers in language classes to teach English as a foreign language.

The study focused on 93 first-year non-English major students at a university in Vietnam, along with their English teachers These students were introduced to the university environment and the language curriculum, which emphasized the development of listening, speaking, reading, and writing skills While the use of English as the medium of instruction aimed to enhance their learning experience, various challenges were anticipated The participant group represented over two-fifths of the total population, providing a significant sample for the study.

Methods of the study

This case study explores the use of English as the medium of instruction in English as a Foreign Language (EFL) classes, focusing on first-year non-English major students at a university in Vietnam The research aims to provide insights into the challenges and implications of using English in this specific educational context.

In this study, the researcher employed a mixed-methods design, integrating both quantitative and qualitative approaches The quantitative aspect utilized survey design with instrument-based questions, while the qualitative component involved open-ended questions through interviews and observations Consequently, the research incorporated three data collection methods: classroom observations, questionnaires, and interviews.

Organization of the thesis

The results are presented into a thesis and overall conclude three main parts

Part A: Introduction : deals with the rationale, aims, significance, scope, and structure of the research

Part B: Development: consists of three chapters

Chapter 1: Literature Review: provides the definitions of key concepts and the theoretical framework which creates the base of the research

Chapter 2: Methodology: describes the selection of subjects, research instruments, data collection and data analysis procedure

Chapter 3: Results and discussions: presents, analyzes and discusses the findings obtained from the data collection procedure

Part C: Conclusion: summarizes the main points discussed in the research, briefly mentions some limitations of the study and suggestions for further studies

LITERATURE REVIEW

Second Language Acquisition

Second Language Acquisition (SLA) is defined by Krashen (1985) as the process through which learners acquire a second language (L2) This encompasses the development of language knowledge and usage among both children and adults who are already proficient in at least one language (Spada & Lightbown, cited in Liu, 2015) The use of English as the medium of instruction in English as a Foreign Language (EFL) classes is closely linked to SLA theories, notably the Input Hypothesis, Output Hypothesis, and Interaction Hypothesis, which provide essential frameworks for understanding language learning.

Krashen’s Comprehensible Input hypothesis is a key theory in Second Language Acquisition, particularly in the context of using English as a medium of instruction in EFL classes He distinguishes between two modes of L2 development: subconscious language acquisition and conscious language learning According to Krashen (1985), learners enhance their language skills not through formal learning but through acquisition, where they are generally unaware of the rules yet possess an intuitive sense of correctness He emphasizes that input is essential for language development, as individuals acquire language solely by understanding messages.

Comprehensible input is essential for language acquisition, following the "i+1" structure, where "i" represents the learner's current linguistic level and "1" denotes the new language elements they aim to learn For effective progression, learners must understand the language presented to them, enabling them to advance from their current level "i" to the next level "i+1."

“i+1” with the help of context, knowledge of the world, and previous acquired linguistic competence Long (1983) also shares the same viewpoint with Krashen

He firmly confirms three arguments to support for the important role of comprehensible input, which are:

(1) Access to comprehensible input is a characteristic of all cases of successful acquisition

(2) Greater quantities of comprehensible input seem to result in better acquisition

(3) Lack of access to comprehensible input results in little or no acquisition

Maximizing the use of L2 in the classroom is essential; however, it's crucial that this L2 input remains comprehensible, striking a balance between being neither too easy nor too challenging for learners.

The Input Hypothesis has faced criticism for suggesting that while input is important, it alone is insufficient for second language acquisition, a point raised by Swain in 1985 In her Output Hypothesis, Swain highlights the critical role of output, or the language produced by learners, in the acquisition process By being encouraged to produce language, learners can test their hypotheses, experiment with expressions, and modify their output based on feedback This process helps them identify gaps and errors in their language skills, fostering awareness that motivates them to improve and advance their proficiency in the target language.

As can be seen that during this procedure, feedback has a critical function Swain believes that learners can improve the accuracy of output if they receive proper

The Output Hypothesis emphasizes the significance of teachers' language in the language learning process, highlighting the need for educators to encourage students to produce output It is essential for teachers to create opportunities for students to practice the target language and provide constructive feedback to enhance their learning experience.

Long (1996) expands upon Krashen’s Input Hypothesis with his Interaction Hypothesis, highlighting the significance of two-way communication in language acquisition While both researchers stress the necessity of comprehensible input, Long emphasizes that interaction between language learners and more proficient speakers fosters a naturalistic second language acquisition (SLA) environment This interaction allows learners to recognize discrepancies in their language use, enhancing their awareness of knowledge gaps Furthermore, through the negotiation of meaning, learners adapt their output based on modified input received during conversations Consequently, conversation serves not only as a practice medium but also as a critical learning mechanism Xiao-yan (2006) notes that classroom interaction typically follows a teacher-initiated model, where teachers pose questions and guide students in negotiating meaning, facilitating active participation in the learning process.

Medium of instruction

According to the British Council (1998), the medium of instruction refers to the language employed by educators to deliver educational content or teach a language This language may not necessarily align with the official language of the region, leading to ongoing debates about the most appropriate language for instruction When teaching a language, utilizing the target language can enhance the learning experience.

9 the opportunities the learners expose to it and communicate in it, and therefore, to develop their control of it

English medium instruction refers to teaching academic subjects in English in countries where English is not the first language, as noted by Dearden (2014) While this approach can benefit learners in acquiring a second language, it also presents certain limitations in specific contexts.

The term "medium of instruction" shares key similarities with "teacher talk," which is defined as the specific language variety utilized by educators during teaching (Longman, 2002) Additionally, it is important to recognize that the medium of instruction represents a form of pedagogic discourse that is often adapted and follows a clear structure (Coulhard, 1977, cited in Susana).

According to Dearden (2014), the English medium of instruction is a flexible concept adopted in some countries but not in others It is often confused with terms such as CLIL (Content and Language Integrated Learning), EFL (teaching English as a Foreign Language), ESP (English for Specific Purposes), and EAP (English for Academic Purposes) For the purposes of this study, English medium of instruction refers specifically to the use of the English language by teachers in EFL classes to achieve pedagogical objectives (Wong, 2009; Lee, 2013).

1.2.2 Different viewpoints on medium of instruction in EFL classes

The choice of medium of instruction in English as a Foreign Language (EFL) classes has sparked ongoing debate, particularly regarding the inclusion or exclusion of students' native language Proponents of using the mother tongue (L1) argue for its benefits, while others advocate for an immersive English-only approach This contentious issue continues to shape teaching strategies and learner outcomes in EFL environments.

10 target language (L2) as medium of instruction have their own reasons and explanation

1.2.2.1 Using first language as medium of instruction

The use of the first language (L1) as a medium of instruction in English as a Foreign Language (EFL) classes is rooted in the insights of early theorists like Sweet, who emphasized that effective language learning begins with a solid understanding of one’s own language Palmer (1956) also recognized the benefits of incorporating the native language in the learning process, viewing it as a harmless and often beneficial practice Numerous researchers have since advocated for the integration of L1 in foreign language classrooms, highlighting its advantages such as multifunctionality, time efficiency, reduction of confusion, and enhancement of student relationships.

Research highlights the significant role of first language (L1) instruction in foreign language classes L1 can effectively clarify grammar, provide context for activities, and deliver background information (Mitchell, as cited in Miles, 2004) Additionally, it aids in eliciting language, checking comprehension, and giving instructions (Atkinson, as cited in Miles, 2004).

Harbord (1992) highlights that incorporating L1 in language teaching can save valuable time for educators Supporting this view, Skinner (as cited in Turnbull & Dailey-O’Cain, 2009) notes that L1 can create connections between the target language and students' existing knowledge Consequently, utilizing L1 becomes essential in teaching scenarios where cognitive demands are high and students possess limited proficiency in the target language.

Lowering students' confusion and enhancing the teacher-student relationship are essential in education (Harbord, 1992) Additionally, facilitating cooperation among learners is crucial (Atkinson, cited in Miles, 2004) Utilizing the first language (L1) in the classroom provides familiarity for students, fostering a supportive learning environment.

Creating a secure environment for language learners encourages them to express themselves more freely than in a setting limited to the second language (L2) This supportive atmosphere enhances their motivation to learn L2 and fosters a greater sense of comfort when engaging in pair, group, and whole-class activities.

1.2.2.2 Using second language as medium of instruction

Numerous researchers advocate for the use of the target language, particularly English, as the medium of instruction in English as a Foreign Language (EFL) classrooms This approach is supported by several key reasons, including the enhancement of input, the promotion of a conducive environment for output, and the boost in student motivation.

Using English as the medium of instruction significantly enhances language input, which is crucial for developing language proficiency Increased exposure to the language accelerates the learning process, as noted by Ellis & Wells (1980) By integrating English into the academic environment, students' language learning experiences are enriched, making it essential to maximize the use of English medium instruction in EFL classes.

Using English as the medium of instruction in EFL classes creates an optimal environment for learners to produce language output, which is essential for effective language acquisition When teachers utilize the target language, they provide numerous opportunities for students to engage with and apply practical phrases relevant to real-world situations This approach not only enhances students' language skills but also makes classroom interactions increasingly similar to authentic academic exchanges Consequently, the use of English as the medium of instruction facilitates meaningful and situational language use, bridging the gap between classroom learning and real-life communication.

The use of English as the medium of instruction in EFL classes significantly enhances student motivation According to MacDonald (cited in Turnbull & Dailey-O’Cain, 2009), students recognize the immediate practical benefits of learning a second language Furthermore, Varshney (cited in Jones, 2010, p.9) emphasizes that without consistent exposure to the target language, students may lose confidence, resulting in diminished interest and discouragement in future language learning activities.

In conclusion, utilizing English as the primary medium of instruction significantly enhances second language acquisition for learners, with many researchers advocating for its increased use in EFL classrooms Rolin-Ianziti and Varshney (2008) emphasize that incorporating L2 in all instructional contexts helps reduce teachers' reliance on L1 and diminishes students' dependence on their native language.

1.2.3 Classification of teacher’s language in class

METHODOLOGY

Design of the study

A case study examines the unique complexity of a specific instance, helping researchers understand its activities within significant contexts (Skate, cited in Bassey, 2009) According to Sturman (cited in Bassey, 2009), these cases can encompass individuals, groups, or phenomena, allowing for deeper insights that are often unattainable in broader group research (Markey & Gass, 2005) This specificity is why case studies are prevalent in second language research However, a notable challenge is the issue of generalization, as findings from single cases may not be broadly applicable, necessitating careful sampling, analysis, and conclusion drawing by researchers.

This study focuses on the use of English as the medium of instruction in English as a Foreign Language (EFL) classes, specifically involving first-year non-English major students and their English teachers at a university in Vietnam The findings from this research can be generalized to similar contexts involving first-year non-English majors and EFL educators at other universities across Vietnam.

Mixed methods research represents research that involves collecting, analyzing, and interpreting quantitative and qualitative data in a single study or in a

A series of 20 studies examined a common phenomenon (Leech & Onwuegbuzie, 2008), justifying the research approach The researcher employed both quantitative and qualitative methods; quantitative procedures involved gathering and analyzing numeric data through close-response questionnaires (Blaxter, Hughes & Tight, 1996), while qualitative procedures focused on collecting non-numeric information using open-ended questions, interviews, and observations.

Three types of data collection method, which are questionnaire, interview and observation were applied with the purpose of triangulation As defined by John

Triangulation, as defined by 1992, involves reaching a consistent understanding through at least three independent approaches Similarly, Mackey and Gass (2005) describe it as the use of multiple, independent methods for data collection within a single study to achieve consistent research outcomes The benefits of triangulation include obtaining convergent results, minimizing observer or interviewer bias, and improving the validity and reliability of the findings.

Participants

A straightforward two-stage clustering method was employed, as described by Creswell (2009) In this process, the researcher first samples groups and then identifies individuals within those clusters for further sampling.

In 2009, a simple two-stage clustering method was detailed, where researchers first select clusters and then sample them in the second stage using simple random sampling In this study, after compiling a list of first-year non-English classes along with their respective teachers, students from two classes taught by different instructors were randomly selected as the study's sample.

Simple random sampling method were applied so that each class remaining in the population had the same probability of being selected for the sample, which

The study employed a clustering method to ensure unbiased sample selection, allowing researchers to draw valid conclusions about the broader population based on the results from the sampling group This approach enhanced the representativeness of the sample, making it justifiable to generalize findings back to the entire population.

The research focused on first-year non-English major students at a university, categorizing them based on their English marks from the entrance exam or a placement test Students were classified into three groups: those with marks under 5 were excluded from classes, those with marks between 5 and 7 were placed in level 1, and those with marks above 7 were assigned to level 2 The study specifically examined level 2 students, as it required adequate linguistic knowledge for English as a medium of instruction A total of 93 students participated in the research, with 49 out of 53 from one class and all 44 from another class consenting to take part, which was deemed a suitable sample size from a population of 230.

In their first year, students in both classes learned with the core textbook

"Life Elementary," published by National Geographic Learning and Cengage Learning, emphasizes an integrated skills approach that helps students systematically develop their reading, writing, speaking, and listening abilities Upon completing all required English courses, participants are expected to reach an A2 proficiency level, having built their English skills throughout their studies.

Despite 22 years of compulsory English education, achieving proficiency remains a challenge due to the absence of speaking and listening components in university entrance exams and a traditional teaching approach that neglects these skills To address this issue, using English as the medium of instruction could enhance students' linguistic abilities, although it may present some difficulties Overall, conducting research on this approach is valuable for understanding its impact on English proficiency.

Two English teachers, Teacher A and Teacher B, were selected to participate in a study focused on first-year non-English major students Each teacher was responsible for one class, designated as Class A and Class B With approximately two years of experience teaching at the university and over two months working with the student participants, the teachers had a deep understanding of the students' language abilities They employed English as the medium of instruction, allowing them to reflect on their experiences, share the conveniences and challenges encountered, and propose effective solutions for using English in their teaching practices.

Data collection instruments

According to Brown (2001), questionnaires are structured written tools that present respondents with a series of questions or statements, which they answer by either writing their responses or selecting from provided options It is crucial to note that a questionnaire is not merely an informal list of questions or an official form; rather, it is a vital research instrument used for effective data collection.

23 with the typical function of measurement Its detailed specification of measurement aims must be related to the aims of the overall research plan and objectives (Oppenheim, 1992)

This study utilized questionnaires to gather data from 93 first-year non-English major students at the university, chosen for their suitability and convenience According to Mackey & Gass (2005), questionnaires are a prevalent method for collecting attitudes and opinions from large groups, allowing researchers to obtain self-reported data This approach enabled the researcher to assess students' perceptions of using English as the medium of instruction, as well as the advantages and disadvantages they experienced during English-taught classes Additionally, the research samples were drawn from two separate classes, facilitating the efficient distribution and collection of questionnaires within a short timeframe.

While questionnaires offer several advantages for gathering information, they also present limitations Yount (2006) highlights that researchers cannot accurately gauge the motivation levels of participants when completing these forms, as factors such as mental state—whether individuals are busy, overworked, or contemplative—can impact responses Additionally, there is a lack of control over the order in which questions are answered and the potential for unanswered questions, leading to "missing data." To mitigate these issues, researchers often provide clear explanations about the purpose of the data collection and the benefits of the results to participants.

Following the completion of the initial draft of the questionnaire, five first-year students, who were not English majors and not part of the research sample, were selected to participate in a pilot test The insights gained from this pilot phase enabled the researchers to enhance and refine the questionnaire effectively.

The study involved 93 first-year students majoring in fields other than English at the university, which raised concerns that presenting the questionnaire in English could lead to misunderstandings or discourage participants.

The questionnaire was crafted in Vietnamese, incorporating both closed and open-ended questions Closed questions facilitated convenient data analysis, while open-ended questions provided respondents the freedom to express their thoughts, allowing researchers to gather diverse insights.

The researcher utilized a questionnaire to investigate students' perceptions of using English as the medium of instruction in EFL classes, identifying key factors that influenced their experience Additionally, the participating students, having firsthand experience in these classes, provided valuable suggestions and implications for enhancing the effectiveness of English as the medium of instruction.

Students’ perception of using English as medium of instruction in EFL classes

Factors affecting the use of English as medium of instruction in EFL classes

Table 2.1: Classification of the items in the questionnaire

A semi-structured interview differs from a structured interview by utilizing a flexible framework that guides the conversation with general questions, allowing for spontaneous inquiries during the discussion (Mackey & Gass, 2005; Case, 1990) This format, as noted by Eric (1995), has a preliminary structure but evolves as the interview progresses, enabling researchers to adapt their questions based on the responses received Overall, the semi-structured interview is characterized by its informal approach, promoting a more dynamic and interactive dialogue.

The study involved semi-structured interviews with two teacher-participants, enabling researchers to explore their perceptions on using English as the medium of instruction in EFL classes The interviews aimed to identify factors influencing the application of English for first-year non-English majors and to gather valuable suggestions regarding the role of EFL teachers This interview format facilitated focused, conversational communication, allowing for flexibility in question order and the opportunity for follow-up inquiries Researchers guided the interview direction while interviewees had the freedom to express their thoughts and provide detailed responses, leading to a deeper understanding of their perspectives.

Nevertheless, interview method possibly had certain drawbacks It might involve memory loss from both interviewer and interviewee Participants’ attitude

To ensure the reliability of responses, the researcher conducted interviews in a familiar environment, specifically in the classroom after class hours, to help interviewees feel at ease Open-ended discussions were encouraged throughout the interviews, which were recorded in their entirety to enhance the trustworthiness of the gathered data (Mackey & Gass, 2005).

The research instruments were developed in alignment with the research questions, beginning with the identification of key indicators for each question Subsequently, the researchers formulated one or more questions corresponding to each indicator, ensuring a comprehensive approach to data collection.

Research question Subscale Indicator Questions

What are the teachers’ perceptions of using

English as medium of instruction (MOI) in

EFL classes for the first year non-English majored students?

See if English should be used as MOI perceived by teachers

- The cases in which teacher should apply English as MOI

- The advantages and disadvantages of using English as MOI

- The effectiveness of using English as MOI

What factors hinder the use of English as

MOI in EFL classes for the first year non-

Consider both personal and outside factors

- Students’ English proficiency, motivation and learning styles

- Teachers’ linguistic knowledge, teaching skills and background knowledge

- The suitability of syllabus, textbook and required materials

27 improve the use of English as MOI

Table 2.2: Classification of interview questions

Observation is a data collection method that involves researchers immersing themselves in a research setting to systematically observe various aspects, including interactions and events (Mason, cited in Mackey & Gass, 2005, p.175) In this study focused on the use of English as a medium of instruction in EFL classes, four observations were conducted across two classes, with two sessions per class, each lasting 50 minutes for a total of 200 minutes The researcher remained a passive observer during these sessions, utilizing audio recordings and note-taking to facilitate subsequent data analysis.

Observation is a valuable research method that enables the collection of extensive and detailed data on participant behaviors within specific contexts (Mackey & Gass, 2005, p.175) This approach allows researchers to directly witness actions as they occur, rather than solely depending on self-reported information It also uncovers insights that participants may hesitate to disclose in questionnaires or interviews Furthermore, the data gathered through observation serves as a reliable means to validate findings from questionnaires and semi-structured interviews.

Apart from the suitability of observation method for the research, the researcher cared for the “observer’s paradox” (Labov, cited in Mackey & Gass,

In 2005, it was noted that the presence of an observer could impact the performance of those being observed To mitigate this effect, the researcher chose to sit at the back of the classroom to avoid distracting the participants By conducting two observations per class, the participants became more accustomed to the observer's presence, allowing the researcher to effectively compare and contrast the data collected from both sessions.

Medium of instruction in use English or Vietnamese

When teachers use English as MOI The way teachers check students’ understanding The way teachers explain when students do not understand

Reactions of students Teacher talk time Grading language

Table 2.3: Classification of items in observation checklist

Data collection procedure

Figure 2.1: Procedure of data collection

The procedure of collecting data consisted of four main steps listed as follows

Preparation Agree access Inteview and questionnaire Observation

The researcher developed questionnaires, interview questions, and observation checklists aligned with the research questions Initially, indicators for each research question were identified, followed by the creation of detailed questions for each indicator within the instruments.

Step 2: Agree access to the respondents

Prior to the study, the researcher obtained consent from both teachers and students and arranged appointments It was essential to secure permission for audio recording from all participants The scheduling was carefully organized to align with the teachers' availability and the class timetable.

Step 3: Data collection with interview and questionnaire

The researcher conducted interviews with teachers, utilizing note-taking and audio recording methods Additionally, questionnaires were distributed to students, with clear instructions provided for completion prior to the process Both the questionnaire distribution and interviews occurred one week before the observation phase.

Step 4: Data collection with observation

Based on the overall findings from the interviews and questionnaires, the observation checklist was updated in several areas Subsequently, the researcher conducted classroom observations utilizing the revised checklist, along with note-taking and audio recording for comprehensive data collection.

Data analysis methods

The primary data sources for analysis included questionnaires, interview notes, recordings, and observation checklists To interpret the findings effectively, both quantitative and qualitative analysis methods were employed during this phase.

Figure 2.2: Data from questionnaire analysis procedure

Key aspects to verify include the completeness of the collected questionnaires, the consistency of each question and its corresponding answers, and the clarity and validity of the responses provided.

The data collected from the questionnaires was quantified and analyzed by categorizing and counting similar responses The findings were presented through frequency distribution and central tendency measures, providing a clear statistical overview of the results.

The data were converted into charts and graphs to be logical and easy- followed

Figure 2.3: Data from interview and observation analysis procedure

The data collected from observation checklist, observation recordings, interview note-taking, and interview recordings was transcribed

After that, the data supposed to be relevant and supportive were selected and coded/ conceptualized The aim of this step was to link specific quotes to analytic

Prepare data Report statistics Visualize data

31 concepts and categories Basing on describing each defined indicator, different aspects which helped answered research questions were measured

After the initial coding phase, the researchers employed a qualitative method to analyze selectively chosen, direct, and conceptually motivated data, aligning with their research questions and study objectives This analysis led to the generalization and theorization of the findings, contributing to the development of grounded theory.

Finally, the findings were reported The findings from the questionnaires, the interviews and the observations were triangulately checked then Some discussion and implications were drawn accordingly

RESULTS AND DISCUSSIONS

The perceptions of teachers and students of using English as medium of

3.1.1.1 Preferable types of medium of instruction

The medium of instruction offered two languages: English and Vietnamese This resulted in five distinct usage scenarios: exclusively Vietnamese, exclusively English, primarily Vietnamese with occasional English, primarily English with occasional Vietnamese, and an equal balance of both Vietnamese and English.

In a recent study illustrated in Figure 3.1, it was revealed that students strongly prefer not to have English classes taught exclusively in Vietnamese Notably, only 3.20% of participants expressed a preference for their teachers to primarily use Vietnamese during instruction.

Figure 3.1: Medium of instruction students preferred

Mainly English,sometimes VietnameseEnglish and Vietnamese equally

A significant portion of students, 22.60%, expressed a preference for being taught exclusively in English, indicating their comfort and confidence in understanding English instruction Additionally, 74.20% of students favored a teaching approach that primarily uses English, occasionally supplemented by Vietnamese, or a balanced combination of both languages This preference for Vietnamese suggests that some students may still face challenges when instruction is delivered solely in English.

According to Figure 3.2, first-year non-English major students reported that their English classes did not exclusively use either English or Vietnamese The majority of students (51.60%) indicated that their teachers primarily used English, while 40.90% noted that English and Vietnamese were used equally Only a small percentage of students (7.5%) felt that Vietnamese was used more frequently than English in their classes.

3.1.1.2 Contexts in which students wanted English to be used

The study targeted at the English language which teacher used as instructional talk and management talk in EFL classes Different contexts, which

Figure 3.2: Medium of instruction teachers used percieved by students

Mainly English,sometimes VietnameseEnglish and Vietnamese equally

34 were checking attendance, giving lecture, giving instruction, giving correction, giving feedback, giving explanation, giving announcement, asking and answering questions, and dismissing class, were investigated

A significant majority of students expressed a preference for their EFL teachers to use English in various contexts, including delivering lectures, providing instructions, offering corrections, giving feedback, and facilitating question-and-answer sessions, with support ranging from 80% to 100% Additionally, around half of the students indicated they would like their teachers to use English for checking attendance, making announcements, providing explanations, and dismissing class.

3.1.1.3 Advantages and disadvantages of using English as medium of instruction

Advantages Not at all Very little

Contexts in which students wanted English to be used

Learn words & expressions beyond textbook

Have an interesting learning environment

Have motivation to practice speaking & listening after class

Table 3.1: Advantages of using English as medium of instruction perceived by students

Students reported several benefits from teachers using English as the medium of instruction in EFL classes They felt they could effectively practice listening skills and reinforce their learning, with nearly 90% agreeing that they learned vocabulary and expressions not found in their textbooks The use of English also contributed to a more engaging learning environment However, a significant number of students indicated limited advantages in practicing speaking English (40.9%) and expressed a lack of motivation to continue practicing speaking and listening outside of class (55.9%).

Disadvantages Not at all Very little Somewhat To a great extent

Cannot understand what teachers say

Cannot concentrate during class time

Table 3.2: Disadvantages of using English as medium of instruction perceived by students

According to students’ reflection shown in Table 3.2, when teachers used English as medium of instruction in EFL classes, students had certain

Many students face challenges when teachers use English as the medium of instruction, with nearly half reporting difficulties in understanding (49.5%) and responding (44.1%) in English However, only a small percentage (12.9% to 28%) experience these issues to a significant extent, suggesting that most students do not find these challenges severe Additionally, while some students (48.4%) acknowledge minor concentration difficulties during class, none reported significant issues in this area Overall, while disadvantages exist, their impact appears to be minimal for the majority of students.

3.1.1.4 The effectiveness of using English as medium of instruction in English classes

In a self-evaluation of the effectiveness of using English as the medium of instruction in EFL classes, a significant majority of students found it beneficial Specifically, 7.5% rated it as very effective, while 80.6% considered it quite effective However, 11.8% of respondents indicated that the use of English as a medium of instruction was somewhat ineffective The evaluation scale ranged from 1, indicating not effective at all, to 4.

Figure 3.4: The effectiveness of using English as medium of instruction perceived by students

Not effective at allSomehow ineffectiveSomehow effectiveVery effective

37 referred to very effective, the level of effectiveness of using English medium of instruction reached mark 2.96

Both teachers agreed that English should be the primary medium of instruction in EFL classes for first-year non-English majors Teacher B stressed the importance of maximizing the use of English, while Teacher A highlighted the necessity for learners to be immersed in an English-speaking environment.

Two teachers reported using both English and Vietnamese as mediums of instruction in English classes for first-year non-English majors, with varying proportions of language use Teacher A indicated that English comprised approximately 70% of the lesson, while Vietnamese accounted for about 30% In contrast, Teacher B noted a more balanced approach, using each language equally at 50% Both teachers acknowledged the challenge of determining an exact proportion, as the language used in the classroom could be adjusted flexibly based on the situation.

3.1.2.2 Different contexts in which teachers used English as medium of instruction

Teachers A and B emphasized the importance of using English in appropriate contexts, such as during lectures, instructions, corrections, feedback, explanations, announcements, and class dismissals Teacher A noted that the language should remain simple for better student comprehension, while Teacher B highlighted that many sentences were constructed using fixed structures or formats to enhance clarity.

However, there were some cases in which the two teachers never or seldom used English As self-reflected by them, checking attendance was the least frequent

Both teachers agreed that using English for attendance checks was unnecessary, as it made no difference whether students responded in English or Vietnamese In situations like giving lectures, they preferred to use Vietnamese to ensure clarity and prevent misunderstandings Teacher B often switched to Vietnamese when students struggled to follow along, providing explanations in their native language Similarly, Teacher A would speak Vietnamese after long periods of English instruction to foster a comfortable atmosphere, occasionally lightening the mood by chatting or telling jokes in Vietnamese.

3.1.2.3 Advantages and disadvantages of using English as medium of instruction

Two teachers highlighted the advantages of using English as the medium of instruction, noting that it significantly enhances students' speaking skills, including word choice, pronunciation, and intonation Teacher B pointed out that this approach allows students to observe real-life applications of English, fostering a more natural speaking style Teacher A added that increased English usage by teachers also improves students' listening skills over time and provides opportunities for learning appropriate body language alongside English expressions Furthermore, Teacher A mentioned that teachers' use of English can present challenges that motivate students to engage more actively in their learning.

Both teachers acknowledged the potential drawbacks of using English as the medium of instruction for first-year students who are not majoring in English Teacher A pointed out that students might struggle to fully grasp the content being taught, which highlights the challenges faced in such educational settings.

Teachers often express concern over students' misunderstandings, which can lead to wasted time on explanations Teacher B noted that some students struggle to follow instructions, resulting in feelings of shame in front of teachers and classmates, as well as a growing boredom with English Additionally, she emphasized that teachers are not infallible and can sometimes provide poor examples for their students.

3.1.2.4 The effectiveness of using English as medium of instruction in English classes

Factors hindering the use of English as medium of instruction in English

Table 3.3 illustrates some factors relating to teachers causing difficulties for students when their teachers used English as medium of instruction in English classes

The frequency of each factor

Teachers use many new words, phrases, structures

Teachers ignore when students don’t understand

Table 3.3: Hindering factors relating to teachers

A significant 78.5% of students reported that their teachers used an overwhelming amount of new vocabulary, phrases, and structures, making it difficult to grasp their ideas Additionally, 65.6% of students indicated that they were often impacted by teachers speaking English too quickly Another concern was that teachers sometimes overlooked students' lack of understanding; however, this issue was deemed less common, as over 70% of students stated they rarely encountered it.

Several factors related to students may impede the use of English as a medium of instruction in English classes A significant majority of students (79.6%) indicated that they learned English because it is a compulsory subject in their curriculum Additionally, nearly half of the students (45.2%) recognized the importance of English for their future career prospects However, a limited number of students expressed a genuine interest in the language.

A significant portion of students (33.3%) acknowledged the importance of English, while only 17.2% recognized its role in supporting other subjects This lack of motivation for learning English presents challenges for teachers, regardless of whether they use English or Vietnamese as the medium of instruction.

A variety of other factors relating to students are shown in Table 3.4 below

The frequency of each factor

Students are not familiar with learning in an English environment

Students pronounce differently from teachers

Students cannot find words, structures to express their ideas in

Students prefers reading materials to receiving lectures from teachers

E is necessary for future job

Figure 3.5: Reasons for students' learning English

Students are afraid of showing misunderstanding or making mistakes

Table 3.4: Hindering factors relating to students

Table 3.4 highlights significant factors related to students that impede the use of English as a medium of instruction Over 80% of respondents indicated that they often mispronounced English words, leading to comprehension issues despite prior knowledge of the vocabulary Furthermore, 78.4% of students struggled to find appropriate words or structures to articulate their thoughts in English More than 60% expressed fear of making mistakes or demonstrating misunderstandings, while a similar percentage noted their unfamiliarity with an English-dominant learning environment Interestingly, only 36.6% preferred reading materials over lectures, suggesting that this may not be a prevalent barrier to using English for instruction.

Both teachers acknowledged the significant challenges they faced when using English as the medium of instruction, stating, "Yes, of course, very difficult." This indicates that various factors hinder their ability to effectively teach English to first-year students who are not majoring in the language.

Teacher B highlighted that the English proficiency of teachers is significantly higher than that of their students, making it challenging for them to communicate effectively She noted that teachers often struggle to select vocabulary and grammar that students can comprehend Additionally, teachers may speak too quickly, leading to student fatigue and difficulty in keeping up The intonation of teachers' speech can also impact student engagement, making lessons either captivating or dull.

The effectiveness of using English as a medium of instruction is influenced by individual speaking styles, though Teacher A disagrees with Teacher B regarding the impact of teachers' proficiency levels Teacher A asserts that teachers, being specialized in English, experience no difficulties in using the language in class and occasionally revert to Vietnamese for the sake of their students Both teachers agree that students' English proficiency is a significant barrier, with many lacking essential vocabulary and listening skills, which hinders their understanding and expression in English Teacher A notes that students have limited exposure to English prior to university, while Teacher B highlights students' preference for Vietnamese, which can lead to pressure and discouragement when encouraged to use English Additionally, Teacher A criticizes students for their lack of autonomy, stating that many rely too heavily on teachers and believe they do not need to put in effort to succeed.

In addition to direct factors affecting teachers and students, several indirect challenges were identified Teacher B noted that unfamiliar topics, such as animal migrations and space travel, hindered effective communication in English as the medium of instruction Teacher A highlighted that the workload was excessive for both teachers and students, with a mere 15 weeks allocated to enhance various skills, including grammar, vocabulary, reading, writing, listening, and speaking Furthermore, Teacher B expressed concerns about class sizes, stating that with at least 40 students per class, individualized attention was difficult to achieve As a result of these challenges, teachers often resorted to using Vietnamese to ensure comprehensive coverage of the curriculum.

Using Vietnamese as medium of instruction in that case was considered “a shortcut”

3.2.3.1 Teacher talk time and student talk time

In the classroom, teacher-led discussions dominated the majority of class time, encompassing activities such as homework inquiries, lesson introductions, instructions, lectures, feedback, corrections, explanations, and questioning Students primarily remained seated, listening to these talks, with only 15 to 20 minutes allocated for speaking practice in pairs or groups during speaking activities Most student interactions consisted of responding to teachers' questions, commenting on peers' answers, and repeating new vocabulary When students struggled to answer, they often hesitated, leading teachers to quickly call on other students or provide answers themselves, resulting in minimal waiting time for student responses.

In the classroom, teachers often utilized short, simple sentences in their speech; however, there were instances where they employed lengthy, complex expressions and challenging vocabulary to convey straightforward questions or instructions.

(2) T: Who remembers what we talked about in the previous lesson?

T: Who can tell me what we learned last week?

T: What did we learn last week everyone?

(3) T: What can you see in the picture?

T: Good There is a picture, right? Có một bức tranh ở trang này đúng không nhỉ? Look at the picture Do you realize where the two people come from?

T: Can you guess their countries?

T: Where are they from? Ss: Canada… The USA

T: Oh Why do you guess so?

T: Sao mà mình biết họ đến từ Canada và the USA nhỉ?

Ss: Lá cờ trên áo ạ

T: Oh yes Đúng rồi nhỉ. Besides Canada and the USA, can you give me other examples of countries all over the world?

T: Other countries different from Canada and the USA?

Your task is to read the passage on page twelve and complete the exercise in part two by answering the six questions provided This type of activity is already familiar to you, isn't it?

Teachers often posed complex questions with lengthy subordinations, which students struggled to comprehend until they were paraphrased more simply Additionally, the use of unfamiliar vocabulary, such as "previous," in extracts (2), (3), and (4) further complicated communication for students.

“realize”, “guess” or “responsibility” In fact, those words could have been replaced with more familiar ones

3.2.3.3 Methods to check students’ understanding

During the four observations, the two teachers checked their students’ understanding mostly by asking questions The questions were either in Vietnamese or English

(5) T: Everyone, open your book page forty-three Page forty-three

Trang bao nhiêu các em?

The English questions were simple and open-ended, such as “Ok?”,

“Right?” “Is it clear to you?” or “Do you understand?” Teachers also had the habit of asking questions about vocabulary, for example, “Do you know space?” or

In a classroom discussion, Teacher A engaged students by asking if they understood the concept of spacecraft and if they faced any difficulties The students responded with a mix of agreement, silence when uncertain, or answers in Vietnamese, reflecting their varying levels of comprehension.

3.2.3.4 Methods to explain when students did not understand

The two teachers employed diverse methods to clarify concepts when their students struggled with understanding They focused on explaining key terms and challenging phrases through repetition, rephrasing, board writing, and translation into Vietnamese.

(6) T: Archeologist Do you know this word?

T: Archeologist A career or a job

T: Someone who studies about the past

Ss: Nhà sử học… Nhà khảo cổ

T: Yes You’re right! It means nhà khảo cổ

In addition to various teaching methods, educators often provide examples to enhance understanding For instance, when defining the term "culture," a teacher may outline its numerous facets, helping students grasp its comprehensive meaning.

(7) T: What do you think about culture?

T: Can you give me some examples of culture?

T: Culture, what is it? For instance, music

T: Good What about art? I mean painting

T: So what does “culture” mean? Nghĩa là gì nhỉ cả lớp?

Implications and suggestions

This research presents several implications aimed at enhancing the effectiveness and benefits of using English as the medium of instruction in EFL classes for first-year non-English major students.

The study reveals that the investigated classes were predominantly teacher-centered, with excessive teacher talk and limited student participation Research indicates an inverse relationship between teacher and student talk time, suggesting that increased teacher talk reduces opportunities for students to practice their second language (Xiao-Yan, 2006; Paul, 2003; Allwright, 1982) According to the Output Hypothesis (Swain, 1985), while teacher input is essential for language acquisition, it is crucial for teachers to encourage student output to enhance language proficiency Therefore, it is essential to regulate teacher talk time to foster a more balanced and effective learning environment.

To reduce teacher talk and increase student engagement, it is essential to prioritize pair and group work over teacher-led activities (Darn, 2008) Students can check their individual work collaboratively, and self-assessments should occur before teachers provide feedback This approach fosters a new dynamic in the teacher-student relationship, where teachers facilitate learning and students actively respond to instructional stimuli (Xiao-Yan, 2006; Zheng).

To enhance student comprehension, it's essential to minimize unnecessary discussions during understanding checks Simply asking students if they understand the instructions often leads to inaccurate affirmations A more effective approach is to have students paraphrase the instructions or demonstrate their understanding, as suggested by Ur (1996).

To effectively engage students and enhance their involvement, teachers should prioritize asking referential or open-ended questions over display or close-ended ones These types of questions not only promote greater student speech but also encourage deeper thinking and longer responses, making them a valuable tool in the classroom (Darn, 2008; Çakır & Cengiz, 2016).

To promote student engagement, it is crucial to allow adequate waiting time for responses, as this silence serves as essential processing time for learners Being patient and giving students the opportunity to think before they speak can be more beneficial than filling the silence with unnecessary dialogue (Richards, 2017; Darn, 2008).

To improve the effectiveness of English as a medium of instruction, teachers should manage their talk time by incorporating pair and group work activities Encouraging self-checking and peer feedback among students, as well as asking them to paraphrase or demonstrate their understanding, can enhance comprehension Additionally, providing ample waiting time for student responses is essential for fostering engagement and deeper learning.

3.3.2 Maximizing English teacher talk and focusing on grading the language

Minimizing teacher talk time is often recommended, but it should not be done indiscriminately According to Krashen (1985), learners acquire language through comprehensible input, and increased exposure leads to faster language proficiency improvement (Ellis & Wells, 1980) In this study, both teachers and students recognized the benefits of using English as the medium of instruction While teachers preferred English for instruction, many students expressed a desire for their teachers to teach in English Therefore, the use of English by teachers in the classroom should be maximized, ensuring that it is delivered in a properly graded manner to enhance learning outcomes.

To enhance language learning, it is essential to minimize direct translations from English to Vietnamese Teachers should not feel obligated to provide explicit examples or explanations consistently; instead, they can effectively use elicitation techniques, along with body language, gestures, and facial expressions, to facilitate understanding.

To enhance English language instruction, it is essential to use simple vocabulary and clear sentence structures, along with common expressions and a slower pace Long instructions should be divided into concise, easy-to-understand steps to aid student comprehension Furthermore, teachers must prepare thoroughly before lessons, considering the appropriate language and examples to clarify complex instructions.

To enhance English language instruction, teachers should prioritize maximizing their spoken English, carefully grading their language, and preparing it in advance Instead of relying on repetitive translations into Vietnamese, effective communication can be achieved through elicitation techniques, body language, mime, gestures, and facial expressions.

3.3.3 Improving students’ autonomy and motivation

Vietnamese education is significantly shaped by Confucian ideology, which establishes a hierarchical relationship between teachers and students, leading to a passive learning environment where students accept information without question (Nguyen, 2015; Humphreys & Wyatt, 2013; Nguyen, 2011; Phan, 2008) This dynamic results in students memorizing material rather than engaging critically, often feeling they lack essential skills in vocabulary, pronunciation, listening, and speaking The lack of motivation and autonomy further exacerbates this issue, particularly in larger classes, hindering the effective use of English as the medium of instruction To enhance student autonomy and motivation, it is essential for educators to create engaging learning experiences that align with students' interests (Dailey).

2009) The following guideline is presented following Phan (2008), Dailey (2009), Brophy (2013), and Nguyen (2015), and basing on the results of the current research

To effectively engage students, teachers must first recognize their abilities and interests By inquiring about students' preferred learning methods, the support they require, and their opinions on English lessons, educators can gain valuable insights This approach not only keeps teachers informed about their students but also demonstrates to learners that their voices matter, fostering a sense of importance and involvement in the classroom.

Teachers utilize student data to create effective learning strategies, offering valuable tips and resources They provide reference materials to enhance vocabulary, and support students in practicing pronunciation, listening, and speaking skills.

To enhance student engagement, classroom activities must be diverse and aligned with learners' interests Incorporating movies, music, and current events can ignite students' passion for learning Recommended activities include games, singing, listening to songs, watching films, and making presentations Additionally, utilizing pair work and group work fosters a sense of responsibility, encourages open discussion, and promotes commitment to shared goals.

Summary of findings

The research focused on the use of English as a medium of instruction for first-year non-English major students at a university in Vietnam Through a comprehensive data collection process that included student questionnaires, teacher interviews, and classroom observations, several key findings emerged regarding the effectiveness and challenges of this instructional approach.

Both teachers and students recognize the importance of using English as the medium of instruction in EFL classes Most students favor being taught in English, and teachers support maximizing the use of English in their lessons This approach enhances students' listening and speaking skills, improves their body language, and boosts their motivation and encouragement to learn.

To effectively teach English to first-year non-English major students, teachers employed a flexible approach, utilizing both English and Vietnamese While English was often favored, Vietnamese was also used, particularly when addressing complex topics, when students appeared disengaged, or when time was a factor Both teachers and students acknowledged the effectiveness of using English as the primary medium of instruction, although they agreed that there was room for improvement to enhance its efficacy.

To be more specific about the reasons for combining both English and Vietnamese as medium of instruction, hindering factors were also indicated For

A study involving 61 students revealed that a significant barrier to learning was their lack of English proficiency, particularly in vocabulary, pronunciation, listening, and speaking skills Many students were not accustomed to English-instructed classes, leading to low self-esteem and a fear of making mistakes, which resulted in passivity and disinterest in learning Additionally, a lack of autonomy and motivation further diminished their willingness to engage with the language, regardless of whether teachers used English or Vietnamese On the teachers' side, challenges included a lack of understanding of students' needs and ineffective grading techniques, often involving the use of complex vocabulary and rapid speech Teachers frequently switched between English and Vietnamese without allowing time for student responses, hindering communication Furthermore, inappropriate assessment methods, such as close-ended questions and reliance on translation for explanations, contributed to the ineffectiveness of English as the medium of instruction Other factors included challenging curriculum topics, excessive workload, and overcrowded classrooms.

To enhance the effectiveness of English as the medium of instruction for first-year non-English major students, several key recommendations have been proposed: (i) regulating teacher talk time to ensure balanced communication; (ii) increasing the use of English by teachers while emphasizing the importance of language grading; and (iii) fostering student autonomy and motivation to engage more actively in their learning process.

Limitations

This paper offers a comprehensive analysis of the use of English as the medium of instruction for first-year non-English majors at a university in Vietnam, highlighting the current situation Nevertheless, it acknowledges the presence of certain limitations in the study.

The researcher acknowledged that the study's scope was limited, involving only two classes and two teachers, which restricted the sample size A larger participant pool would have enhanced the research Additionally, the analysis of factors impeding the use of English as the medium of instruction for first-year non-English majors lacked depth due to insufficient information resources, as the literature review yielded minimal relevant studies.

Suggestions for further research

The study provides a detailed analysis of using English as the medium of instruction for first-year non-English major students at a university Future research should explore the effectiveness of English as the medium for teaching specific skills like speaking, listening, reading, and writing to yield more comprehensive insights Additionally, it is recommended to investigate the use of English in teaching science subjects at the university level.

Research indicates that teachers often need to utilize Vietnamese when teaching English in specific situations Therefore, further studies on the use of the mother tongue in English language classrooms are warranted.

The study revealed that first-year non-English major students and their instructors faced significant challenges when English was used as the medium of instruction in English classes To enhance the effectiveness of English as a medium of instruction in EFL classes, further in-depth research is recommended to identify solutions to these difficulties Additionally, conducting studies on second, third, and fourth-year students would be beneficial to create a continuous research chain, allowing for a comparison of results and insights into the effectiveness of using English as the medium of instruction at higher academic levels.

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Tôi đang tiến hành một nghiên cứu trường hợp về việc sử dụng tiếng Anh làm ngôn ngữ giảng dạy cho sinh viên năm nhất không chuyên Anh Phiếu khảo sát này được thiết kế để thu thập ý kiến của sinh viên về đối tượng nghiên cứu và chỉ được sử dụng cho mục đích nghiên cứu.

Câu trả lời của bạn sẽ đóng vai trò quan trọng trong việc định hình kết quả nghiên cứu Tôi rất mong nhận được sự hỗ trợ của bạn qua việc trả lời một cách chân thực các câu hỏi dưới đây.

Trong quá trình trả lời, nếu bạn có bất kỳ thắc mắc nào, hãy hỏi trực tiếp người phát phiếu điều tra này tới bạn

Tuổi: ………… Giới tính: nam nữ

Chuyên ngành đang học tại trường đại học: ………

Số năm học tiếng Anh tính đến hiện tại: ……… năm

1 Tại sao bạn học tiếng Anh? Khoanh tròn một hoặc nhiều phương án đúng với bạn

A Vì tiếng Anh là môn học thú vị

B Vì tiếng Anh là môn học bắt buộc trong chương trình

C Vì tiếng Anh hỗ trợ các môn học khác trong chương trình

D Vì tiếng Anh là cần thiết và hữu ích cho công việc tương lai

2 Trong lớp tiếng Anh của bạn, giảng viên tiếng Anh sử dụng phương tiện ngôn ngữ giảng dạy như thế nào? Khoanh tròn phương án đúng nhất

C Chủ yếu dùng tiếng Việt, thỉnh thoảng dùng tiếng Anh

D Chủ yếu dùng tiếng Anh, thỉnh thoảng dùng tiếng Việt

E Dùng tiếng Anh và tiếng Việt ngang bằng nhau

Nếu chọn phương án A, tiếp tục trả lời các câu từ 3 tới 5

Nếu chọn phương án B, C, D, hoặc E, tiếp tục trả lời các câu từ 3 tới 10

3 Bạn muốn giảng viên tiếng Anh sử dụng phương tiện ngôn ngữ giảng dạy như thế nào? Khoanh tròn phương án đúng nhất với bạn

A Chỉ dùng tiếng Việt => Bỏ qua câu 4

C Chủ yếu dùng tiếng Việt, thỉnh thoảng dùng tiếng Anh

D Chủ yếu dùng tiếng Anh, thỉnh thoảng dùng tiếng Việt

E Dùng tiếng Anh và tiếng Việt ngang bằng nhau

4 Bạn muốn giảng viên dùng tiếng Anh trong những trường hợp nào ? Hãy đánh dấu () vào ô tương ứng

Trường hợp Lựa chọn Trường hợp Lựa chọn Điểm danh Giải thích

Giảng lý thuyết Thông báo Đưa chỉ dẫn Đặt câu hỏi

Sửa lỗi Trả lời câu hỏi Đánh giá, nhận xét Giải tán lớp học

Trường hợp khác nếu có:

5 Theo bạn, khi giảng viên dùng tiếng Anh làm phương tiện ngôn ngữ giảng dạy, sinh viên thu được những lợi ích gì? Hãy đánh dấu () vào ô tương ứng

Lợi ích khi giảng viên sử dụng tiếng

Có cơ hội luyện tập nghe tiếng Anh

Có cơ hội luyện tập nói tiếng Anh

Có cơ hội ôn tập những kiến thức đã học

Có cơ hội học từ và các cách diễn đạt mới, không có trong sách

Có môi trường học tập thú vị

Có động lực tự học tiếng Anh ngoài giờ lên lớp

Lợi ích khác, và giải thích nếu có:

6 Khi giảng viên sử dụng tiếng Anh làm phương tiện ngôn ngữ giảng dạy, bạn gặp khó khăn gì? Hãy đánh dấu () vào ô tương ứng

Khó khăn khi giảng viên sử dụng tiếng Anh

Không hiểu những gì giảng viên nói

Không thể giao tiếp với giảng viên và sinh viên khác bằng tiếng Anh

Không thể tập trung trong lớp

Khó khăn khác nếu có:

7 Hãy chỉ rõ nguyên nhân tại sao bạn có những khó khăn trên Hãy đánh dấu () vào ô tương ứng

Nguyên nhân gặp khó khăn khi giảng viên sử dụng tiếng Anh

Giảng viên nói tiếng Anh nhanh

Giảng viên sử dụng nhiều từ, cụm từ hoặc cấu trúc mới

Giảng viên không quan tâm bạn có hiểu hay không

Bạn không quen học trong môi trường lớp học sử dụng tiếng Anh

Bạn không hiểu vì giảng viên phát âm nhiều từ không giống cách bạn phát âm

Bạn không tìm được từ/ cụm từ/ cấu trúc phù hợp để thể hiện ý kiến bằng tiếng Anh

Bạn thích đọc tài liệu hơn nghe giảng viên nói

Bạn sợ giảng viên và các sinh viên khác biết mình hiểu sai hoặc mắc lỗi

Nguyên nhân khác nếu có:

8 Theo đánh giá của bạn, việc giảng viên sử dụng tiếng Anh làm phương tiện ngôn ngữ giảng dạy trong lớp tiếng Anh đạt hiệu quả ở mức nào? Khoanh tròn phương án đúng nhất

9 Theo bạn, việc sử dụng tiếng Anh làm phương tiện ngôn ngữ giảng dạy trong lớp tiếng Anh có thể hiệu quả hơn? Khoanh tròn phương án đúng nhất

Nếu trả lời Có, hãy chỉ rõ:

Sinh viên có thể làm gì để giúp việc dùng tiếng Anh làm phương tiện ngôn ngữ giảng dạy hiệu quả hơn?

……… Giảng viên có thể làm gì để giúp việc dùng tiếng Anh làm phương tiện ngôn ngữ giảng dạy hiệu quả hơn?

Cảm ơn sự hợp tác của bạn!

APPENDIX B: GUIDED QUESTIONS FOR INTERVIEW

1 How long have you been teaching English for the first-year non-English majored students at this university?

2 In your opinion, which language should be used as medium of instruction in EFL classes for the first-year non-English majored students? Vietnamese? English? Or both?

3 In your opinion, what can students achieve when teachers use English as medium of instruction? Besides, which disadvantages may students encounter?

4 In fact, which languages do you use when teaching English for the first-year non-English majored students? English? Vietnamese? Or both?

If you use both of them, which one is used more? Can you estimate the proportion of English you use in a period?

5 Do you have any preparation for medium of instruction before coming to the class? If yes, why? If no, why not?

6 During English class time, in which cases do you use English as medium of instruction?

(Checking attendance, giving lecture, giving instruction, giving correction, giving feedback, giving explanation, giving announcement, asking questions, answering question, dismissing class…)

7 Which factors affect the use of English as medium of instruction to teach English for the first year non-English majored students at this university?

(Factors relating to teachers, students, materials and resources, and others…)

8 Please evaluate the effectiveness of your use of English as medium of instruction for the first year non-English majored students at this university? Please mark in the range from 1(very ineffective) to 4 (very effective)

9 In your opinion, what can be done to increase the effectiveness of using English as medium of instruction to teach English for the first year non-English majored students at this university?

(By help from teachers and by help from students)

English as medium of instruction

Checking attendance Giving lecture Giving instructions Giving correction Giving feedback Giving explanation Giving announcement Asking questions Answering questions Dismissing class Others

The way T checks Ss’ understanding

Ask Ss “Do you understand?”

Ask Ss to repeat or rephrase Ask Ss to do a demonstration Ask Ss to translate into