Rationale
The use of the mother tongue in foreign language teaching has been a contentious issue for years, particularly with the rise of Communicative Language Teaching Numerous global studies, including research by Schweers, have explored the role of the mother tongue in English classrooms, highlighting its impact on the teaching and learning process.
Research on the use of Vietnamese in English classrooms has been conducted in various regions, including studies by Tang (2002) in Beijing and Duff and Polio (2009) at the University of California, as well as Al-Nofaie (2010) in Saudi public schools In Vietnam, some researchers have explored the attitudes of teachers and students regarding Vietnamese usage in English classes at universities and high schools However, there is a notable lack of studies specifically addressing the use of Vietnamese in teaching English to young learners, highlighting significant gaps in understanding its role in children's English education.
At May School English Center in Hanoi, the researcher observed that Vietnamese teachers employ diverse language choices in their lessons This study aims to explore their perspectives and practices regarding the use of Vietnamese in English classrooms.
Aims and objectives of the study
Aims of the study
This thesis aims to investigate how Vietnamese teachers utilize their mother tongue in English classrooms at an English center in Hanoi The findings will provide valuable insights to guide English teachers in effectively incorporating their first language (L1) within second language (L2) instruction.
Objectives of the study
To achieve the above aim, the following objectives are set for exploration:
This study aims to explore teachers' attitudes towards the use of Vietnamese in English classrooms at May School, assess the average percentage of Vietnamese utilized across various levels in the center compared to teachers' estimates, and identify specific situations where teachers prefer using Vietnamese in English as a Foreign Language (EFL) settings.
Research questions
To make the task manageable, the above objectives are translated into the following research questions:
1) How much Vietnamese is used by Vietnamese teachers in English classrooms in May School?
2) In which situations is Vietnamese preferred by Vietnamese teachers in May School?
3) What are Vietnamese teachers’ viewpoints on their use of Vietnamese as mother tongue in English classrooms?
Scope of the study
This study explores the use of the first language (L1), specifically Vietnamese, by teachers in English classrooms for children at May School It focuses on the perspectives of Vietnamese teachers regarding their use of the mother tongue, the frequency of L1 usage, and the specific situations in which L1 is employed during English instruction.
Methods of the study
The study utilized both qualitative and quantitative methods for data collection and analysis, focusing on five teachers across various student levels This approach aimed to compare and contrast the use of mother tongue in English as a Foreign Language (EFL) classes.
3 collection instruments were employed including teacher group interview and classroom observation.
Significance of the study
The findings of this study are intended to benefit various groups, including English teachers at May School and other children's English centers, who can enhance their language choice practices and optimize the use of the mother tongue for different student levels to achieve better teaching outcomes Additionally, academic staff at these institutions can reference the study's results to evaluate and potentially revise their teacher training processes Furthermore, researchers in language teaching methodology may build upon these findings to explore new English teaching methods and techniques that effectively integrate the appropriate role of the mother tongue in the classroom.
Design of the study
The thesis consists of three parts, namely Introduction, Development and Conclusion
This part presents the rationale, the aims, the scope, the method and the design of the study
This part consists of three chapters including Literature Review, Methodology and Data analysis and discussion
This chapter explores the history of English Language Teaching, emphasizing the role of L1 (first language) use It presents arguments both supporting and opposing the use of the mother tongue in teaching, alongside a review of relevant literature on this subject.
It presents the subjects of the study, research instruments, collecting data procedure and data analysis procedure from which answers for research questions could be found
Chapter 3: Data analysis and discussion
The data collected from group interview and classroom observations are analyzed in this chapter Also, some findings and discussion based on the analysis are presented
In this part, the major findings, some recommendations, limitations of the research as well as suggestions for further study are presented
The appendices are the last part of the study following the reference
LITERATURE REVIEW
A brief history of language teaching method focusing on mother
Throughout the history of foreign language teaching, various linguistic methods and approaches have emerged, each gaining prominence during different periods Stern (1992) highlights the ongoing debate regarding the role of the mother tongue in language education, referring to it as "one of the most long-standing controversies in the history of language pedagogy" (as cited in Nguyen Thi Nhu Quynh, 2011) This article provides a concise overview of the evolving significance of the mother tongue in English language instruction.
By the early nineteenth century, the Grammar-Translation Method (GTM) became the dominant approach to foreign language teaching in Western countries, with the belief that language learning was primarily about reading literature In GTM classrooms, the native language serves as the medium of instruction, facilitating the explanation of new concepts and comparisons between the first language (L1) and the second language (L2), resulting in teachers predominantly using L1 during lessons (Richards & Rodgers, 2001).
However, some other linguistics strongly criticized the inadequacies of GTM
In the late nineteenth century, scholars introduced the Direct Method, aiming to enhance communication by applying natural principles to language classes According to Richards & Rodgers (2001), this approach emphasizes exclusive use of the target language (L2) in the classroom, with teachers encouraged to "never translate but demonstrate." While the Direct Method may have overstated the parallels between first language (L1) acquisition and foreign language (FL) learning, it established a crucial foundation for subsequent methods, including the Audio-Lingual Method (ALM) and Communicative Language Teaching (CLT).
The Audio-Lingual Method (ALM), proposed by American linguists in the 1950s, focuses on enhancing students' communicative competence through repetitive dialogues and drills Larsen-Freeman (2000) supports this approach, emphasizing that increased repetition strengthens habits and boosts learning Consequently, the use of the mother tongue is prohibited, and translation along with grammatical explanations in students' native language is avoided in the classroom.
Since its emergence in the 1970s, Communicative Language Teaching (CLT) has significantly influenced language teaching practices worldwide, similar to the role of Active Learning Methodology (ALM) in education Key classroom activities in CLT, such as pair work, role plays, group projects, and collaborative tasks, are recognized as effective ways to enhance student learning Additionally, Richards (2006) and Rodgers (2001) emphasize that the thoughtful use of the native language is acceptable when it benefits learners, allowing teachers to translate when necessary.
Teaching methods in the twentieth century varied significantly, yet most aimed to minimize the use of students' mother tongue in the classroom, with the exception of the Grammar-Translation Method (GTM) The role of the mother tongue in English as a Foreign Language (EFL) classrooms remains a contentious topic, sparking ongoing debates among linguists and English educators globally.
Arguments about the use of mother tongue in EFL classroom
1.2.1 Arguments against using mother tongue in EFL classroom
Proponents of the Monolingual approach argue against the use of students' first language (L1) in English Language Teaching (ELT), claiming it hinders the learning process This approach advocates for the exclusive use of the foreign language (FL) as the primary means of communication within the classroom Cook (2001) outlines three key reasons for opposing the incorporation of L1 in teaching practices.
1) The learning of L2 should model the learning of an L1 (through maximum exposure to the L2)
2) Successful learning involves the separation and distinction of L1 and L2
3) Students should be shown the importance of the L2 through its continual use
Research suggests that second language (L2) acquisition parallels first language (L1) acquisition, emphasizing exposure as a key factor in learning (Lewis, 1993) Children acquire their first language by listening and mimicking their surroundings, highlighting the importance of exposure for developing linguistic skills Consequently, Krashen and Terrell (1983), as referenced by Salah & Farrah (2012), advocate for minimizing L1 use in English classrooms to enhance students' exposure to the target language.
According to Phillipson (1992, as cited in Salah & Farrah, 2012), increased exposure to the target language accelerates language learning Similarly, Turnbull (2001) emphasizes that excessive reliance on students' mother tongue by teachers can hinder their learning progress.
Supporters of the Monolingual Approach argue that translating between L1 and L2 can be detrimental, as it fosters the misconception that direct equivalents exist between languages, which is often inaccurate (Pracek, 2003) They advocate for keeping the two languages distinct In contrast, proponents of the Bilingual Approach contend that explanations in L1 are essential for understanding complex grammar, particularly for beginners However, critics argue that many grammar concepts can be effectively taught in the target language using visual aids and physical demonstrations (Pachler & Field, 2001, p92).
Many educators believe that using the mother tongue (L1) in the classroom negatively impacts students' achievements and proficiency in a foreign language (FL) Research by Krashen (1981) indicates that L1 can lead to errors in learners' performance in their second language (L2) Similarly, Howatt (1983) advocates for L2 instruction to be conducted solely in the target language and recommends avoiding translation between L1 and L2.
Cook's third point highlights that using only the target language (L2) in the classroom is likely to emphasize its significance and effectively illustrate how the language is applied in real contexts (Pachler & Field, 2001, p 86).
Advocates of English-only instruction argue that incorporating a first language (L1) in the classroom contradicts second language acquisition theories, which emphasize the importance of modified input and negotiation for effective learning (Polio, 1994, p 156) However, the process of negotiating meaning and engaging in trial and error often results in what is known as "interlanguage," where learners blend L1 and L2 to communicate and refine their language skills in the second language (Weschler, 1997, p 2).
1.2.2 Arguments in favor of using mother tongue in EFL classrooms
Advocates of the monolingual approach assert that the first language (L1) serves as a valuable resource for enhancing foreign language (FL) learning, provided it is utilized thoughtfully Atkinson (1987) emphasizes the benefits of L1 use in the classroom, describing it as a "humanistic approach" that enables learners to express their true thoughts and feelings more effectively.
The Monolingual Approach to teaching English faces significant challenges due to its impracticality, particularly because most English teachers are non-native speakers This exclusion of the first language (L1) can hinder effective communication and understanding in the classroom, as highlighted by Phillipson (1992) and supported by Hawks (2001).
9 not very good, and by insisting on an English only policy, we can severely undermine their ability to communicate and consequently their ability to teach
Excluding the mother tongue (L1) from ESL classrooms can increase drop-out rates, while allowing its use leads to more positive outcomes, as noted by researchers and educators (Auerbach, 1998, cited in Sharma, 2006) The mother tongue serves as a valuable resource for language analysis, classroom management, grammar instruction, error explanation, and comprehension checks Macaro (2001) emphasizes that rejecting L1 in the classroom is not only impractical but also deprives students of a crucial tool for effective language learning.
The use of students' first language (L1) in the classroom has garnered significant attention in educational literature, as it can alleviate the barriers and tensions often created by monolingual teaching methods (Pachler & Field, 2001) When students struggle to comprehend a lesson, clarifying concepts in L1 can enhance their understanding and reduce frustration associated with learning a second language (L2) Incorporating L1 not only improves students' affective filters but also fosters a supportive learning environment, lowering anxiety levels and other emotional obstacles (Auerbach, 1993) Research by Rabbidge and Chappell (2014) further supports the idea that utilizing the mother tongue can motivate students, particularly those who feel unconfident or anxious, enabling them to engage more effectively with L2 in the classroom.
Another problem with the Monolingual Approach is its belief that exposure to language leads to learning Excluding the students‟ L1 for the sake of
Maximizing students' exposure to a second language (L2) does not always lead to effective learning, as there is no conclusive evidence that teaching exclusively in the target language (TL) improves proficiency (Pachler & Field, 2001) While the quantity of exposure is important, factors such as the quality of learning materials, the expertise of teachers, and effective teaching methods play a more crucial role (Phillipson, 1992) This is especially true for struggling lower-level students, for whom increasing L2 exposure without clear explanations in their first language (L1) can lead to frustration and hinder progress (Burden, 2000) Although teaching in the TL has its advantages, relying solely on this approach does not guarantee student learning (Pachler & Field, 2001), and neglecting it may impede overall learning outcomes (Auerbach, 1993).
Studies focusing on teachers‟ L1 use in EFL classrooms
The author conducted a review of various studies from around the globe to explore the use of the first language (L1) in teaching English as a foreign language (EFL) and to understand teachers' perspectives on L1 usage in foreign language classrooms.
Surveying students and teachers at his Puerto Rican university with regard to using their mother tongue (i.e Spanish) within their English classes, Schweers
A study by 1999 found that all teachers believe Spanish should be incorporated into their English classes, emphasizing the benefits of using the first language (L1) to enhance classroom dynamics, foster a sense of security, and activate students' prior experiences Similarly, Tang (2002) conducted research in China, identifying additional advantages of using L1 in second language (L2) classrooms, including increased effectiveness and time efficiency The findings indicate that incorporating L1 does not impede L2 learning; rather, it supports both teaching and learning processes.
In his paper on using L1 in EFL classrooms, Aqel (2006) investigates the instructors‟ and students‟ reactions to using Arabic language in teaching EFL in the
The Department of English and Modern European Languages at Qatar University found that all native English teachers and 62.5% of English teachers support the use of Arabic in English as a Foreign Language (EFL) instruction The researcher recommended the careful integration of the first language (L1) in EFL classrooms when it serves as the most efficient means for students to grasp essential concepts.
A study by Salah & Farrah (2012) revealed that teachers in EFL classrooms have a moderate attitude towards using Arabic, with an average score of 3.51 The findings indicate that educators recognize that excessive use of Arabic can impede learning, leading to a more restrained application of the language in their teaching practices.
Cianflone (2009) conducted a study at the University of Messina, Italy, examining the use of L1 in English courses The findings indicate that teachers support L1 use for explaining grammar, vocabulary, and complex concepts, as well as enhancing overall comprehension The study concludes that utilizing L1 at the university level can save time and boost student motivation.
A study by Timor (2012) on mother tongue usage in Israeli elementary and secondary schools reveals that teachers hold a positive perspective on using Hebrew as the first language (L1) in English as a Foreign Language (EFL) classrooms The findings indicate that most teachers at both educational levels recognize the advantages of employing the mother tongue to effectively teach grammar, vocabulary, provide instructions, and manage discipline issues Notably, the research concludes that Hebrew is utilized more frequently by elementary teachers compared to their secondary counterparts.
Rabbidge and Chappell (2014) explore the dynamics of English classrooms in Korea, highlighting that while target language exposure is essential, all participating teachers recognize the significance of both English and Korean in their teaching practices The study emphasizes the dual role of these languages in enhancing the learning experience for students.
12 reasons for using Korean as mother tongue are to motivate students, to help them in the progress of scaffolding learning and to build a relaxing learning environment
Research in Vietnam highlights the significant role of the Vietnamese language (L1) in English language education, particularly in high schools and universities A study by Kieu Hang Kim Anh (2010) on teachers in Ho Chi Minh City suggests that while Vietnamese can be beneficial in certain contexts, it should not be excessively relied upon Additionally, a survey at Ba Vi High School revealed that 83% of teachers acknowledged the positive impact of L1 on enhancing students' understanding of English and fostering a comfortable classroom environment (Nguyen Thi Nhu Quynh, 2011) Furthermore, Phung Thi Hien's research conducted at an English center for young learners in Hanoi indicates that the use of Vietnamese is prevalent in English classrooms, with teachers generally expressing positive attitudes towards its use, although this varies depending on the age of the students.
1.3.2 Amount of mother tongue use
Research indicates a significant gap between official educational recommendations and the actual practices observed in classrooms For instance, findings from Turnbull (2001) highlight this discrepancy, demonstrating that the implementation of guidelines often diverges from what is reported in real-world teaching environments.
Research on language use in secondary education reveals significant variations in the use of students' first language (L1) among teachers A study by 2002 analyzed four French teachers in Canadian secondary schools, finding L1 usage between 28% and 76% Similarly, Kim & Elder (2005) investigated seven native-speaking teachers of Japanese, Korean, German, and French in New Zealand, reporting L1 use ranging from 12% to 77% In South Korea, Liu et al (2004) assessed thirteen high-school English teachers, discovering that L1 usage varied dramatically from 10% in a model lesson designed to showcase Teaching English Through English policy to 90% Overall, these findings highlight the diverse approaches to L1 integration in language instruction.
A study indicated that teachers reported a 40% use of L1, but due to the unique nature of the data—where teachers provided their own audio recordings—the researchers believe that the teachers' estimate of 68% L1 usage may more accurately reflect their actual classroom practices This finding aligns with Macaro's (1997) conclusions, as referenced by Littlewood & Yu (2009), which suggest that exclusive or nearly exclusive use of the target language (TL) is seldom observed, except in classrooms with mixed first language learners.
1.3.3 Situations of mother tongue use
Research has highlighted the benefits of incorporating mother tongue in language classrooms, challenging the notion of "English only classrooms." Atkinson (1987) offers valuable insights into the contexts in which both teachers and students effectively utilize their native language during instruction.
5) Discussions of classroom methodology (early levels)
6) Presentations and reinforcement of language (mainly early levels)
Auerbach (1993) outlines several key reasons for utilizing the mother tongue in educational settings, including the negotiation of syllabus and lesson content, effective record keeping, and classroom management Additionally, it aids in scene setting, language analysis, and the presentation of grammatical rules The use of the mother tongue also facilitates understanding of phonology, morphology, and spelling, as well as discussions on cross-cultural issues Furthermore, it provides clear instructions for prompts, explanations of errors, and assessments of comprehension.
In the context of Vietnam, the findings in the study by Kieu Hang Kim Anh
A study conducted in 2012 revealed that teachers frequently chose to use Vietnamese for three primary reasons: to help students better understand complex grammatical points (75%), to clarify difficult new words (67%), and to ensure overall comprehension of lessons (50%) Similarly, Nguyen Thi Nhu Quynh's 2011 research highlighted that Vietnamese was particularly beneficial for explaining intricate grammar structures, defining new vocabulary, and clarifying abstract concepts This use of Vietnamese not only boosted teachers' confidence but also enhanced students' understanding of the material.
METHODOLOGY
Setting and participants
2.1.1.1 General information about May School
The study takes place at May School, one of three locations of an English center in Hanoi, which was established in 1996 as the first institution in the city focused on teaching English to children Since its inception, May School has maintained its status as the premier English learning center for children in Hanoi.
May School has built its reputation on effective teaching methodologies and a deep understanding of children's developmental needs The school's primary focus has always been to identify and address these needs by creating a safe, productive, and enriching learning environment where students can learn English alongside essential life skills.
May School's modern teaching methods, developed over 20 years of research in English Language Teaching (ELT), emphasize a communicative approach that enhances listening, speaking, reading, and writing skills for real-life communication in English By recognizing diverse learning styles, the school enriches the English learning experience through visual aids, songs, realia, and engaging activities, ensuring that students are stimulated through multiple senses.
2.1.1.2 Students and English classes in May School
At May School, children aged five to thirteen attend classes, with each classroom accommodating ten to eighteen students, most of whom share similar ages.
In each class, students are arranged in a U-shaped seating configuration with flexible tables for adaptability Additionally, students participate in a weekly session with a native English speaker, allowing them to practice the language meaningfully alongside their class teacher.
This study examines students aged seven and older, highlighting the benefits of inter-cultural exposure through foreign teachers, who engage students aged five to six for two-thirds of their learning time The focus is on developing natural fluency, pronunciation, and speaking skills in these older students.
The study conducted at May School highlights class divisions primarily based on students' ages, categorized into three levels according to the Cambridge Framework: Starters, Movers, and Flyers Each level receives one hour of instruction from foreign teachers within a total of four learning hours per week Depending on the students' ages, Vietnamese teachers may co-teach alongside foreign instructors or remain outside the classroom This research specifically examines the perspectives of Vietnamese teachers regarding the use of the mother tongue in the absence of a foreign teacher.
May School's teaching curriculum is complex and varies based on students' ages upon enrollment To enhance learning, the school is updating its course materials, resulting in two classes at the same sub-level using the same textbook, despite differing enrollment times Additionally, students of varying ages may be in the same learning level As of the study period, May School utilized Oxford Phonics World 1 for five- and six-year-olds, Our World 1 for seven- and eight-year-olds, Family and Friends series for students aged nine to twelve, and Kid's Box 5 and Kid's Box 6 for students aged thirteen and older.
Five female Vietnamese teachers, aged between 24 and 33, from the third location of May School volunteered for a study Due to the absence of male English teachers at this site, all participants were women The teachers were assigned pseudonyms: Nguyen Nhien, Nguyen Thuy, Do Hong, Thanh Hoa, and Quynh.
All five teachers at May School, despite their diverse educational backgrounds, hold degrees in English teacher training and have successfully completed a mandatory intensive course in teaching English to children Each teacher manages three classes, catering to both low and high proficiency levels Notably, all of them are native Vietnamese speakers Detailed information about these educators is provided in the accompanying table.
(Pseudonyms) Age Experience of teaching English University graduated
Nguyen Nhien 24 > 2 years VNU University of Languages and
Nguyen Thuy 24 > 2 years VNU University of Languages and
Do Hong 33 12 years Hanoi Teacher Training College
Thanh Hoa 26 > 3 years Hanoi University
Quynh Trang 28 > 4 years Hanoi University
Data collection instruments
A group interview was conducted with five female teachers at May School, followed by ten classroom observations to enhance understanding of their teaching practices According to Watts and Ebbutt (1987), as referenced in Cohen, Manion & Morrison (2007), group interviews facilitate richer discussions and a broader range of responses compared to individual interviews All participating teachers had been with the school for a minimum of two years and were familiar with the discussion topic, making the group interview particularly effective.
Watts and Ebbutt (1987) emphasized the importance of using a prepared list of questions to prevent off-topic responses during interviews Additionally, researchers may need to make adjustments based on the interviewees' answers To ensure accurate data collection, the interviews were recorded for later transcription.
In a study examining the use of teachers' first language (L1) in English as a Foreign Language (EFL) classes at May School, the researcher conducted non-participant observations of ten different classes over one hour, without the presence of foreign teachers During the observations, the researcher sat in a corner of the classroom, meticulously taking notes while all lessons were audio-taped for later transcription.
At May School, each educational level is divided into two sub-levels, A and B, with two classes from each sub-level selected for observation based on convenience for both the teachers and the researcher Specifically, the researcher observed two classes from Starters A, two from Starters B, two from Movers A, two from Movers B, and two from Flyers B, as there were no Flyers A classes available during the research period Classes are designated with short letters representing their level followed by a number, such as SA for Starters A, allowing teachers to easily identify the class level It's important to note that due to differences in class management systems, classes within the same level may vary in age and vice versa Detailed information regarding the observed classes is provided in the accompanying table.
Table 2: Information of observed classes
Data collection procedure
The data collection process began with the researcher reaching out to the Director of the center to explain the study's objectives and obtain permission for its execution Upon receiving approval, the researcher contacted all Vietnamese teachers and selected five volunteer teachers, each responsible for different-aged classes, to participate in a group interview This interview took place as an open workshop at May School, fostering a comfortable environment for teachers to freely share and discuss their ideas The entire workshop was recorded and subsequently transcribed for analysis.
The study involved observing ten classes across three main levels—Starters, Movers, and Flyers—comprising five participants Except for two classes of Flyers B, the researcher examined two classes of varying ages within each sub-level A and B of Starters and Movers, all using the same course book Lessons were scheduled based on the convenience of both teachers and the researcher, resulting in potential variations in class content Acting as a non-participant observer, the researcher recorded observations and took notes throughout the lessons.
Data analysis procedure
The analysis was based on the notes from group interview with the participating teachers, the transcripts of the lessons and the observational notes taken during observed lessons
The research involved coding and summarizing data from group interviews to capture teachers' general viewpoints on the use of Vietnamese in various situations Additionally, observations were conducted during lessons to track the frequency of Vietnamese usage, which was then calculated and displayed in a percentage chart The analysis categorized the use of the first language (L1) in different contexts, presenting the findings in detailed tables Finally, the researcher compared the observational data with insights gained from interviews and notes taken during the lessons to draw comprehensive conclusions.
The focus of the study is on pedagogy so the analysis of the transcripts concentrated on the content and identification of the teacher‟s language choice
DATA ANALYSIS AND DISCUSSION
Data analysis
The group interview sought to gather teachers' general perspectives on Vietnamese ultimate in the classroom Responses were transcribed and thematically coded to identify common and divergent themes Each interview question was analyzed and summarized, prioritizing content over language to reveal similarities and differences in teachers' opinions This coding process enabled the researcher to isolate data for comparison with observations, enhancing the overall analysis.
All five teachers concurred that while the mother tongue should be used judiciously, maximizing the use of the target language (TL) is essential for student benefit They emphasized that the English class serves as the primary environment for students to engage with the foreign language (FL) By prioritizing English in lessons, teachers aim to enhance students' exposure and encourage them to practice using English actively, fostering a habit of quick responses in the language Teacher Nguyen Thuy highlighted this approach as crucial for effective language learning.
Maximizing English-speaking time is essential for learners, as it provides more opportunities to practice and enhance their communication skills, ultimately leading to improved proficiency in the language.
Two teachers expressed their refusal to use Vietnamese in the classroom, believing their students were capable of understanding lessons conducted entirely in English They noted that in some older classes, both teachers and students opted not to use their first language during lessons, emphasizing a preference for English fluency.
22 native speaker in class, teacher should choose appropriate language to use so that students could get the ideas
Teachers strive to maximize the use of the target language (L2) in their English classrooms; however, they acknowledge the necessity of incorporating their mother tongue to some extent They recognize that while there is a guideline promoting L2 usage, the inclusion of the native language plays a crucial role in effective teaching.
“no Vietnamese” for students in some of their classes, it was still used occasionally by the teachers
Participants believe that the use of the mother tongue by teachers in the classroom varies based on students' age, level, lesson type, and lesson stages They emphasize the importance of maximizing English exposure for students, suggesting that as students' English proficiency improves, the use of Vietnamese should decrease Initially, lessons may be challenging with exclusive English use; however, as students become familiar with classroom language and develop listening habits, comprehension improves For students with limited listening and speaking skills, a gradual increase in English usage—from a low starting point to a higher percentage over time—can help them adapt to the language effectively.
Participants reported that the average proportion of Vietnamese used during teacher talking time varies, with some suggesting it should be between 40% to 50%, while others believe this percentage should apply only to new students Overall, they agree that the ideal use of the teacher's mother tongue should average around 20%.
Teachers generally do not plan when to use L1, such as Vietnamese, in the classroom Their shared perspective emphasizes maximizing exposure to the target language (TL), with L1 being utilized primarily as a fallback when students struggle with English.
In high-level English classes, explaining grammar points often involves the use of Vietnamese to enhance understanding Teacher Nguyen Thuy noted that she occasionally uses Vietnamese in her Flyers class to clarify complex grammar concepts, such as distinguishing tenses and comparing similar structures This approach has proven effective, as most students can grasp these concepts quickly and apply them with fewer mistakes However, students sometimes struggle with choosing between rules and require clear explanations in Vietnamese Conversely, Teacher Nguyen Nhien mentioned that she prefers to limit the use of Vietnamese in her Starters class for similar explanations.
Beginner students can effectively learn a new language by repeating structures and understanding meanings through context and examples, rather than focusing on grammar rules For instance, they may not recognize the term "present continuous tense," yet they can confidently use it to describe their clothing with phrases like "I'm wearing " This approach allows them to acquire grammar naturally, often without even realizing it.
Using the mother tongue can significantly aid students in grasping challenging and abstract concepts According to Teacher Nguyen Nhien, in lower-level classes, students can often infer the meanings of target vocabulary more easily.
Using flashcards effectively aids in teaching concrete and simple vocabulary to beginners However, at higher levels, it is often necessary to introduce new words without flashcards, particularly during extensive reading lessons In such cases, the instructor emphasizes using English to clarify vocabulary by providing examples, contextual situations, and synonyms or antonyms, encouraging students to deduce meanings independently If these methods do not succeed, the instructor resorts to using Vietnamese as a last option.
Four teachers agreed that using both English and Vietnamese for instructions can help new and struggling students better understand lessons They expressed concern that an English-only approach might lead to anxiety and a lack of motivation, potentially diminishing students' love for the language and their confidence in using it The teachers emphasized the importance of ensuring that all students gain knowledge during class, advocating for the use of the mother tongue to facilitate this process Teacher Thanh Hoa highlighted these points in the discussion.
In a classroom setting, weaker students may struggle to keep up if the teacher exclusively uses the second language (L2) This can lead to feelings of discouragement and hinder their English learning progress, ultimately causing their skills to decline further.
Teacher Do Hong, who has over ten years of experience teaching English, believes that slower students can successfully engage with lessons conducted in English by employing effective elicitation techniques and clear instructions She often encourages peer support by placing weaker students among stronger ones, fostering a collaborative learning environment In instances where understanding is challenging, she allows students to use their mother tongue to communicate, ensuring that all students, regardless of their proficiency, can grasp the lesson without the teacher resorting to the first language.
Findings and discussion
The study investigates English teachers' attitudes toward using Vietnamese as a mother tongue in EFL teaching at May School English Center in Hanoi Findings reveal that while teachers acknowledge the benefits of using Vietnamese in their classes, they agree on the importance of maximizing students' exposure to English All participants utilized Vietnamese to varying degrees and for different purposes, with the lowest frequency of mother tongue use observed in higher-level classes (Movers and Flyers) and the highest in lower-level classes (Starters) Generally, as class levels increase, the need for Vietnamese decreases; however, it is essential for teachers to consider the duration of students' English learning in addition to class levels.
It is found that the present study is similar to studies by Schweers (1999), Tang (2002), Kang (2008), Kim & Petraki (2009), AL-Nofaie (2010) and Timor
In 2012, various studies, including the current one, indicated that teachers often preferred to use their first language (L1) for specific purposes However, in the context of Vietnam, participants expressed less favorable views regarding teachers' use of L1.
36 than those in the studies conducted in public high schools by Tran Ngoc Thuong
(2010) and Nguyen Thi Nhu Quynh (2011) Different age of learners and different context may be the reasons for the dissimilarity in teachers‟ viewpoints between these two and the present study
This study highlights the similarities in mother tongue usage in English as a Foreign Language (EFL) classrooms in Vietnam compared to findings from non-Vietnamese contexts, particularly referencing Rabbidge & Chappell's (2014) research in South Korea In both studies, teachers reported using approximately 50% of the mother tongue during instruction.
In classroom observations, it was found that English was used 92% of the time, significantly exceeding the expected 80% Conversely, teachers at May School utilized only 9% Vietnamese, while they had reported using around 20% or more.
In English classrooms for young learners, the target language (TL) serves as the primary medium of instruction, while the first language (L1), such as Vietnamese, is used occasionally when the TL is ineffective According to Phung Thi Hien (2012), teachers frequently employ L1 to respond to students' native language at the Starters level, to joke with them, and to explain grammar rules and abstract vocabulary at the Movers and Flyers levels The similarities in the context of English centers may account for comparable findings in both this study and Hien's research.
In the observed classes, teachers did not consider students' age as a significant factor in their language choice It was found that at the Starters level, students who had been learning English at May School for a longer duration used less Vietnamese in class However, once students reached a certain level of proficiency in the Movers classes and beyond, the use of Vietnamese became infrequent, regardless of whether they were one or two years older than their peers.
This study reveals a disconnect between teachers' perceptions and their actual language use in the classroom, highlighting that teachers tend to underestimate their use of English, contrary to previous research where they often undervalued their use of the first language (L1).
Summary of major findings
A study was conducted to investigate the use of Vietnamese by non-native teachers in EFL classrooms at May School English Center in Hanoi Data was collected through teacher group interviews and classroom observations The key findings are outlined in the results.
Not totally refusing but not preferring Vietnamese
Teachers at May School in Vietnam maintain a balanced view on the use of Vietnamese in their English classrooms, recognizing its benefits while primarily favoring English as the main medium of instruction They do not completely reject the use of Vietnamese; instead, they see it as a supportive tool to enhance learning when students struggle with the second language In their perspective, English should dominate teaching and communication, with Vietnamese reserved for situations where English falls short.
Little use of Vietnamese in all classes
In May School, teachers utilized Vietnamese in English classrooms, with usage varying significantly across different student levels Teachers estimated their use of Vietnamese to be between 20% and 30%, yet observations revealed an average of only 1.8 minutes of Vietnamese spoken, constituting just 9.1% of total teacher talking time The highest recorded use was 27% in a Starters class, while the lowest was nearly 2% in a Movers class Interestingly, in the Starters group, the amount of Vietnamese used decreased as students spent more time at May School, whereas in Movers and Flyers classes, the level of Vietnamese usage remained relatively consistent, as teachers favored English in these higher-level groups.
Using Vietnamese in different situations for different levels of students
In the interview, teachers indicated that they primarily used Vietnamese to explain grammar and abstract concepts, provide instructions, engage with students, and foster relationships Notably, at the Starters level, Vietnamese was predominantly employed for giving instructions and responding to students' native language In contrast, at the Movers and Flyers levels, it was frequently used for joking with students and clarifying grammar rules and abstract vocabulary.
Concluding remarks
This study emphasizes that the use of Vietnamese (L1) in teaching English as a foreign language (EFL) is inevitable when both teachers and young learners share the same native language Despite teachers' efforts to limit L1 usage in the classroom, its presence remains a significant aspect of the learning process.
The integration of Vietnamese in English teaching should be tailored to the specific context of each class, allowing it to serve as an effective tool for various purposes, including providing instructions, building relationships, and clarifying grammatical rules and abstract vocabulary.
The outcome of the current study also proves that appropriate use of L1 and L2 is a good way to enhance students‟ comprehension and to maintain their interest and motivation in learning.
Recommendations
The study highlights the importance of using Vietnamese as a mother tongue in EFL classrooms for young learners at May School It recommends that teachers utilize Vietnamese as a valuable resource, while being mindful to avoid excessive reliance on it or complete exclusion Additionally, teachers should tailor their use of Vietnamese based on the specific context and needs of their students.
To enhance English proficiency among students, a communicative learning environment is crucial, allowing children to acquire a second language (L2) naturally with the support of teachers and parents Implementing English-only lessons can be effective if teachers consistently use L2 and gradually increase its usage over time Similar outcomes can be achieved in state schools by maintaining small class sizes, a suitable curriculum, and employing native teachers When instructing young learners at institutions like May School, educators must consider their students' backgrounds and the specific learning system in place, as simply knowing the class name does not provide sufficient insight into their proficiency levels Furthermore, teacher training programs in universities and language centers should emphasize the importance of classroom language, providing ample practice for novice teachers to effectively utilize the first language (L1) in appropriate contexts.
Limitations
Despite the smooth execution of the study, there are areas for improvement, particularly regarding the limited sample size of five interviewed teachers and ten observed classes Variations in teachers' English proficiency, teaching styles, and personal characteristics may have influenced their language choices, which the study's findings do not fully capture Additionally, the researcher’s presence during observations and the nature of the lessons could impact the amount of Vietnamese used by the teachers Consequently, caution is advised when generalizing the results.
Suggestions for further studies
Based on the main findings and limitations, further research is suggested to enhance understanding of L1 usage in EFL classrooms Longitudinal and action research should be undertaken to gather in-depth data on how teachers' use of Vietnamese changes alongside students' proficiency levels Additionally, studies should assess students' comprehension when taught predominantly in English and explore teachers' perspectives on these outcomes Experimental studies are also necessary to evaluate the role of Vietnamese in EFL settings, contributing to a systematic approach for effectively integrating L1 in English language teaching and learning.
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1 Should teachers use Vietnamese in English classrooms in May School?
2 If not, why should not teachers use Vietnamese in EFL classrooms?
3 If yes, in what situations teachers should use Vietnamese in English classrooms?
(Prompts: explaining new words/explaining grammatical points/giving instructions, etc.)
4 How much Vietnamese should teachers use in English classrooms?