Introduction 1 The rationale
Aims of the study
This study aims to evaluate the effectiveness of ESL teaching methods for primary students in comparison to traditional approaches in achieving English language learning goals The research seeks to identify significant teaching strategies that are appropriate for elementary-level students and explore their practical implementation Two key research questions guide this investigation.
What are common ESL teaching methods applied for primary schoolers?
How efficient are teaching methods applied in ESL classrooms?
Considering all the characteristics, this paper made great use of both quantitative and qualitative method
A quantitative approach effectively utilized structured questions with predetermined response options, engaging a substantial number of respondents to investigate the teaching techniques and methods employed in ESL classrooms.
A qualitative approach enabled the researcher to collect non-numerical data, fostering deeper exploration of the subject matter By utilizing observation, this method encouraged respondents to share their insights freely, rather than confining them to predetermined answers.
Studying the efficiency of ESL teaching methods on all elementary students in Haiphong city is immense, so the study cannot cover all the ESL classrooms in
Haiphong Therefore, my study was mainly carried out ELS classrooms within ILA English Centre and the priority was given to ESL teachers at the centers
This study is composed of three main parts:
Part 1 is the introduction which consists of rationale, aims, study methods, the scope and design of the study
Part 2 is the development- the main part of this paper which is divided into four chapters :
- Chapter one is theoretical background of different teaching methods applied in ESL classrooms
- Chapter two shows detailed explanation of the methodology
- Chapter three indicates the efficiency of ESL teaching methods and gives useful teaching recommendations for ESL teachers in Haiphong city
Part 3 is the conclusion which summarizes what was given in previous parts as well as some limitations of the study and recommendations for further study.
Scope of the study
Studying the efficiency of ESL teaching methods on all elementary students in Haiphong city is immense, so the study cannot cover all the ESL classrooms in
Haiphong Therefore, my study was mainly carried out ELS classrooms within ILA English Centre and the priority was given to ESL teachers at the centers.
Design of the study
This study is composed of three main parts:
Part 1 is the introduction which consists of rationale, aims, study methods, the scope and design of the study
Part 2 is the development- the main part of this paper which is divided into four chapters :
- Chapter one is theoretical background of different teaching methods applied in ESL classrooms
- Chapter two shows detailed explanation of the methodology
- Chapter three indicates the efficiency of ESL teaching methods and gives useful teaching recommendations for ESL teachers in Haiphong city
Part 3 is the conclusion which summarizes what was given in previous parts as well as some limitations of the study and recommendations for further study
Development
Literature Review
1.1 A brief of English language teaching methods and approaches in
The introduction of the English language in Vietnam cannot be pinpointed to a specific date, but its teaching history can be broadly categorized into two distinct periods: before 1986 and from 1986 to the present This division is significant due to the notable changes in language education policies and practices that occurred during these times.
1986 was the year when the Vietnamese Communist Party initiated its overall economic reform, exercising the open-door policy, and thus making English as the most important language in Vietnam
Many former Russian teachers in Vietnam have transitioned to teaching English following the collapse of the Soviet Union, which rendered many of them redundant Before 1986, Russian was a mandatory language at universities, with a significant number of Russian teachers compared to English teachers These educators underwent two years of retraining to become English teachers, starting as beginners or false beginners in the language While a few made rapid progress and gained confidence in their new roles, the majority reported minimal improvement in their English skills and teaching methodologies Consequently, many former Russian teachers struggle with self-doubt and feel unqualified to teach English effectively.
From 1954 to 1975, Vietnam was divided into North and South, each aligning with a global superpower—North Vietnam with the Soviet Union and South Vietnam with the USA This division significantly impacted the status of the English language, which became the primary foreign language in South Vietnam due to its necessity for communication with the USA Conversely, in North Vietnam, while four foreign languages, including English, were officially recognized, Russian was prioritized in formal education.
In North Vietnam, Russian was the primary foreign language taught, reflecting the country's direct interactions with the former Soviet Union, while English held a secondary status As a result, English was only offered in select upper secondary schools, primarily in towns and major cities, often as a pilot subject.
At the tertiary level in North Vietnam, English was primarily taught at two institutions: the Hanoi Foreign Languages Teachers’ Training College, now known as The University of Languages and International Studies, Vietnam National University Hanoi, along with some other universities offering English as a subject However, the limited use of English during this period restricted the learning objectives to mainly understanding the USA and supporting the country's efforts against it.
US invasion on the diplomatic front
Traditional teaching methods remain prevalent among educators, where teachers take center stage in the classroom This approach prioritizes teacher-led instruction, with students primarily listening to lectures and absorbing information Instruction is often based on textbooks, lectures, and individual written assignments, with an expectation for students to adhere to the guidance provided by their teachers.
English in Viet Nam from 1986 up to the Present
Since 1986, Vietnam has experienced significant growth in English language education, initiated by the Vietnamese Communist Party's Đổi mới (Renovation) reforms This shift opened Vietnam to global interactions, making English the primary foreign language taught in the country It is a mandatory subject for students seeking their Secondary School Certificate and is required for undergraduates and graduates at the tertiary level In Vietnam's evolving market economy, proficiency in English has become essential for securing better job opportunities across various sectors, including tourism and hospitality English language instruction is widely available in schools, universities, and evening language centers nationwide.
The number of English teachers and students in Vietnam has surpassed that of other subjects, driven by the Đổi mới reforms and the pressures of an expanding educational system However, the rapid pace of globalization poses challenges in maintaining the already low standards of English teaching and usage Decision-makers are increasingly recognizing that without significant changes to curricula, methodologies, and materials, English language education in Vietnam will struggle to meet the growing demands placed upon it.
In today's world, significant advancements in science and technology are driving profound changes in educational practices, aiming to enhance the teaching process and facilitate student learning Consequently, modern teaching methods, particularly in ESL classrooms, are gaining popularity These contemporary approaches emphasize activity-based learning, incorporating techniques such as questioning, explaining, demonstration, and collaboration to foster a more engaging and effective educational experience.
1.2 Features of English teaching methods and techniques applied in ESL classrooms
Numerous studies have been conducted to determine the most effective language teaching method, including research by Swaffar, Arens, and Morgan (1982) which compared audiolingualism and cognitive code learning The findings were inconclusive, revealing that most teachers did not strictly follow a single method but instead employed a variety of practices that aligned with their individual teaching styles This body of research contributed to a shift away from the pursuit of the "right method" in language instruction.
For a survey of the history of second or foreign language teaching, Jill Kerper Mora (2012) discussed some important teaching methods in her recent published newsletter “Show-Me” Those are:
The grammar translation method is a traditional approach to foreign language teaching that originates from the classical instruction of Greek and Latin In this method, students focus on learning grammatical rules, which they then apply by translating sentences between the target language and their native language Advanced learners may even translate entire texts word-for-word The primary objectives of this method are to help students read and translate literature in the source language and to enhance their overall intellectual development.
The Grammar Translation Method, as described by Richards and Rodgers (1986), emphasizes a thorough analysis of grammatical rules before applying this understanding to translate sentences and texts between languages.
Every method has its own characters which should be known Prator and Celse- Murcia(1979:3) in Brown(2001:19) mentioned that the major characteristics of GTM are:
1 Classes are taught in the mother tonge with little active use of target language
2 Much vocabulary is taught in the form of list of isolated words
3 Long, elaborate explanations of the intricacies of grammar are given
4 Grammar provides the rules for putting words together, adn instruction often focuses on the form and inflection of words
5 Reading of difficult classical text is begun early
6 Little attenntion is paid to the content of texts, which are treated as exercises in grammatical analysis
7 Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue
8 Little or no attention of pronunciation
The direct method of teaching, also known as the natural method, is commonly employed in foreign language instruction and emphasizes the exclusive use of the target language, avoiding the learner's native language This approach primarily focuses on enhancing oral skills, with key characteristics that define its effectiveness in language acquisition.
1 Teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials
2 Teaching grammar by using an inductive approach (i.e having learners find out rules through the presentation of adequate linguistic forms in the target language)
4 Focus on question-answer patterns
Some of the techniques of direct method teaching which are mentioned by Muthuja (2009: 87) are:
1 Question/answer exercise – the teacher asks questions of any type and the student answers
2 Dictation – the teacher chooses a grade-appropriate passage and reads it aloud
3 Reading aloud – the students take turn reading sections of a passage, play or a dialogue aloud
4 Student self-correction – when a student makes a mistake the teacher offers him/her a second chance by giving a choice
5 Conversation practice – the students are given an opportunity to ask their own questions to the other students or to the teacher This enables both a teacher-learner interaction as well as a learner-learner interaction
6 Paragraph writing – the students are asked to write a passage in their own words
This teaching method offers numerous benefits, including increased student involvement, which fosters confidence through self-correction of mistakes Self-corrected errors tend to be more memorable and less likely to recur Additionally, allowing students to ask their own questions promotes learner independence The two-way interaction also provides teachers with valuable feedback regarding students' knowledge, abilities, and awareness.
Methodology
The study involved 15 teachers at the Ila center, aged between 26 and 60, hailing from diverse countries including England, the United States, South Africa, the Netherlands, Canada, and Chile Each teacher holds a TESOL, TEFL, or CELTA certification and possesses a minimum of three months of experience working with children Typically, teachers conduct five classes weekly, with each class consisting of 10 lessons, each lasting two hours Some are part-time, allowing them to also teach at primary schools in Haiphong Prior to classes, teachers must prepare lesson plans and organize necessary activities, using English as their primary language of communication, as they do not speak Vietnamese.
The reseacher observed classes of 5 different teachers with the total of 60 students aged from 6 to 10 years old at Super Junior Level
The J3A class consists of 13 students, while the J3B class has 11 students At the J3 level, students demonstrate a strong understanding of teacher instructions, responding appropriately with clarity Their answers reflect thoughtful expansion, characterized by minimal hesitations and pauses.
In a classroom with 12 students from J2A and 14 from J2B, learners demonstrate a solid understanding of most questions, though teachers occasionally need to rephrase for clarity and rely on teaching assistants for support While students can convey meaning, their responses are not always clear, leading to frequent errors and some unanswered questions.
In the J1A class, comprised of 10 students at the beginner level, comprehension is primarily restricted to basic language Most responses tend to be brief, often conveying only the essential meaning Additionally, students frequently provide inappropriate answers, experience pauses, and leave questions unanswered.
2.2 Data collection instruments and procedures
Questionnaires are an effective tool for data collection, often utilized in survey work and serving as a specialized form of conversation They are particularly popular among educational researchers, especially in the field of English Language Teaching (ELT) research, as noted by Cohen and Manion (1989).
Administering a questionnaire interview can be labor-intensive in both construction and analysis; however, it offers significant advantages for researchers Designed to facilitate the quantification and interpretation of results, questionnaires allow respondents to provide their input with minimal time investment In this study, the questionnaire was utilized to gather teachers' opinions on various teaching methods and techniques The researcher chose this approach for its efficiency and effectiveness in collecting valuable data.
- Questionnaire can be used on both large scale and small scale which is suitable for the small number of teachers at the center
- All the data can be gathered flexibly at any time : participants can do it in their free time and return it easily
- Self-reflection feedback can help you to regconise the progress you made in a lesson while allowing you to consider improvements that you could make
To gather data, questionnaires were distributed to 15 teachers during break times or after class, consisting of 14 questions Participants rated their opinions on a 5-point scale, ranging from strongly disagree to strongly agree, by marking the corresponding boxes The questionnaire focused on teachers' instructional content, their teaching attitudes, and the techniques utilized in their classrooms.
The study employed statistical analysis to evaluate data gathered from provided handouts, utilizing simple descriptive statistics as the most appropriate method for data analysis, considering both the scope of the study and the researcher's capabilities.
Direct observation involves an observer who passively records activities in a natural setting, as highlighted by Brown (1991) in his article “Observational Field Research.” This method offers significant advantages, allowing users to be studied in their typical environment without interference The non-intrusive nature of direct observation ensures that users engage in their usual behaviors, making the data collected more authentic and reliable.
The study demonstrated high face validity, but researchers must remain cautious of the "Hawthorne Effect," where individuals tend to perform better when they are being observed due to the attention they receive To ensure the validity and authenticity of the observations, the researcher made efforts to minimize this effect.
Observation is a vital tool for researchers, utilized for data collection in both quantitative and qualitative studies In this research, the researcher opted for observation following the questionnaire to ensure reliability by monitoring teacher and student behavior during class sessions A total of five classes across different levels were observed, using a checklist aligned with the questions from the teachers' questionnaires This allowed for a direct comparison between the questionnaire responses and the documented observations Cunningsworth (1995) highlights that using a checklist for material evaluation is an active process, as it involves seeking specific information based on a predetermined agenda The researcher then analyzed the results drawn from this comparison.
Findings and discussion
This chapter shows the raw data, both quantitative and qualitative, obtained from the questionnaire and observations respectively on teaching methods and techniques applied in ESL classroom
3.1 Implementation of grammar translation method
Table 1: Statistics of Use of Grammar Translation Method
Use of English language in class
The chart indicates that the specialized ESL teaching method, known as the Grammar Translation Method, is effectively implemented in the classrooms of the sample group However, vocabulary instruction using bilingual lists shows some inconsistencies in execution.
Literature serves as a valuable resource that showcases the target language in practical application According to McCarthy (1994), literary texts exemplify language in action, representing genuine communication within authentic social contexts.
Use of literary texts Use of English language in class
Statistics of Use of Grammar Translation Method
Language teachers are encouraged to integrate literary texts into their classrooms, as many scholars advocate for the use of authentic materials that evoke genuine emotions These texts serve as powerful motivators, allowing learners to connect their own experiences with the literature, ultimately fostering literacy development.
All teachers surveyed confirmed they exclusively use English in the classroom, aligning with Kothainayaki's (1994) emphasis on the importance of English usage for enhancing student learning This practice provides students with valuable opportunities to practice listening and responding to spoken English, enabling them to acquire vocabulary and expressions beyond their textbooks While teachers may occasionally need to use more complex language for explaining new concepts or grammar, they should strive to keep their explanations simple and clear to ensure student comprehension Bose (2001) further advocates for the use of English from the outset of language instruction, supporting the communicative approach that emphasizes interaction in the target language as much as possible.
Most teachers avoid using bilingual lists for teaching vocabulary in English classes Instead, they prefer to help students expand their vocabulary by encouraging them to read new texts, which provide context and explanations in the target language.
3.2 Implementation of audio-lingual method
Table 2: Teaching grammar through MFP examples and drills rather than providing grammar rules (Audio-lingual Method)
I teach grammar through MFP examples and drills rather than providing grammar rules (Audio-lingual Method)
At the Ila center, teachers predominantly favor teaching grammar through meaningful form and practice (MFP) examples and drills, rather than presenting explicit grammar rules None of the observed teachers employed a rule-based approach to grammar instruction Goody (1997) emphasizes the importance of teaching grammar within a communicative context, arguing that it should not be treated as mere passive knowledge Students engage with grammar by first repeating a given statement or question that incorporates the target grammar point, and then they are encouraged to create their own sentences by substituting nouns or verbs.
Table 3: Statistics of Direct Method applied in class
Use of realia Listening dictation
Required English responses from students
Statistics : Teaching grammar through MFP examples and drills rather than providing grammar rules (Audio-lingual Method)
The chart indicates that Direct Methods are both enjoyable and effective for language learning Teachers reported frequently utilizing the Direct Method in their classrooms to maximize student engagement and encourage extensive English production.
Teachers of Junior classes, where students are around 10 years old, prefer using pictures as realia to help connect words with their meanings By asking questions in the target language and encouraging students to respond in complete sentences, they effectively implement the Direct Method, which promotes thinking in the target language rather than translating from their native language.
Teachers emphasize the importance of self-correction in language learning, encouraging students to identify and rectify their own mistakes This process not only enhances their language awareness but also boosts their self-confidence in using the language effectively.
Use of realia Listening dictation Required English responses from students
Statistics of Direct Methods applied in class
Table 4: Statistics of CLT methods applied in class
In ESL classrooms, fostering an environment where students can freely express their ideas and opinions is essential Collaborative work in pairs and groups enhances their comfort and productivity, allowing for meaningful discussions with classmates.
Incorporating varied interaction patterns like individual, pair, and group work is essential in classrooms, particularly during grammar lessons, to engage and motivate students By utilizing communicative activities, students can effectively apply their acquired grammar knowledge to complete tasks collaboratively, enhancing their ability to create meaningful language as a team or in pairs.
Encouragement of English in classroom
Variation activities Use of authetic texts
Statistics of CLT methods applied in class
29 real world situations like reading maps, ordering food, talking about past or future events, making plans etc
Research indicates that in lower-level classes like J1A and J1B, teachers often rely on limited activities due to preparation time and students' difficulties in understanding instructions or communicating effectively Nevertheless, it is essential for teachers to adapt or create communicative activities tailored for low-level speakers to foster their language skills early in their English learning journey.
3.5 Implementation of both direct method and CLT
Table 5: Variations in error correction techniques
Variations in error correction techniques Teachers’ responses 4.8
The chart indicates that while teachers acknowledge using various methods for error correction, the research reveals a contrasting situation In lower-level classes, teachers often assist students in identifying and correcting their mistakes, as many learners struggle to recognize errors independently Nevertheless, it is essential for students to engage in self-correction practices, either individually or in pairs, to enhance their learning experience.
Variations in error correction techniques
30 though it should be facilitated by the teacher by displaying the correct answers on the board to ensure that the students don’t reinforce incorrect language
Table 6: Statistics of Use of reading approach
Reading for gists Reading activities for specific and detailed information
Charts indicate that reading for gist and specific information tasks are highly effective in the classroom These skills provide learners with essential real-life reading abilities While students may not read entire texts during lessons, ESL reading activities train them to efficiently extract necessary information to complete assigned tasks.
In ESL education, reading is equally prioritized alongside other language skills, as it serves as the foundation for instruction across all areas of language learning, including the use of textbooks This process often occurs within specific time constraints.
Reading for gists Reading activities for specific and detailed information
Statistics of Use of Reading Approach
31 courses, writing, revising, developing vocabulary, acquiring grammar, editing, and using computer-assisted language learning programs Reading instruction, therefore, is an essential component of every second-language curriculum
ESL teaching usually impliments the information extracted from the reading to construct communicative activites as to further focus on commucative ability development
3.7 Statistics from the reseacher’s observation
Table 7: Statistics from the researcher’s observation
How communicative is the activity?
The table shows the percentage of students’ involvement in class activities It can be seen that a variation of activities engages the students while producing a productive atmosphere in ESL classrooms
Conclusion 1 Summary
Limitations of the study
Although this research was carefully prepared, I am still aware of its limitations and shortcomings
The researcher faced limitations in observing all ESL classrooms for primary students in Haiphong city and was unable to distribute questionnaires to all ESL teachers in the area.
This study primarily examines the teaching methods employed by ESL teachers, highlighting student involvement during lessons Due to time constraints, the researcher was unable to assess the progress students made over the typical four-month course duration Nonetheless, the findings provide valuable insights into student engagement in the classroom.
Recommendations for further study
This study acknowledges limitations in data collection, as the researcher was constrained by time and financial resources Consequently, the questionnaires were administered to a limited sample of just 15 ESL teachers, and observations were conducted in only 5 classes These factors may impact the comprehensiveness of the findings and suggest the need for further research with a larger sample size.
The reliability and accuracy of the collected data were significantly impacted, suggesting that future research should concentrate on a statistically relevant sample size and explore additional ESL classrooms in various English centers in Haiphong.
Future research should span an extended timeframe, ideally encompassing at least one completed ESL course, to effectively validate the proposed hypothesis.
Despite its limitations, this study aims to significantly improve the teaching and learning of English in primary classrooms in Haiphong.
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Unpublished master dissertation, University of Wisconsin-Platteville
This questionnaire aims to assess the effectiveness of teaching methods used in ESL classrooms for primary students in Hai Phong city Your responses will remain confidential and will solely serve research purposes We greatly appreciate your cooperation.
Please respond to the following items by putting the appropriate number for your opinion about each statement in the appropriate boxes Each of the items has 5 points scale where
1= Strongly disagree, 2= Disagree, 3= Not sure, 4= Agree, 5= Strongly agree
1 I use literary texts to teach reading and writing (Grammar
2 I only use English language in class
3 I teach vocabulary through bilingual lists
4 I give students chance to do error correction (
5 I use realia for my students to make connections between words and the associated objects
6 I dictate a passage and students need to write down what they hear (
English and students need to reply in complete sentences (
8 I let students quickly read the reading in a minute and then ask them the main idea of the reading (Reading approach)
9 I employ methods and activities to encourage and develop reading for detail and specific
10 I teach grammar through MFP examples and drills rather than providing grammar rules (Audio-lingual
11 I encourage students to talk in English to improve their communication
12 I employ activities that require a variation of interaction patterns such as individual, pair and group work
13 I use authentic texts and communication activities which accommodate real life language use.(
14 I do error correction in different ways like peer correction, self- correction etc
Thank you for filling out this questionnaire
This questionnaire aims to assess the effectiveness of teaching methods used in ESL classrooms for primary students in Hai Phong city Your responses will remain confidential and will solely be utilized for research purposes We greatly appreciate your cooperation.
Please respond to the following items by putting the appropriate number for your opinion about each statement in the appropriate boxes Each of the items has 5 points scale where
1= Strongly disagree, 2= Disagree, 3= Not sure, 4= Agree, 5= Strongly agree
1 I use literary texts to teach reading and writing (Grammar
2 I only use English language in class
3 I teach vocabulary through bilingual lists
4 I give students chance to do error correction (
5 I use realia for my students to make connections between words and the associated objects
6 I dictate a passage and students need to write down what they hear (
English and students need to reply in complete sentences (
8 I let students quickly read the reading in a minute and then ask them the main idea of the reading (Reading approach)
9 I employ methods and activities to encourage and develop reading for detail and specific information skills
10 I teach grammar through MFP examples and drills rather than providing grammar rules (Audio Lingual
11 I encourage students to talk in English to improve their communication
12 I employ activities that require a variation of interaction patterns such as individual, pair and group work
13 I use authentic texts and communication activities which accommodate real life language use.(
14 I do error correction in different ways like peer correction, self- correction etc
Thank you for filling out this questionnaire.