INTRODUCTION
Rationale
English language education has expanded globally, encompassing both adults and children The trend of children learning English as a foreign language is on the rise, particularly in countries like Vietnam, where English has recently been introduced as a mandatory subject in primary schools.
In Vietnam, parents increasingly prioritize early English language education for their children, driven by the desire for them to thrive in a globalized society Many young, urban families are enrolling their preschoolers in private language centers, believing that school programs alone do not provide sufficient mastery of the language This trend has led to a surge in English language centers across cities and even rural areas, focusing on enhancing students' listening, speaking, reading, and writing skills As a result, learners are not only developing a keen interest in English but also gaining the ability to communicate with foreigners and pursue studies abroad after completing secondary education.
The global rise of English, fueled by the belief that early exposure leads to better proficiency, has sparked a surge in demand among parents for private English centers for young children (Nguyen, 2011) This phenomenon, often referred to as "English fever," highlights the increasing focus on early language education, despite ongoing research addressing the challenges of teaching English to young learners.
While formal schools have been the focus of research, the teaching of English at private centers in Vietnam remains largely unexamined This study aims to explore this gap, particularly since these centers operate for profit and are not bound by the Ministry's curriculum The findings will shed light on the challenges faced in teaching English to young learners, enriching the existing knowledge in this area.
All these conditions offer the researcher a chance to conduct a study on
This study explores the challenges faced by teachers in teaching English to young learners at a private language center It aims to uncover teachers' perspectives on the various issues they encounter in this educational setting By examining these insights, the research seeks to highlight the complexities of teaching English to children and identify potential areas for improvement in instructional practices.
Purposes of the study
This research seeks to explore the challenges and opportunities of teaching English to young learners at private centers in Hanoi from the perspective of teachers The findings will serve as a valuable reference for understanding English instruction in formal schools, enhancing insights into the educational landscape for young learners.
Significance of the study
This qualitative case study offers valuable insights into teaching English to young learners in private centers, an area with limited research While the survey was conducted at a single private English center through focus group interviews, the findings can aid parents in making informed decisions about enrolling their children in such programs.
3 children to private English language centers as well as concerned administrator of strategies to manage these centers.
Scope of the study
This research focuses on teachers’ perspectives about issues of teaching English to young learners at a private language center.
Outline of the thesis
The study is structured with five chapters as follows:
CHAPTER 1 provides a general introduction which details the rationale, research question, aims, significance, scope of the study
CHAPTER 2 presents the theoretical background This chapter discusses the theoretical issues which lay the foundation for the research
CHAPTER 3 describes the methodology of the study It details the research approach, research setting, participants, data collection and data analysis
CHAPTER 4 is concerned with findings and discussion It presents the results of the survey research and the discussion of the findings
CHAPTER 5 is conclusion part It makes a summary of the study and offers implications for teaching English to young learners
LITERATURE REVIEW
Young learners
Before delving into the topic of young learners, it is essential to clarify who this group encompasses Following this, we will explore the defining characteristics of young learners as identified by various experts and researchers Lastly, we will discuss the developmental stages of young learners as proposed by specialists in teaching English to this age group.
Young learners are defined as children aged six to eleven, according to Scott and Ytreberg (1990) Due to the significant developmental differences within this age range, they propose categorizing young learners into two distinct groups: the first group includes children aged six to seven, while the second group encompasses those aged eight to eleven.
According to Slattery and Willis (2001) and Brewster, Ellis, and Girard (2002), young learners are defined as children aged between seven and twelve years old.
5 and then classified them into three age groups: 3-6 years old, 7-9 years old, and 10-12 years old The classification is based on the characteristics of children as learners
Phillips (2003, p.3) defines young learners as children aged five or six to eleven or twelve years old, encompassing those in their first years of formal education Essentially, young learners are school-age children attending primary schools.
In addition, Pinter (2011) defined young learners as children from five to fourteen years old in any educational levels
In this thesis, young learners are defined as children aged five to fourteen, typically enrolled in kindergartens, primary schools, and secondary schools.
Young learners, typically aged between 3 and 12, are often believed to have an advantage in acquiring English as a foreign language compared to adults However, the exact age that defines "young" remains ambiguous, raising concerns about the notion that earlier exposure to language learning is always better.
2.1.2 The characteristics of young learners
Children and adults perceive foreign language learning differently due to their distinct characteristics Research by Cameron (2001) and Harmer (2002) highlights that children exhibit greater enthusiasm for learning than adults and often seek to please their teachers However, their interest in learning materials can wane quickly Cameron (2001) emphasizes the importance of understanding these unique traits in children for effective English language teaching.
When planning activities, young learners are highly motivated, enthusiastic, and lively; however, they often struggle to articulate their thoughts due to limited access to language compared to older students Teachers play a crucial role in helping these learners maximize their potential and effectively acquire knowledge.
Meanwhile, Scott and Ytreberg (1990) have identified the general characteristic of children as young learners The characteristics mentioned are as follows:
• They understand situation more quickly than understand the language used
• Their own understanding comes through hands and eyes and ears
• They have a very short attention and concentration span
• They sometimes have difficulty in knowing what fact is and what fiction is
• They cannot decide for themselves what to learn
• They love to play, and learn best when they are enjoying themselves
• They seldom admit that they don’t know something either
• They are enthusiastic and positive about learning new things
• They have their own world
Considering the characteristics mentioned above, the teacher’s way in teaching young learner is also different from the way the teacher teaches adults
“The differences between teaching English to young learners and adults lay on the linguistic, psychological and social development of the learners,
7 and that, as a result, we need to adjust the way we think about the language we teach and the classroom activities we use.” (Cameron, 2001, p.6)
According to Harmer (2007), young learners exhibit a natural enthusiasm for learning and a curiosity about their surroundings They are imaginative, outspoken, and inquisitive, thriving on repetition and creative activities While they are less inhibited than older age groups, their self-control tends to be limited Given their abundant physical energy, incorporating movement into their learning is crucial Teachers play a vital role as living examples, guiding young learners through their educational journey.
Young learners are sensitive and often dislike criticism, seeking guidance and support from their teachers (Harmer, 2007) Individual attention and approval are crucial for their development, as they respond positively to praise Recognizing and praising their efforts fosters motivation and a sense of success (Scott and Ytreberg, 1990) With the right support and encouragement, children can become creative, independent, and adventurous learners (Harmer, 2007).
Teaching young learners is both rewarding and challenging, as experts emphasize the importance of understanding their thought processes (Harmer, 2007) To foster a fair learning environment, educators must avoid favoritism and ensure equal treatment for all students, recognizing their strong sense of fairness (Scott and Ytreberg, 1990).
The world of young learners is vibrant and full of joy, marking the initial phase of their educational journey By creating an engaging and dynamic learning environment, we can provide them with unforgettable experiences that enhance their enjoyment of studying.
The silent period is a notable phenomenon in second language acquisition, particularly evident in children, as described by Krashen (1982) This stage occurs when children remain quiet or speak very little despite several months of exposure to the target language Interestingly, some children may not participate in class discussions but later share what they have learned at home (Reilly, 1997) Troice (in Blight 2014, p.2) characterizes this phase as a “linguistic development that has gone underground.” Many researchers agree that the silent period is a normal pre-production stage of language acquisition, rather than a pathological issue (Krashen 1985; Tabors).
The silent period in second language acquisition, as explained by Krashen (1997), refers to the time when learners are either unable or unwilling to speak their developing language During this phase, children build their competence through listening and understanding the language around them Krashen (1982) notes that once sufficient competence is achieved, speaking ability naturally emerges The duration of the silent period can vary widely among individuals, lasting anywhere from a few months to over a year.
Children should not be pressured to speak in the target language until they have fully internalized it and built a solid receptive vocabulary Based on these findings, it is clear that a strong foundation in comprehension is essential before encouraging verbal expression.
Teaching English to young learners
Before teaching English to young learners, it is essential to understand key aspects related to their development This section outlines the objectives of teaching English to children, highlighting the importance of tailored approaches to enhance their learning experience.
In both state education systems and the expanding private sector, children are increasingly taught foreign languages at a younger age Governments advocate for this early language learning to enhance national proficiency in foreign languages, while parents also believe that such skills will benefit their children's future.
When teaching foreign languages to young learners (YLs), numerous authors emphasize the importance of affective aims (Moon 2005; Cameron 2001; Dunn 1983; Najvar 2010) Additionally, the Framework Educational Program for Primary Education, Vietnam's national guidelines, reinforces the significance of the affective domain in language learning.
Young learners should understand that communication occurs in various languages, which can be acquired through learning Primary schools must establish fundamental conditions that facilitate the learning of a foreign language.
In primary education, the primary focus on language acquisition is secondary to the holistic development of the child, emphasizing the importance of integrating foreign language teaching with the overall growth of young learners in cognitive, emotional, and social aspects The specific goals for foreign language instruction vary based on the program's methodology and approach.
In addition to fostering emotional goals such as enhancing overall language awareness, it is essential to focus on improving comprehension of spoken language This approach not only aids in developing auditory skills but also increases the likelihood of acquiring a native-like accent in the future.
Young learners aged 6-7 years, typically in 1st to 2nd grade, engage in courses similar to those for very young learners, focusing on listening and speaking skills that introduce both familiar and new vocabulary While grammar is not explicitly taught, students begin to learn through language chunks, songs, and classroom interactions Reading and writing are introduced at this stage, advancing from word recognition to sentence formation Characteristics of young learners include a strong curiosity, short attention spans, and a need for diverse activities to maintain engagement, all while fostering their confidence in self-expression The curriculum also transitions into older/late young learners, aged 8 and above.
At 11 years old, students in 3rd to 5th grade focus on foundational English skills, including listening, speaking, writing, reading, and grammar In grammar courses, they engage with specific facts and examples to enhance their understanding, connecting lessons to real-life situations for a more concrete learning experience.
13 abstracts Their characteristics are longer attention, learning seriously, developed social and more cooperation.
Issues related to teaching English to young learners
Copland, Garton, and Burns (2014) conducted a mixed-methods study involving 4,459 teachers worldwide to investigate the challenges of teaching English to young learners Their findings indicate that teachers encounter a wide range of common challenges, including professional competencies, managing mixed-ability classrooms, and their own English proficiency Additionally, local issues such as class size, individual teacher skills, and time constraints were highlighted The authors noted that globally, teachers face obstacles due to insufficient training, knowledge gaps, and a lack of resources These challenges are elaborated upon in subsequent sections.
English teachers often face challenges in large and crowded classrooms, making it difficult to implement Communicative Language Teaching (CLT) effectively The lack of a supportive curriculum further complicates the application of CLT, which relies on pair and group work for success Additionally, teachers prefer a quieter environment when engaging young learners in speaking activities, as excessive noise can hinder the learning process Motivating young learners can be particularly challenging, as they often struggle with the complexities of learning English.
14 relevance as they do not usually listen to or even speak with native speaker as in the Middle East area (Hu, 2007)
Class sizes vary significantly across different regions, with smaller classes typically found in Europe, such as in Poland and Hungary, where language learning often occurs in groups of 15 or fewer In contrast, larger classes of 40-50 students are common in countries like Bangladesh, Cameroon, China, India, Indonesia, and Vietnam This disparity in class size affects teachers' ability to implement interactive, activity-based teaching methods associated with communicative approaches, which may hinder students' proficiency levels Many educators in larger class settings struggle to adopt learner-centered teaching strategies due to challenges in monitoring language use and facilitating pair or group work.
Problems of control and discipline connected with learner-centered teaching in large classes have also been raised (Butler, 2005; Carless, 2004; Littlewood, 2007) Butler (2005) refers to the difficulties in what she calls
Classroom harmonization involves aligning teaching and learning with the specific context of the classroom, taking into account both the physical environment and the roles and behaviors of participants According to Butler (2005), many teachers find this alignment especially challenging in English classes due to their interactive nature.
15 they are expected to teach, which is different to teaching methods used in other subjects
Large class sizes pose significant challenges to the effective implementation of communicative teaching methods mandated by the government, as highlighted by Hoque (2009) and Li (1998) Teachers express concerns about managing student competence in overcrowded classrooms, with one stating, "There are too many students in a class to take care of their competence." Additionally, discipline issues, student motivation, and mixed-level classes were identified as critical classroom factors that are interconnected and exacerbate the difficulties associated with large class sizes.
Classrooms are crucial for the success of Teaching English to Young Learners (TEYL) programs, requiring environments conducive to engaging activities In Vietnamese primary schools, large class sizes and rigid seating arrangements may hinder essential interactions necessary for developing young learners' social and interactional needs, as noted by Shin and Crandall (2014) These large classes can lead to increased noise levels, making it challenging for teachers to foster a positive and productive learning atmosphere However, displaying students’ work on class boards can enhance motivation and provide a sense of achievement, allowing children to recognize their successes.
2014) In summary, the Vietnamese classroom environment has been able to cope with many challenges in providing an optimum physical and emotional atmosphere for TEYL program to succeed
Teachers often feel constrained in primary classrooms due to students' low proficiency levels, which can hinder effective teaching (Li, 1998) Additionally, students' expectations, particularly regarding the significance of grammar for exam success, further influence the learning environment (Prapaisit de Segovia and Hardison).
In 2008, it was noted that the methods for learning English can sometimes clash with teachers' expectations (Ho, 2003) Carless (2003) suggests that these mismatches often stem from teachers' insufficient understanding of Communicative Language Teaching (CLT) and their difficulty in choosing suitable tasks, rather than genuine conflicts with testing requirements or student expectations.
Many learners exhibit a lack of motivation and interest in mastering English, often due to a perceived absence of necessity for the language, especially in rural areas with limited exposure to foreigners This situation leads to a preference for traditional teacher-fronted classes that emphasize grammar and memorization, rather than engaging methods that promote practical communication skills.
Despite English being the primary foreign language taught in Vietnam, with 99% of students enrolled in English programs, it remains largely absent from everyday communication This lack of practical use leads to a deficiency in "quality communication environments in English," diminishing students' motivation to engage in the language Furthermore, while all lower secondary school children officially begin learning English, the absence of real-life application hinders their proficiency and confidence in using the language.
In Vietnam, while English is taught to students starting from Grade 6, it is misleading to assume that they can effectively communicate in the language Most pupils are monolingual, primarily using Vietnamese in daily life English is learned in a limited context, mainly within the classroom and for specific interactions, leaving students ill-equipped to use it in real-world situations, particularly in rural and mountainous areas This raises the question of how students can engage in a language they rarely practice outside of school Even in urban areas, the lack of opportunities to use English diminishes the motivation to communicate in it, highlighting the challenges faced by learners in becoming proficient speakers.
This research highlights the need for different teaching approaches for young learners aged 5 to 14 compared to older students, as their learning processes are distinct Young learners have not yet developed the advanced strategies that older learners possess and rely on their innate language-learning abilities to acquire their native language This natural approach can be effectively applied to learning English, as children's brains are highly receptive, allowing them to absorb vocabulary and grammar intuitively However, due to their forgetfulness, it is essential for teachers to frequently review vocabulary and provide intensive practice through repetition Additionally, incorporating a variety of cognitive activities in the classroom can further enhance their learning experience.
Differentiation in the classroom poses challenges in listening and speaking skills, as students have diverse needs, learning levels, and motivations According to Nunan (2003), recognizing these differences is essential for effective teaching.
Teachers of young learners must recognize and address children's fundamental physical and psychological needs to deliver effective instruction tailored to each child's developmental stage A significant challenge for state school English teachers is the varied exposure to English among students, as some attend after-school classes focused on communication skills while others do not This disparity results in differing listening and speaking abilities, influenced by factors such as family interactions and extracurricular activities As highlighted by Djigunovic and Krajnovic (2015), teachers should accommodate the diverse linguistic skills and learning strategies that students bring to the classroom Hadfield & Hadfield (2008) emphasize the importance of considering individual needs, levels, abilities, learning styles, and personalities They suggest three strategies to address these differences: providing a variety of activities and skill balance, engaging learners in recognizing their individual needs, and offering opportunities for autonomous learning where students can select their own tasks.
In some countries a severe shortage of trained primary school teachers of English is reported (Hu, 2005; Hu, 2007; Kirkgửz, 2009; Nunan, 2003; Nur,
2003) Teachers may therefore find themselves teaching English either without adequate training in teaching young learners in general or in teaching
English to young learners in particular The situation is especially acute in poor or rural areas
Teachers often face challenges related to their English proficiency levels, with many expressing low confidence in their abilities, particularly in speaking and listening skills Research indicates that this anxiety is linked to the belief that Communicative Language Teaching (CLT) requires specific classroom procedures, such as teaching exclusively in the target language However, the critical question is the actual level of proficiency needed for teaching English in primary schools It appears that the issue may not be a lack of proficiency, which is often sufficient for Teaching English to Young Learners (TEYL), but rather a lack of confidence stemming from the misconception that native-like competence is necessary for effective CLT implementation.
METHODOLOGY
Research design
The study aimed to investigate teachers' perspectives on key challenges in teaching English to young learners at a private language center To accomplish this, a qualitative case study approach was employed to effectively address the research questions outlined in the study.
Case study research has been crucial in applied linguistics since its inception, particularly focusing on language teaching, learning, and usage Typically, these studies examine individuals—such as teachers, learners, or groups like families and classrooms—providing in-depth insights into their experiences and developmental pathways within specific linguistic, social, or educational contexts This aligns perfectly with the objectives of the current study.
Research question
This study aims to explore the challenges of teaching English to young learners at a private language center, focusing on the perspectives of teachers To achieve this goal, the research seeks to address specific issues related to English language instruction for young learners.
- What are teachers’ perspectives of issues they face in teaching English to young learners?
Research approach
This present study was a survey research This method was used to study a group of five teachers in an English language center Data was obtained through focus group interviews
A focus group interview is, according to Lederman (see Thomas et al
1995), “a technique involving the use of in-depth group interviews in which participants are selected because they are a purposive, although not necessarily representative, sampling of a specific population, this group being
Participants in focused research are chosen based on their ability to contribute meaningful insights on the topic, ensuring they fit a specific age range, share similar socio-economic characteristics, and feel at ease communicating with both the interviewer and fellow participants (Richardson & Rabiee).
The selection of subjects based on their knowledge of the study area aligns with the concept of "Applicability" (Burrows & Kendall, 1997) Focus-group interviews are characterized by their group dynamics, which facilitate social interactions that yield deeper and richer data compared to one-on-one interviews (Thomas et al., 1995).
A focus group, also known as a focus group interview, is a qualitative data collection method that involves a group of individuals sharing specific characteristics who engage in discussions centered around a particular issue or topic This technique is valuable for gathering insights and opinions, making it an essential tool in research and market analysis.
A focus group, as defined by Denscombe (2007), is a small assembly of five to nine individuals led by a trained moderator to discuss their attitudes, perceptions, and ideas on a specific topic This interview format allows a relatively homogeneous group to engage deeply with the questions posed, yielding a rich and detailed dataset that captures participants' thoughts and feelings in their own words (Stewart & Shamdasani, 1990).
Research setting
Established in 2016 in Hanoi, this English language center caters to approximately 100 students ranging from kindergarten to secondary school levels, organized into 11 classes led by a dedicated team of five regular English teachers.
The center, typically owned by a Vietnamese woman, focuses on driving growth and ensuring optimal performance With extensive experience in teaching and management, she plays a crucial role in its success.
In addition, she often creates many activities for her learners focus on communication approach and achieve English respective levels after each course
Teachers are providing training courses aimed at enhancing the professional and English language skills of English educators These courses introduce participants to updated curricula and assist them in developing innovative methods and techniques for effectively utilizing new textbooks.
34 more effective teaching The activities are designed following the current communicative “pre-, while-, and post-” teaching procedure to help students communicate effectively in English
The center features a cozy classroom decor tailored for special events throughout the year, including Halloween, Christmas, and Lunar New Year Although the center is modest in size, it is well-equipped with essential amenities such as air conditioning, projectors, speakers, and various teaching materials like flashcards and tools The classroom conditions are favorable, with comfortable chairs and tables that cater to students' age and height, significantly enhancing the overall teaching quality.
Participants
The study involved five female English teachers from the same center, each with varying years of experience in teaching young learners Their experience ranged from three and a half years to just three months As noted by Alwasilah (2012, p.101), effective participants should possess rapport, allowing them to share insights comfortably with the researcher All teachers were certified, demonstrating proficiency levels from B1 to C1.
The teachers, having worked at the center for several years, formed a cohesive group with valuable insights to share, fulfilling the essential criteria for a focus group interview.
Data collection instruments
The researcher conducted a group interview centered around eight key questions aimed at uncovering various challenges faced by teachers in teaching English to young learners (YLs) These questions explored the center's environment, participants' teaching experiences, their feelings and challenges related to their roles, perceived professional growth, and suggestions for improvements to enhance the teaching experience (refer to Appendix A for the interview protocol).
The focus group interview lasted two hours and was audio-recorded.
Data analysis procedures
Data analysis in this study followed the stages recommended by Miles & Huberman (1994) These stages are as follows:
Data reduction involves selecting, simplifying, and transforming data to enhance clarity and focus In this study, the researcher conducted focus group interviews and meticulously analyzed the recordings, producing detailed transcriptions To facilitate understanding, the researcher summarized the findings, presenting the information in a clear and accessible manner.
Data display refers to the process of organizing, compressing, assembling of information in order to facilitate in drawing conclusion and
36 action In this research, the researcher uses quotes to put the writing in a good organization So, this quote is used in the data display
This research concludes by analyzing interview transcriptions, utilizing both description and interpretation to effectively present the findings.
FINDINGS AND DISCUSSION
Issue 1: Learner heterogeneity
Teachers at the center identified individual differences among learners as their primary challenge, as students varied significantly in age, English proficiency levels, and learning expectations The students, ranging from primary to lower secondary school, all underwent placement tests upon admission; however, these individual differences persisted, presenting an ongoing issue in the teaching process.
Teachers globally, including those in Vietnam, face a significant challenge with mixed-level classes, which encompass both mixed ability and mixed proficiency This issue is particularly pronounced with slow learners, making it difficult for educators to help all students achieve their English language goals While the struggle with mixed-level classes is not exclusive to Vietnam, the specific conditions contributing to varying proficiency levels are noteworthy One teacher highlighted the considerable gap between fast and slow learners, underscoring the complexities of teaching in such diverse environments.
Teachers face the challenge of addressing the diverse learning stages and individual needs of their students Often, students are viewed as struggling with language acquisition or having specific educational requirements.
A number of comments revealed that children’s knowledge of English may differ because some attended private English language classes outside school
Recent literature highlights the widening gap between rich and poor, as emphasized by Lamb (2011), Seargeant & Erling (2011), and Chakraborty & Kapur (2008) This underscores the importance of addressing both social and economic factors contributing to differentiation.
Issue 2: Conditions of teaching and learning
The teachers shared a common view that the conditions of teaching and learning were good
Class size is a crucial factor in enhancing teaching and learning, particularly in state schools where larger numbers can lead to discipline issues and challenges in managing diverse learning levels Crowded classrooms can confuse both teachers and students, making it difficult for learners to grasp essential concepts However, teachers in this study reported that their classes were relatively small, typically consisting of 8-12 students, which alleviated concerns associated with larger class sizes.
Regarding the facilities, they said that they had access to necessary facilities for using new teaching techniques Below are some examples of what they said:
The classroom is fully equipped with essential amenities such as air conditioning and projectors, along with a variety of teaching materials including flashcards and tools like sticky balls and hammers.
The classroom environment is well-equipped, featuring a large-screen TV, speakers, and a whiteboard in each room The furniture, including chairs and tables, is designed for comfort and is appropriate for the students' age and height This quality equipment significantly enhances the overall teaching experience.
The classrooms are well-equipped and maintained, featuring a cozy decoration that aligns with seasonal events throughout the year, such as Halloween, Christmas, and Lunar New Year.
The center's strong financial resources enable it to organize outdoor activities for students, exposing them to diverse English dialects and cultures at popular tourist destinations Additionally, the center regularly invites English speakers to engage with students, fostering a supportive environment that enhances their communication skills in English.
Issue 3: Teacher wellbeing
The teachers seemed to be happy teaching at this center They shared many things about what made them happy when teaching English at that center
Teacher 1 shared she was able to use all sorts of activities so she was able to create and do whatever she wanted in class as long as the students were follow the right syllabus provided by the center Teacher 2 really liked teaching at that center because that center really respected the teachers and she could think and create her activities for the content “The center gave the content suitable … they (learners) are young learners so they are so eager to
Teachers at the center express high satisfaction due to the supportive environment fostered by a positive manager who provides valuable guidance and creative teaching ideas With small class sizes of 8-12 students, educators can focus on individual student needs, creating engaging lessons that promote a love for learning English The students are described as obedient, intelligent, and motivated, often completing their assignments diligently, which enhances their English proficiency Overall, the combination of a nurturing leadership and enthusiastic learners contributes to a joyful teaching experience.
Teaching English presents various challenges for educators, as highlighted by the experiences of three teacher participants Teacher 1 noted that while her small class size and the presence of a teaching assistant alleviate some difficulties, the primary challenge lies in navigating the conflicting demands of the marketing team, which complicates program development Similarly, Teacher 2 reported minimal issues with eager students but struggles to balance the expectations of parents and the marketing team, making it challenging to create cohesive events Teacher 3, on the other hand, faces difficulties with students who are often unmotivated and neglect their homework Overall, these educators emphasize the complexities of aligning academic goals with external pressures in their teaching environments.
Teacher 4 said she had two challenges in teaching there The first one is that she has to make a great effort to improve students’ grammar to catch up with English lessons at school Most of her students are not good at grammar They nearly forget all grammar rules and exercises they have learnt in class The second challenge is that she has to motivate and arouse students’ love for English It is a heavy duty for any teachers, you know But she will try her best to overcome these challenges Also, teacher 5 had difficulties with learners’ pronunciation and a lack of vocabulary Therefore, these students feel ashamed and confused when she asks them to say the new words or make sentences
It is clear that while teaching at that center the teacher participants grew in their teaching skills and competences A share of this issue is focused on:
Teacher 1 started teaching at that center that was her first year of teaching and she has the support from the academic coordinator and she has the chance practice her teaching method with the students so definitely she learns other things on methods in term of teaching so for example to begin with She started with a class of kindergarten and it was easy to keep them occupy and teachers should stay energetic and then they will focus but then as time go by she will have to teach higher level students that have more requirements also that activities are fit different skill but reading skill She said teachers have to know how to deliver a reading lesson for example and that what she learns over time and that is reliable skill that she has learnt, it’s to teach higher level students Teacher 2 believed that she’s learnt a lot, both teaching skills and teamwork and communication skill - it’s important in any center or anywhere Teacher 3 does not deny that her teaching skill is improved She is more confident and can control her classes better Teacher 4 said before teaching at that center, she only worked as a tutor one-to-one So, she had no experience teaching a group of learners, she felt quite worried and anxious And her first lessons were not as good as she expected Her instructions were quite hard for students to understand and some activities were not fun at all They soon got bored and tired of learning But, as time passes, she gradually learns how to control a class, how to motivate them, and how to engage in teaching and learning, make fun activities, how to deliver a good lesson plan So, she can say that “my teaching skills and competences do improve a lot since I worked there” Teacher 5 said her teaching skills and competences are supposed to enhance For example, she learned techniques how to well manage classroom and how to use mind map in order to help students consolidate the content they have learned and practice presenting
Teacher 2 highlighted the training initiatives at the center, stating that monthly short courses are conducted for all teachers to share and introduce innovative teaching techniques These include Total Physical Response (TPR) for kindergarten and primary school learners and Communicative Language Teaching (CLT), which emphasizes communication skills This approach aims to enhance students' ability to speak and interact with English speakers rather than focusing solely on exam preparation Additionally, engaging and beneficial English games are introduced to support learners in their language acquisition.
Teachers employed various engaging methods in the classroom, including games, visual aids, and internet resources, to create an interactive and learner-centered environment They emphasized the importance of motivating children to learn English and enhancing their confidence in communication The focus was primarily on developing oral and listening skills, rather than on reading and writing.
The interviews revealed that the teachers' classroom practices fostered an exciting atmosphere, where students eagerly engaged in learning through games and songs This approach highlighted the effectiveness of incorporating interactive methods in teaching English to young children.
All teachers expressed their satisfaction in working at the center For example, one of them said:
I will keep going to work at this center until I have new plan or any sudden changes happen, I suppose It is because I feel comfortable about
44 teaching conditions, learners and I can learn many valuable things from my colleagues at this center (Teacher 5)
However, there is one thing that teacher 1 raised concerning the working time She said:
Teaching at a center often requires evening hours, which can disrupt family life As a teacher, I value spending quality time with my family, especially in the evenings Therefore, I believe my time at this center will be limited.
If I have a better opportunity, I will get it to move to better place I think that we can find another opportunity because we had worked here for… I think 3 years is a long time (Teacher 2)
Unlike teacher 1 and teacher 2, teacher 3 and teacher 4 said that they would be teaching at the center as long as they could
I plan to continue teaching at the center for many more years, as I am passionate about education It brings me joy to see my students improving and thriving in their learning journey.
At the moment, I love my center and love working there I think I will stay working there for a long time (Teacher 4)
One teacher expressed a desire for more challenging experiences in her role, stating, “Teaching at this center, I am not challenged enough, so I hope in the future I will be challenged more.” She noted that her current position feels more like a stable path rather than an opportunity for growth.
Issue 4: Expectations vs outcome
Teachers report that both they and their students face unrealistic expectations from parents who believe early foreign language learning should quickly lead to proficiency However, research indicates that young children, with only one or two hours of exposure per week, cannot achieve miraculous results due to their limited cognitive capacities and lack of learning strategies Additionally, their short concentration spans (10-15 minutes) necessitate frequent, brief sessions with ample revision This disparity between expectations and actual outcomes can demotivate children and create significant pressure on teachers Therefore, it is essential to clarify language learning objectives for teachers, students, and parents Establishing clear aims, such as maintaining a language portfolio, can enhance motivation for children, support teachers, and help address these challenges.
Suggestions for improvement
Two teacher participants emphasized the need for improvements at the center, highlighting that the quality of learning should not be overly influenced by marketing Teacher 1 pointed out that the content of the videos is often inappropriate and not conducive to students' learning progress She suggested that the center should minimize marketing efforts and instead prioritize enhancing the quality of educational content and necessary facilities.
An English center's primary focus should be on educational quality rather than solely on marketing or financial gains Teacher 2 emphasized that the center must prioritize student improvement, demonstrating real progress rather than just showcasing achievements on paper Ultimately, the effectiveness of the program is measured by the tangible results students achieve after completing a course.
Teacher 2 and teacher 4 indicated that their students did not have classrooms with more space to learn and play in their English lessons Teacher 3 said it would be more perfect if the center were to expand in term of quantity with more classes or bigger classrooms since the students have more space for learning and playing In addition, Teacher 4 suggested there is one thing that should be improved It is the classroom area She hopes her class can study in a bigger classroom as the current space is quite limited There are some activities she cannot conduct and it is difficult for students to move or run around the classroom
Teacher 5 identified challenges in her students' pronunciation and vocabulary, leading her to propose the creation of a "reading corner." This space would feature a variety of English books, allowing students to enhance their vocabulary while enjoying the reading experience.
Discussion
The study aimed to investigate the challenges faced by teachers in delivering English language instruction at a private language center Overall, the findings indicated that teachers maintained a positive outlook towards their teaching experiences.
47 center Reasons for their positive feelings are small classes, availability of basic facilities for teaching, and teacher autonomy
The center features a compact size with a limited number of classes, allowing for manageable class sizes that benefit both students and teachers This environment empowers educators to innovate their teaching methods based on their insights into each learner's needs.
This center fosters a supportive environment for learners to practice English, allowing them to engage with diverse speakers from around the globe Participants noted that this interaction significantly motivates students to improve their language skills Unlike traditional classroom listening exercises, speaking with real people enhances their learning experience The manager actively creates practical situations that mirror real-life scenarios, helping learners retain what they have learned and effectively use English in everyday conversations.
In a language class with a small group of 8 to 12 students, learners benefit from a supportive speaking environment that fosters real communication practice Participants noted that this smaller class size contributes to more effective teaching facilities, enhancing the overall learning experience.
The study's findings indicate that the teaching methods employed at the English language center are highly motivational By incorporating diverse activities and fostering active student participation, teachers successfully cultivate an encouraging environment that boosts students' confidence in using English.
This environment also can be attributed to teachers’ collaborative activities as well as to the center’s investment in teaching and learning facilities
Teaching English to young children presents significant challenges, particularly due to their physical activity, which complicates classroom management To improve teaching quality, it is essential to consider class size and ensure it is manageable Additionally, empowering teachers with autonomy is crucial, as there is no one-size-fits-all approach to teaching young learners Supporting educators in their preferred teaching methods can lead to more effective learning outcomes for students (Kumaravadivelu, 2001).
The findings of the study support the recommendations by Copland et al
In 2014, it was highlighted that the quality of English teaching to young learners could be compromised if teachers lack sufficient training, knowledge, and resources However, the findings of the study conducted at the researched center may also raise concerns regarding its validity.
The following chapter will deal with the conclusions and implications of the study