This study sought to capture the teachers' perceptions of teaching English as a foreign language to preschool children.. LIST OF ABBREVIATIONS TEFL: Teaching English as a Foreign Languag
INTRODUCTION
Rationale
In Vietnam's national education system, English is a core subject across various levels and is compulsory for final examinations, highlighting its importance While students can study other languages like Russian, French, Chinese, Japanese, or German—especially in major cities—English remains the most popular and essential foreign language nationwide Its inclusion as a mandatory subject underscores its significance in Vietnam's educational landscape and future opportunities.
According to Decision No 1400/QD-TTg issued by the Prime Minister on September 30, 2008, the National Foreign Language Project 2020-2025 aims to enhance language education across Vietnam The project commits to completing the implementation of elective foreign language programs for grades 1 and 2 by 2020 By 2025, the goal is to ensure that 100% of students in the designated grades participate in foreign language learning, promoting widespread multilingual proficiency.
3 to 6 to study a foreign language program for 10 years (starting from grade
3 to grade 12)" English was a compulsory subject from grade 3 with the number of 4 periods/week from 2018 and was made a required subject in all examinations
In our rapidly globalizing society, many parents in Vietnam are eager for their children to start learning English early, often in kindergarten Consequently, foreign language centers and kindergartens across Vietnam have increasingly integrated English as a foreign language (EFL) into their curricula As a result, early childhood English education has become a common practice in Vietnam, reflecting the growing importance of multilingual skills in a globalized world.
Teachers are a vital factor in maintaining educational efficiency, especially in teaching foreign languages to children Their perceptions—shaped by their beliefs, opinions, and attitudes—significantly influence their instructional methods, content, and how they perceive their students According to Heather and Carey (2009), as cited in Xu (2012), teachers’ attitudes can directly impact their teaching practices and students' attitudes toward learning, which are often formed early in life Recognizing the powerful role of teachers' perceptions has motivated the initiation of a study titled “Vietnamese Teachers’ Perceptions on Teaching English as a Foreign Language to Preschool Children,” to explore these influences in depth.
Aims and objectives
This study explores Vietnamese teachers' perspectives on teaching English as a foreign language (TEFL) to preschool children, considering Vietnam's unique social, cultural, and educational contexts Understanding teachers' insights provides valuable information on how to effectively implement TEFL programs in Vietnamese early childhood education The research highlights the importance of adapting TEFL methodologies to align with Vietnam's cultural values and educational system Findings aim to inform educators and policymakers on best practices for fostering English language skills among young learners in Vietnam Overall, the study emphasizes the significance of culturally sensitive approaches to enhance the quality and effectiveness of preschool TEFL teaching in Vietnam.
Given the above overarching aim, this study is going to
(1) Investigate the EFL teachers‟ perspectives on whether it is necessary for EFL to be taught to preschool children
(2) Investigate the EFL teachers‟ perspectives on the advantages of EFL education for preschoolers
(3) Investigate the EFL teachers‟ perspectives on the difficulties they encounter when teaching EFL to preschool children
(4) Investigate the teachers' recommendations for enhancing the efficiency of TEFL for preschoolers.
Research question
Based on these above aims, the research questions are:
(1) Is it necessary for EFL to be taught to preschool children?
(2) What are the benefits of teaching EFL to preschool children?
(3) What are the challenges faced by the teachers when teaching EFL to preschool children?
(4) What are the teachers‟ suggestions on improving the effectiveness of TEFL to preschool learners?
Significance of the study
There is a growing demand for TEFL instruction among preschool learners in Vietnam; however, limited research has been conducted on this topic This gap exists partly because, within the Vietnamese education system, English as a Foreign Language (EFL) officially begins only in the third grade, leaving early childhood EFL education understudied and underdeveloped.
A study on Vietnamese teachers' perspectives on TEFL for preschool children provides valuable insights into the needs, perceived benefits, and challenges faced by educators in this widespread practice These findings can help stakeholders understand critical issues related to early childhood English language teaching Furthermore, the research offers a useful reference for similar educational contexts, informing best practices and policy development in early childhood TEFL programs.
Scope of the study
Young learners in TEFL are typically categorized by age and grade level, with very young learners (VYLs) aged 3-6 being the focus of this study These early learners, before entering grade 3 in Vietnamese primary schools, represent a crucial stage in language acquisition They are often referred to as early childhood learners, highlighting their developmental phase, which is essential for effective English language teaching Understanding the characteristics of VYLs helps tailor age-appropriate instructional strategies to optimize language learning outcomes.
„children‟, „preschool learners‟, „young learners‟, or „very young learners
The study primarily involved female teachers from public kindergartens and English centers in Binh Dinh, Vietnam A smaller proportion of participants were from various other provinces across the country, as detailed in section 3.2.
Design of the study
The study is structured as follows:
- Chapter 1, Introduction, states the rationale, aim and objectives of the study, significance, scope of the study and design of the thesis
- Chapter 2, Literature review, presents the theoretical issues which shed light on this study and the previous studies on TEFL to children
- Chapter 3, Methodology, describes the research methods, the participants involved in the study, the data-gathering instruments, and data collection procedure
Chapter 4, Findings and Discussion, presents a comprehensive analysis of the results derived from both quantitative and qualitative data sets This chapter interprets the key findings, highlighting significant patterns and trends, and compares them with previous relevant studies to contextualize the results within the existing body of research.
- Chapter 5, Conclusion, exhibits a summary of the findings, some limitations and some pedagogical suggestions for TEFL to VYLs in Vietnam
It also puts forward some suggestions for further studies.
LITERATURE REVIEW
Theoretical background
2.1.1 Learning a foreign language at an early age
The common belief is that starting language learning at a younger age is more beneficial for learners Morford and Mayberry (2000) highlight that individuals exposed to language early tend to outperform those with later exposure Palea and Boştină-Bratu (2015) found that the ability to learn a foreign language declines with age These ideas are supported by theories such as the Theory of Language Development and the Critical Period Hypothesis, which emphasize the importance of early language exposure for optimal acquisition.
According to the Theory of Language Development, language learning occurs naturally when a child is placed in a supportive environment, similar to how a child's body grows with proper nutrition and stimulation (Chomsky, 1988) During early childhood, children develop their phonics and semantics, enabling them to express themselves verbally, though their grammar and pronunciation may still be developing This stage is also critical for cognitive development, laying the foundation for understanding concepts like math and writing (Lightfoot, Cole & Cole, 2008) Importantly, the late preoperational stage presents a unique opportunity to introduce children to a foreign language, as they are still mastering the fundamentals of their first language and have limited understanding of its full structure (Lightfoot, et al., 2008) Since their minds are unburdened by fully cemented language rules, children at this stage can better grasp their native language while simultaneously beginning to learn another language.
The Critical Period Hypothesis (CPH) suggests that children have a unique ability to quickly acquire a new language during a specific window of developmental opportunity This concept is rooted in biological theories of second language acquisition, originally proposed by Penfield and Roberts in 1959 and later expanded by Lenneberg in 1967 According to the CPH, language learning is most effective when it occurs within this critical period, emphasizing the importance of early exposure for optimal language development.
Language acquisition ability begins to decline after puberty, making natural learning through simple exposure less effective beyond this age Consequently, learning a foreign language after puberty requires conscious effort and dedicated study, as innate ability diminishes over time.
The concept of “lateralization,” introduced by Lenneberg (1967), refers to the age-related specialization of language-processing abilities primarily in the human left hemisphere, which coincides with critical periods of biological development The critical period is a biologically determined window, mainly around puberty, during which language acquisition occurs most naturally and rapidly through immersive exposure without formal instruction According to Scovel (1988), this period underscores that early childhood is optimal for language learning, as brain changes beyond age twelve make natural language acquisition more challenging Educators generally believe that learners who reach puberty may struggle to attain native-like pronunciation and intonation, highlighting the importance of early exposure The Critical Period Hypothesis explains that language learning success is heavily influenced by the age at which an individual first encounters the language, suggesting that starting language education early—preferably in primary or kindergarten years—maximizes the chances of achieving fluency in a second language (Ahmed, 2008; Du, 2010).
Early language learning offers significant benefits, as educators and practitioners highlight its advantages Research by Pan (1997, as cited in Chuang, M., 2001) indicates that young children can learn a second language simultaneously with their first without experiencing inter-lingual interference Children's listening and speaking skills tend to surpass those of adults, and early exposure to a second language does not negatively impact their first language development Additionally, children are excellent mimics of sounds and intonation patterns, which facilitates their ability to learn foreign languages effectively.
A positive EFL learning experience can boost children's confidence in language acquisition and foster a motivated attitude toward learning English, encouraging ongoing language development into high school and beyond Children naturally crave new knowledge and enthusiasm, which EFL education can stimulate by helping them learn new words and languages Additionally, EFL broadens children's cultural horizons and enhances intercultural understanding, enabling them to better grasp their native language and improve their overall language skills Learning English as a Foreign Language also promotes the development of new cognitive processes; according to Piaget's theory, exposure to unfamiliar and "foreign" concepts can induce cognitive conflict that stimulates cognitive growth (Curtain, 1990).
2.1.2 The characteristics of children as young learners of EFL
Adults and teenagers tend to learn a second or foreign language more quickly in the initial stages, but with consistent exposure, young children eventually catch up and even surpass them in ultimate language mastery While early learners may progress faster initially, children’s long-term achievement in language development often exceeds that of older learners Teaching children a foreign language requires a delicate and sensitive approach, as they have unique cognitive and developmental needs Key characteristics crucial for effective language learning and teaching include factors identified in the literature, such as age-related differences, motivation, immersion, and tailored instructional strategies.
Young learners often have a short attention span and high energy levels, making it essential to incorporate physical activities that provide a meaningful context for learning By engaging all their senses, children can better perceive and understand their environment, enhancing their focus and comprehension Incorporating these multisensory experiences aligns with research by Lightbown & Spada (1993) and Vanessa & Sheila (1997), emphasizing the importance of active, context-based learning for young students.
The "silent period" is a crucial phase in language learning, during which young children absorb language extensively before initiating any spoken output Language teachers need to recognize that even if children are not actively expressing themselves, they are continuously taking in and processing their linguistic environment (Vanessa & Sheila, 1997) This silent period highlights the importance of providing students with ample exposure to authentic language input to support their natural language development.
Young learners possess a strong receptive ability, allowing them to understand through seeing, hearing, touching, and interacting with objects, as they learn not only from adults but also from peers and their surroundings (Hamer, 2001) They naturally acquire new words and phrases through play, enjoying mimicking, making noises, and exploring language sounds, which makes learning incidental rather than deliberate Similar to how they learn their first language, children acquire English effectively through exposure in meaningful contexts, enabling their grammar to improve gradually over time (Slatterly, 2001).
Teaching preschool children offers unique advantages, such as the absence of strict syllabuses, assessments, and performance goals, allowing educators to focus on nurturing their natural curiosity and eagerness to learn (Vanessa & Sheila, 1997) These young learners are highly imitative and thrive in group activities, which make learning more engaging and meaningful However, they also value independence, respect, and undivided attention, sometimes exhibiting egocentric behaviors like tantrums, screaming, or biting when their needs are not met (Hashemi & Azizinezhad, 2011) Despite these challenges, working with preschoolers provides a rewarding opportunity to foster early development through interactive, respectful, and engaging experiences.
Teaching young children who may require bathroom assistance or experience incontinence-related accidents requires highly qualified teachers with a thorough understanding of effective learning approaches Ensuring proper support for these children is essential for their comfort and development, highlighting the importance of specialized training for educators in this field.
A language teacher for young learners must be skilled in teaching basic English reading and writing, with strong comprehension of spoken English to conduct entire classes verbally (Cameron, 2003) Understanding how children think, learn, and their enthusiasm for language is crucial for effective instruction Teaching English to young children is challenging, but with the right strategies and understanding, it can be a manageable and rewarding process.
According to Harmer (2001), adults and children learn in various ways, but children are easily distracted and tend to lose interest quickly To maintain their engagement, it is effective to incorporate brightly colored graphics, toys, puppets, or other engaging objects into activities Using visual aids and interactive objects helps capture children's attention and keeps them interested in learning.
Previous studies relevant to the present study
TEFL to YLs is well-documented; however, there have been only few studies on teachers' views toward TEFL to YLs
Rosli and Radzuan (2020) examined preschool teachers' beliefs about their English teaching abilities in Pahang, Malaysia, involving 60 educators Their findings demonstrated that teachers generally held positive beliefs, which are crucial in ensuring preschool children receive sufficient English input and exposure The study concluded that most preschool teachers in Pahang are competent in teaching English to young learners, although it did not identify specific factors that might serve as barriers to these beliefs.
Mart et al (2014) studied the Turkish teachers' opinions about teaching English as a foreign language to young children A questionnaire was sent to
This study involved 131 preschool teachers in Turkey, revealing a consensus on the importance of teaching English as a foreign language to young learners and the belief that early introduction is essential While there is ongoing debate about exposing infants to foreign languages, Turkish education reform shifted the English curriculum to start in the second grade instead of the fourth, reflecting changing policies However, the research's non-probability sampling based on participants’ willingness may limit the generalizability of the findings across Turkish preschools Additionally, relying solely on questionnaire data without triangulation may have restricted in-depth understanding of teachers' perspectives on early English language instruction.
Chu (2014) examined the changing attitudes of four Applied English students at Hungkuang University who taught English in a kindergarten, highlighting their reflections before and after six months of teaching The study revealed that these student teachers developed positive perceptions of key aspects of English instruction, including effective teaching materials, lesson plan preparation, and learner motivation.
Habeeb (2013) explored teachers' perceptions of implementing English as a foreign language at Kuwaiti kindergartens, involving 631 teachers across five districts The study revealed strong support for teaching English at a young age but identified significant flaws in the current curriculum and unmet teacher needs Teachers faced notable challenges in delivering effective English instruction, highlighting the necessity for enhanced training The research suggested that policymakers should focus on increasing pre-service and in-service training to improve English education at the kindergarten level, ensuring successful curriculum implementation and teacher engagement.
Qbeita (2011) conducted a study on 100 kindergarten teachers to assess their beliefs about teaching English to young learners The findings revealed that teachers held low confidence in their beliefs regarding English language instruction, often expressing confusion about its potential benefits for kindergarten students.
Bekleyen (2011) explored how preservice teacher candidates’ attitudes toward teaching English to very young learners (VYLs) change after their short-term teaching practice The study used a qualitative approach, providing these candidates with supervised opportunities to teach English to VYLs, and assessed the impact of this experience on their perspectives Results showed significant positive attitudinal shifts post-practice, highlighting the importance of engaging classroom environments and diverse activities in fostering student interest and a successful learning experience Teachers emphasized the effectiveness of colorful settings and playful methods, such as games, to sustain children's attention However, challenges identified included managing classroom behavior and understanding developmental differences, emphasizing the need for improved classroom management skills among preservice teachers.
Chuang (2001) explored teachers' perceptions of English teaching conditions in Kaohsiung kindergartens, highlighting the suitability of ages 3 to 6 for early language learning and the benefits children gain from learning English at a young age The study found that organizing English classes for preschool children in Kaohsiung is reasonable, despite challenges faced in implementing these sessions, especially for children from low-income families It emphasized the need to improve the effectiveness of early English programs and suggested that children should be introduced to English at this stage However, the research primarily focused on the advantages of early English learning and did not address the experiences and challenges teachers face in teaching preschool children.
Research indicates that teachers’ perceptions and beliefs significantly influence their teaching practices and goals in English language education for young children Most teachers recognize the importance of introducing English between ages three and six, supporting its integration into kindergarten curricula Studies show that preschool teachers generally possess the necessary skills to teach English effectively, and early exposure to EFL can enhance preschoolers’ language capabilities Furthermore, many educators agree that teaching English early offers numerous benefits, including increased student confidence, cross-cultural understanding, social skills, academic success later in life, and a greater willingness to pursue additional languages.
Studies highlight several issues in kindergarten English programs, including inequality for children from low-income families who are often placed in the lowest English classrooms despite their potential This disparity is primarily due to their parents' inability to afford early English education before primary school Additionally, many teachers believe that current training methods are ineffective in developing young children's language skills Parental non-cooperation with schools further hampers progress, creating significant obstacles to improving children's English proficiency at this crucial early stage.
Previous studies show a strong consensus among teachers regarding the use of TEFL for young learners (YLs), highlighting its numerous benefits such as improved language skills and increased motivation However, these studies also acknowledge certain drawbacks, including challenges in engagement and curriculum implementation Overall, the literature underscores the importance of carefully considering both advantages and limitations when applying TEFL methods to young learners.
This chapter explores key theoretical frameworks that inform both this study and previous research on TEFL for young learners (YLs) It reviews existing resources on TEFL to children, focusing on issues central to this research The two most relevant theories in language education for YLs are summarized: the Theory of Language Development and Critical Pedagogy, providing essential insights into effective teaching strategies and developmental considerations for young learners.
The Period Hypothesis considers the unique characteristics of children as Young Learners (YLs) of EFL, emphasizing the importance of tailored teaching approaches The methodology focuses on effective activities, engaging teaching materials, and innovative methods to enhance language learning Challenges faced by stakeholders in implementing these strategies are also highlighted, including resource limitations and varying learner needs A review of previous studies confirms widespread teacher agreement on the benefits of TEFL for YLs across diverse regions, outlining both advantages and challenges in teaching young learners.
RESEARCH METHODOLOGY
Research design
This study is descriptive in nature, aiming to shed light on current issues through comprehensive data collection, allowing for a more detailed understanding of the situation (Fox & Bayat, 2007) The chosen method enables a thorough description of Vietnamese teachers’ perceptions of TEFL to young learners (YLs).
A mixed-methods approach was employed to gain a comprehensive understanding of the research problem, combining both quantitative and qualitative methods as recommended by Creswell (2012) Quantitative data collected through questionnaires were analyzed objectively to generate descriptive statistics, providing numerical insights into the research points (Cohen et al., 2009) Meanwhile, qualitative data obtained from open-ended interviews offered in-depth, verbal descriptions of phenomena, capturing the richness and complexity of participants’ perspectives in natural settings (McMillan & Schumacher, 1997) This integration of methods enhances the depth and breadth of the research findings, aligning with best practices in mixed-methods research design.
(Mcmillan & Schumacher, 1997, p 46) to answer the research questions.
Participants
This study involved 43 EFL teachers who have each spent at least one year teaching English to children aged 3 to 6, ensuring reliable and insightful data collection The participants predominantly consisted of female teachers from public kindergartens and English centers in Binh Dinh province, with some from other regions such as Hanoi and Gia Lai A larger participant pool enhances the validity and depth of the research findings, aligning with the quantitative requirement of a minimum of thirty informants (McMillan & Schumacher, 1997).
Da Nang, etc.,) Table 3.1 summarizes the demographic data of the participants
Table 3.1 The participants’ background information
Approximately two-thirds of the participants hail from Binh Dinh province, primarily due to the researcher's local connections and longstanding friendships These participants willingly completed the questionnaires as a friendly gesture The remaining participants are from various other provinces, contributing to the diversity of the sample.
Figure 3.1 The participants’ workplace information
Most participants (86%) have between 1 to 5 years of teaching experience, highlighting a generally early-career teaching workforce Only a small percentage (9.3%) have over five years of experience, indicating limited seniority among educators Additionally, a minority (4.7%) of teachers have been teaching English to young learners for less than one year, reflecting the presence of new professionals in the field.
Figure 3.2 The participants’ years of English teaching information
Of these 43 teachers who completed the questioonaires, only three gave content to participate in the interview; they are anonymously refered to by T(eacher) A, B, and C in Chapter 4.
Data collection
To collect the data, in this study, questionnaires and in-depth interviews were used as instruments Details of the two instruments are presented as follows
The questionnaire was divided into two parts: Part A aimed to gather insights from participants, while Part B focused on collecting data relevant to the study's four research questions Bilingual questionnaires are included in Appendix B to facilitate broader understanding and accessibility.
The survey questionnaire was developed using a four-point Likert scale to effectively measure attitudes, beliefs, and behaviors According to Losby and Wetmore (2012), Likert scales are ideal for assessing these dimensions within research studies Each item in the questionnaire was carefully designed with a 4-point Likert scale to ensure accurate and meaningful responses, supporting robust data collection and analysis.
This study employs a Summated Ratings Method Scale ranging from 1 = “Strongly Disagree” to 4 = “Strongly Agree,” providing a clear measure of respondents' opinions According to Losby and Wetmore (2012), using a four-point scale offers advantages over a five-point scale by encouraging decisive responses, prompting more thoughtful discrimination, and eliminating potential confusion associated with midpoint options Respondents can effectively express their levels of agreement or disagreement with specific statements, ensuring more accurate and meaningful data collection.
The questionnaire was adapted from Habeeb’s (2013) instrument, consisting of 23 questions designed to gather quantitative data on attitudes toward teaching English to preschool children Building on previous research with a similar focus, Habeeb’s survey was modified to suit the current study’s context The questionnaire aimed to assess respondents’ views on the necessity of teaching English to young learners, the benefits of early EFL instruction, and the challenges faced by teachers Additionally, an open-ended question was included to capture respondents’ opinions on the effectiveness of TEFL for young learners, providing deeper insights into their perspectives.
Table 3.2 Description of the questionnaire in terms of clusters
Aims Number of items Items
The items with the aim of surveying teachers' perceptions of the necessity of teaching English to preschool children
The items with the aim of surveying teachers' perceptions of the benefits of teaching EFL to children
The items with the aim to survey teachers' perceptions of the challenges teachers face in teaching EFL to children
This item is for the purpose of surveying teachers' suggestion to improve the effectiveness of teaching English to children in the context of
All study participants were Vietnamese teachers, so the questionnaires were provided in both English and Vietnamese to ensure that language comprehension did not bias their responses The questionnaire was piloted with six teachers, who helped revise the wording to enhance clarity and ensure cultural and social appropriateness This approach aimed to accurately capture teachers' true perceptions without language barriers influencing their answers.
Due to the Covid-19 pandemic, the survey was conducted using a Google Form to ensure safety and social distancing Initially, I contacted kindergarten directors and managers in Binh Dinh and other provinces to obtain their permission to collect relevant information.
In October 2022, I contacted English teachers from various kindergartens by sending them a Google Form, after obtaining their permission Only teachers who consented received the form, which they could complete at their convenience over a two-week period A total of 52 responses were initially received, but after data cleaning, 43 responses were deemed appropriate for final analysis Some of the participating teachers were colleagues or old friends.
Participants' responses were automatically processed and organized into an Excel file with detailed charts, enabling easy download, copying, or capturing for presentation purposes Additionally, the data was analyzed to calculate mean values, providing clear insights for further reporting.
Following the analysis of the questionnaires, semi-structured interviews were conducted with three English teachers who had participated in the survey, providing valuable insights into their perceptions The interviews included open-ended questions, allowing teachers to offer detailed and descriptive responses, which enriched the understanding of their viewpoints These four-question interviews aimed to explore teachers' perceptions in depth and are detailed in Appendix B This approach combined quantitative and qualitative methods to ensure a comprehensive understanding of the subject matter.
This questionnaire aimed to gather in-depth, detailed responses from participants whose opinions were collected using a four-point scale Each interview lasted approximately 10 minutes and was conducted in Vietnamese to ensure participants could express themselves freely without language barriers The collected data was analyzed based on four key research questions, and the findings were subsequently translated into English for reporting purposes.
Data analysis involves extracting meaningful insights from underlying information within datasets It is essential for researchers to interpret and evaluate collected data logically to identify key components that explain the nature of the subject being studied Effective data analysis enhances understanding and supports data-driven decision-making processes.
This study employs descriptive statistics to analyze teachers’ perceptions of teaching English as a foreign language to preschool children Additionally, thematic analysis of interview data was conducted, utilizing segmentation, categorization, and relinking of data to identify and interpret key themes related to the research questions These methods provide a comprehensive understanding of teachers' attitudes and experiences in early childhood English language instruction.
2007) The four stages of qualitative analysis involve coding for themes, looking for patterns, making interpretations of these patterns, and, finally, building theory (Ellis & Barkhuizen, 2005)
To analyze the interview data, all teacher interviews were transcribed and translated into English for better analysis suitability The researcher repeatedly read the transcripts to familiarize themselves with the content, then categorized similar phrases and sentences These codes were refined to develop broader themes, ensuring a comprehensive understanding of the data Additionally, the researcher reviewed classroom observation data, selecting relevant information aligned with the research questions to support the overall analysis.
This chapter outlines the research design, including detailed information on participants, data collection instruments, and analysis procedures Data were gathered through questionnaires and interviews, providing both quantitative and qualitative insights The methodology ensures a comprehensive understanding of the research process, with results organized according to the research questions in the following chapter.
Data analysis
This chapter presents the key findings from the data analysis, aligned with the objectives outlined in Chapter 1 to ensure clarity The results provide valuable insights into the research aims, highlighting significant trends and patterns identified during the study.
(1) Is it necessary for EFL to be taught to preschool children?
(2) What are the benefits of teaching EFL to preschool children?
(3) What are the challenges faced by the teachers when teaching EFL to preschool children?
(4) What are the teachers‟ suggestions on improving the effectiveness of TEFL to preschool learners?
4.1 The necessity for EFL to be taught to preschool children
Table 4.1 presents the teachers‟ beliefs about learning English at an early age
Table 4.1 Teachers’ perceptions on the necessity of TEFL to YLs
No Items Degree of Frequency (F)
1 English should be taught to children in kindergartens
English will be better if it is learned at a very young age
3 Kindergarten age (3 - 6) is an appropriate stage to start teaching children
FINDINGS AND DISCUSSION
The necessity for EFL to be taught to preschool children
Table 4.1 presents the teachers‟ beliefs about learning English at an early age
Table 4.1 Teachers’ perceptions on the necessity of TEFL to YLs
No Items Degree of Frequency (F)
1 English should be taught to children in kindergartens
English will be better if it is learned at a very young age
3 Kindergarten age (3 - 6) is an appropriate stage to start teaching children
No Items Degree of Frequency (F)
4 Younger children are more at EFL if they learn at an aerly age
Table 4.1 highlights that kindergarten teachers hold highly positive beliefs about teaching English, considering it a valuable option for early education The results show that teachers strongly believe learning English is essential for young learners within the Vietnamese context, reflected by a mean score of 3.54 for this perception This indicates a majority of educators recognize the importance of introducing English at the kindergarten level to support early language development.
Figure 4.1 illustrates that more teachers agreed or strongly agreed with the statements compared to those who strongly disagreed or disagreed Notably, the highest level of agreement was observed for the first statement, indicating strong positive sentiment among educators regarding this aspect This suggests widespread support for the evaluated topic within the teaching community, highlighting its significance and acceptance.
"English should be taught to children in kindergarten." (Mean=3.77) In the second place came the respondents‟ agreement on statement (3)
The majority of teachers believe that kindergarten age (3-6) is an appropriate stage to begin teaching children English, with 79.1% strongly agreeing with this statement The mean agreement score was 3.53, and notably, there was no negative response from the participants This indicates strong professional consensus on introducing English education during early childhood.
Figure 4.1 Teachers’ perceptions on the necessity of TEFL to YLs
Responses to the statement "Learning English at a very young age improves results" were largely positive (Mean = 3.51), though 4.6% of teachers disagreed or strongly disagreed A strong correlation was found between these responses and the "Critical Period Hypothesis," which explains children's heightened ability to acquire a language rapidly during a physiologically defined window, primarily around puberty According to this hypothesis, language learning during the critical period occurs naturally through extensive exposure, leading to unconscious and swift mastery (Ahmed, 2008).
The statement "Younger children are more efficient if they learn EFL at an early age" received the highest agreement among participating teachers, with a mean score of 3.33, indicating strong positive perception Despite this, 14% of teachers provided negative feedback on this statement, representing a notable minority These findings suggest that while there is widespread agreement on the benefits of early EFL learning for young children, some educators remain skeptical or have reservations about its overall effectiveness Emphasizing early EFL instruction can be a key factor in language acquisition strategies, but it is important to consider diverse viewpoints within the teaching community.
(1) Younger children are more at EFL if they learn at an aerly age.
(2) The results of English will be better if it is learned at a very young age.
6) is an appropriate stage to start teaching children English.
(4) Younger children are more at EFL if they learn at an aerly age.
The data indicates that while some teachers remain doubtful about children's ability to learn English compared to adults, a significant majority—86% of participants—agreed or strongly agreed with positive statements regarding children's language learning capacity This aligns with Boştină-Bratu (2015), who reported that the decline in second language acquisition ability is associated with age, varies among individuals, and tends to be a continuous and linear process.
The teachers‟ responses in the interviews supported the above statistics The teachers‟ perceptions on TEFL to YLs in the context of Vietnam were positive
As one interviewee put it:
Teaching English in preschool is essential because young children have remarkable language absorption abilities at this age Children can pronounce words accurately, including endings, much faster than older students or adults, who often require extensive practice Early English education leverages these natural capabilities, making it highly effective for language acquisition in young learners.
Teacher B demonstrated a positive attitude toward teaching English to children in Vietnam, highlighting that students are excellent at mimicking sounds and intonation patterns This ability significantly supports their learning of English as a Foreign Language (EFL), making pronunciation practice more effective Her perspective underscores the importance of students' natural mimicry skills in enhancing language acquisition within the Vietnamese educational context.
Children demonstrate superior pronunciation skills, often correctly pronouncing ending sounds that older learners take time to master, highlighting their heightened sensitivity to imitation and supporting early language instruction for improved listening and pronunciation Numerous examples of bilingual children fluent in both parents’ native languages underscore the theoretical basis of TEFL for young learners, affirming that children can effectively acquire multiple languages simultaneously without inter-lingual interference Additionally, children tend to have better speaking and listening abilities than adults, and early second language acquisition generally does not hinder the development of their first language.
The response to this question included:
Starting to learn English early provides children with more time to develop language skills, and when taught engagingly through colorful and interesting lessons, children often enjoy the process In Vietnam, English education is limited, primarily offered in some schools where it is a core subject, while other schools treat it as an elective to meet parental demands, and many schools do not offer English at all The quality of preschool English programs varies significantly, largely due to differences in curriculum and teaching methods, as well as the scarcity of training courses and seminars for teachers, which hampers their professional development and the consistency of teaching quality.
This interviewee emphasizes the importance of learning English at a young age for children’s language development She highlights that Vietnamese children face limited opportunities to access quality English education and preschool teaching methods Additionally, the current English curriculum for young learners is inadequate and lacks standardization, leading to disparities in language proficiency among children from different preschools.
The third interviewer's response was still "yes." She did not see why she should protest to such an essential topic:
Many Vietnamese children could benefit from early English education, which creates a strong foundation for their future language skills While in big cities, children are often introduced to English at a young age through dedicated centers, this is still not widespread across Vietnam Unfortunately, in low-income families, parents’ busy work schedules mean children are primarily cared for with limited opportunities to attend English classes outside school hours Currently, English proficiency is considered advantageous in Vietnam, but there is a risk of missing the optimal window for language acquisition, especially for children in disadvantaged circumstances Promoting early English education nationwide can help ensure all children have equal opportunities to develop second language skills.
In the Vietnamese context, the importance of children speaking English is often considered secondary, as they have not received enough educational investment from their families English instruction is rarely prioritized at schools or language centers because it is not yet a mandatory requirement Additionally, many parents and families lack awareness of the long-term benefits of early English learning, which impacts children’s access to language acquisition at a young age.
All participants provided strong positive feedback regarding English teaching and learning in preschool, emphasizing that early childhood is advantageous for language acquisition compared to adults They expressed a consensus on the importance of introducing children to English at a young age, with no significant differences in opinions among respondents The average agreement score of 3.54 reflects a robust belief in the value of TEFL for young learners (YLs) within the Vietnamese context Specifically, educators highlighted the necessity of teaching languages to preschool children, supporting research such as Morford and Mayberry’s (2000) findings that early exposure to a foreign language leads to better language proficiency outcomes.
Benefits of TEFL to YLs
Table 4.2 Teachers’ perceptions on the benefits of TEFL to YLs
No Items Degree of Frequency (F)
5 Learning English in kindergarten will not negatively affect students‟ Vietnamese development
6 Teaching EFL to children in kindergartens increases their comprehension of other cultures
7 Learning English at an early age will positively impact students‟ scholastic achievement in later years
8 Teaching children English in kindergarten increases their self- confidence
9 Learning EFL in kindergartens increases the child‟s ability to develop social relationships with others
10 Teaching children English in kindergarten increases their levels of motivation for learning languages in later stages of education
11 Learning EFL in kindergartens increases the child‟s ability to develop social relationships with others
The findings from Table 4.2 reveal that most teachers recognize the significant benefits of learning English as a Foreign Language (EFL) when children are introduced to it during preschool The data shows a positive consensus, with a mean score of 3.23, highlighting widespread teacher support for early EFL exposure at this formative stage.
Most participating teachers strongly agree that teaching children English in kindergarten boosts their self-confidence, with a mean score of 3.41 Additionally, there is a high level of agreement that learning EFL in kindergarten enhances children's social skills, reflected by a mean of 3.34 and only 2.3% disagreement Conversely, there is less consensus regarding the impact of early English education on Vietnamese language development, with a mean score of 2.23, indicating some concerns about potential negative effects.
Learning English at an early age significantly enhances students' academic success in later years, supported by a mean score of 3.20 This aligns with Pan's (1997) assertions, as cited in Chuang, M., emphasizing the long-term benefits of early English education.
Young children can learn two languages simultaneously without experiencing inter-lingual interference, as their listening and speaking skills often surpass those of adults Early language acquisition does not negatively impact their first language development, making early bilingualism a beneficial and natural process for young learners.
Developing social skills and connections is essential, as highlighted in 1990 Learning a foreign language not only enhances young children's cognitive development and basic skills but also encourages them to memorize new vocabulary and embrace new languages Additionally, language acquisition broadens children's cultural horizons and fosters intercultural awareness, supporting their overall personal growth.
In the eleventh place came the respondents‟ agreement on statement
(10), “Teaching children English in kindergarten increases their levels of motivation for learning languages in later stages of education.” The responses to this statement were remarkably positive (Mean= 3.18) Besides, (6)
Teaching EFL to children in kindergartens enhances their understanding of different cultures, highlighting a key benefit recognized by respondents While the statement that learning EFL increases a child's social development received the lowest agreement (Mean=3.13), overall, participants highly valued the numerous advantages of early English education The survey responses indicated a strong consensus on the positive impact of teaching English to young learners, emphasizing its importance in fostering cultural awareness and cognitive growth.
Learning a second language offers numerous benefits for children, including positive impacts on cognitive development Early language acquisition helps children develop a deeper understanding and connection with the language and culture as they grow older Additionally, children who start learning a new language at a young age are more likely to speak it with a natural accent, enhancing their overall fluency.
Learning English at a young age offers children numerous benefits, including enhanced language awareness and strong pronunciation skills Early English education provides significant advantages in language development and sets a solid foundation for future communication abilities According to experts, the most evident benefit children gain from learning English is improved awareness and pronunciation, which supports their overall linguistic growth during formative years.
Another response to this question included:
As I know that Infant development professionals agree that children who learn languages from a very young age are much more receptive, creative, and able when it comes to problem solving…
This interviewee reported that when children learning English early, they will be much more receptive, creative, and more capable when it comes to problem solving while another commented:
Proficiency in English significantly enhances employability prospects, giving children the advantage of accessing more career opportunities in the future Exposing children to English from an early age increases their chances of achieving their desired professions Being bilingual or fluent in English opens doors in the competitive job market, where over 80% of job offers require English proficiency Mastering English is essential for success in today’s professional landscape, making early language development a valuable investment.
Teachers generally agree that learning English at a very young age offers significant benefits, with Cluster 2’s mean score being 3.23 According to Piaget's theory, exposure to new and unfamiliar experiences—such as learning a foreign language—can create cognitive conflict that stimulates cognitive development This early language learning experience acts as a catalyst for children's overall cognitive growth, aligning with existing educational research.
The challenges faced by teachers face in teaching EFL to children
Kindergarten teachers in Vietnam face moderate challenges when teaching English, as summarized in Table 4.3 Overall responses indicate that teachers encounter various difficulties, though these challenges are not overwhelmingly severe According to the data, the average perception of these challenges falls within a moderate range, with a mean score of 2.45 in Cluster 3 This suggests that while teachers do experience some obstacles in teaching English, these issues are manageable and not excessively hindered their teaching effectiveness Addressing these challenges can help improve English language education in early childhood settings across Vietnam.
Table 4.3 Challenges faced by English teachers to YLs
No Items Degree of Frequency (F)
12 The director/manger doesn‟t provide appropriate means and equipment for teaching English
13 The number of children in my class is too large
14 There is not any useful technology in my classroom that can help me in teaching English
15 There are not many training opportunities offered to teach
No Items Degree of Frequency (F)
16 It is difficult to develop for children all 4 skills at the same time (listening, speaking, reading, writing)
17 I have to use a lot of
Vietnamese in class to help the kids understand
18 I‟m not sure of the most effective ways to teach English to very young learners
19 I have difficulty using the supplemental technology in my classroom
20 There are still many parents who do not cooperate with the kindergarten to improve their children's English ability
21 Some children do not appear to be interested in English
22 I do not know enough about cultures in English speaking countries yet
The results of table 4.3 show that the value of the cluster's mean is higher than 2.4, indicating that the participants agree relatively with the difficulties of the questionnaire given
The highest agreement was on the statement that "Some children do not appear to be interested in English," with a mean score of 3.04, indicating that many teachers recognize lack of student interest as a significant obstacle in Vietnamese English classrooms Only 11.6% of teachers disagreed, highlighting that children's interest and learning attitudes are primary challenges for young English learners Addressing these issues requires considerable effort, time, and investment According to Nunan (2010), major obstacles faced by English teachers of young learners include cognitive development, motivation, attention, multilevel groupings, and assessment, all of which influence the effectiveness of language instruction.
Teachers agree that a lack of cultural knowledge about English-speaking countries is a significant challenge in language teaching, as evidenced by item (22) “I do not know enough about cultures in English-speaking countries yet,” which received a mean score of 2.76 This highlights the importance of integrating cultural understanding into English language education to enhance teaching effectiveness.
The survey indicates that many preschool English teachers face large class sizes, with the statement "The number of children in my class is too large" receiving a high mean value of 2.69 This suggests that teaching classes with numerous students is common, which impacts the quality of education Optimal class sizes of 6-12 students enable teachers to manage the classroom effectively and provide adequate interaction, whereas classes exceeding 20 students significantly reduce teaching quality across all age groups.
Teachers expressed confusion regarding the most effective teaching methods for young children, highlighting uncertainty in this area The survey results for item (18)—"I'm not sure of the most effective ways to teach English to very young learners"—revealed a mean value of 2.44, indicating that a higher number of participants agree with this statement This suggests that many educators are uncertain about optimal strategies for teaching English to early learners, emphasizing the need for targeted professional development in this area.
In addition, teachers also believe that the cooperation from parents also contributes a large part to the success of teaching by giving feedback items
(20) "There are still many parents who do not cooperate with the kindergarten to improve their children's English ability." with a mean value of 2.47
The questionnaire revealed that some remaining difficulties were not significant challenges for participating teachers Notably, item (17), which states "I have to use a lot of Vietnamese in class to help the kids understand," received the lowest agreement with a mean of 1.98 This suggests that teachers find it manageable to teach English to young children without relying heavily on Vietnamese during instruction.
The interview data sheds more light on the challenges that teachers confront when teaching English to preschool children in Vietnam When asked about the difficulties, the first interviewee stated:
I believe that lesson lengths are too short, yet student attendance is high because schools and parents underestimate what children can learn However, I am convinced that children are more receptive to learning than parents and preschool teachers often realize, highlighting the importance of longer, more engaging lessons to maximize their potential.
In Vietnamese preschools, the large class size significantly impacts the quality of English language instruction Managing classroom interactions becomes challenging when the number of students is high, limiting teachers' ability to effectively regulate and direct student engagement As Teacher A noted, larger EFL classes hinder personalized attention and reduce opportunities for meaningful interactions between teachers and students, which are essential for language learning success.
When teaching large classes, I often use Total Physical Response (TPR) to effectively explain new words, which engages students and encourages imitation Managing a group of over twenty children can be challenging, and I understand the difficulties my colleagues face with classes ranging from 25 to 28 students, making maintaining order more demanding The large class size creates a complex teaching environment, highlighting the need for interactive methods like TPR to keep students interested and focused.
Addressing classroom discipline and student engagement is crucial, especially given the limited time for meaningful interaction between teachers and young learners (YLs) Young children have extremely short attention spans, making it challenging for teachers to maintain control and focus during lessons As Lightbown & Spada (1993) highlight, preschoolers’ attention spans are remarkably brief, emphasizing the importance of incorporating physical activities that leverage their high energy levels and limited concentration Using multisensory approaches in a solid, tangible context helps young learners better perceive and understand their environment, enhancing their overall learning experience.
Concerning the difficulties in teaching, another interviewee stated,
I'm uncertain whether my teaching methods are the most effective for young learners, as I notice that while my students can recall a significant number of words after the courses, only a few can form complete sentences like children from other preschools Additionally, I haven't had the opportunity to exchange experiences with fellow teachers to learn best practices and improve my approach.
The teacher expressed a lack of confidence in her teaching method due to less-than-expected results, indicating possible gaps in her training It appears she has not participated in sufficient professional development or seminars focused on teaching English to preschool children, limiting her opportunity to exchange experiences and enhance her skills Similar concerns were shared by Teacher C, who identified challenges with her teaching approach, highlighting the need for targeted training and professional growth to improve classroom outcomes.
The preschool age is a unique and critical stage in child development, requiring specialized teaching approaches Many teachers with a bachelor's degree in pedagogy lack training specifically in effective methods for teaching very young children As the demand for English language education at the preschool level continues to grow, educators need to develop both effective strategies and awareness of common pitfalls Through personal experience, I have learned valuable insights into what works and what doesn’t when teaching young learners, highlighting the importance of tailored methods for this age group.
Preschool children's ages require unique teaching approaches, differentiating them from older students However, many English teachers lack specialized training in teaching English to young children, leading to confusion about effective teaching methods Consequently, this gap can negatively impact the quality of English lessons provided to preschool children in Vietnam Addressing these challenges is essential to enhance the effectiveness of English education for young learners.
The teachers‟ suggestions
Based on teachers' final questionnaire responses, key suggestions for improving English teaching to children in Vietnam include creating an enjoyable learning atmosphere, enhancing teachers’ proficiency, and implementing a formal, official curriculum Teachers' personal experiences and challenges highlighted the importance of fostering engaging classroom environments and professional development to increase teaching effectiveness These insights emphasize the need for structured curricula and ongoing teacher training to support successful English education for young learners in Vietnam.
First, there are some opinions that it is necessary to give children a comfortable mentality towards English For instance,
The most effective English teaching method for kids combines learning and play during lessons to keep students engaged Incorporating modern technologies enhances the learning experience and prevents boredom This engaging, technology-assisted approach makes English lessons fun and effective for young learners.
Teaching English as a secondary subject at the kindergarten and primary levels allows students to gradually approach the language without pressure, creating a relaxed learning environment This approach ensures that both parents and students feel comfortable, enabling children to absorb English more effectively and naturally.
Exposing children to English through activities, games, music, listening to stories, etc will help them absorb better and enjoy learning English more
Visuals and sounds are highly effective in capturing preschool children's attention, especially those who are not naturally interested in learning English, aligning with Cooper's (2007) view To make language learning engaging and motivating, activities should incorporate children’s favorite elements, such as songs and rhymes, art and craft activities, and games These entertaining activities foster a desire and need to communicate, making learning both fun and effective.
Effective TEFL for young learners emphasizes creating a comfortable, pressure-free environment that promotes natural language acquisition through play, songs, chants, and engaging activities Teachers should employ lively, appealing methods that cater to children's curiosity and short attention spans, such as using colorful images, toys, and puppets to maintain their interest Approaches like Total Physical Response (TPR) and the direct method align with this philosophy by encouraging interactive and enjoyable learning experiences, ensuring children remain motivated and eager to learn English at their own pace.
In addition, there are some suggestions from teachers towards creating a suitable environment for children to learn English For example,
Parents should give their children more opportunities to interact with English
Teaching from an early age, parents and schools work together to help children learn happily, without losing children's interest in English
Create a suitable English learning environment for children
A conducive learning environment is crucial for children's development, offering numerous opportunities for exposure and interaction When families and schools actively encourage children to use English more frequently, the positive effects on language acquisition and overall growth are significantly enhanced Creating such supportive surroundings fosters better learning outcomes and helps children build confidence in their language skills.
The second theme among the responses is the concern about teachers‟ professional competencies For example,
English teachers for children need to be equipped with more knowledge about methods of teaching English to children
Hold more courses and workshops for teachers who is about to teach English to kids
Effective English teacher training programs for preschool educators are essential, offering a variety of specialized courses that focus on teaching young children Comprehensive supporting tools and resources for teaching English to children should be consistently provided and regularly updated to enhance learning experiences Additionally, teachers must incorporate diverse and engaging activities to capture students’ interest and promote active participation in language learning.
Teachers' desire for quality improvement has significant potential for growth, enabling them to enhance their teaching effectiveness and boost confidence in their English instruction for preschool children Many educators aspire to receive advanced training, such as teaching English to university students, to further develop their skills Providing more opportunities for teachers to attend training courses and participate in experience exchange seminars is essential for enhancing their professional competence As a result, the English learning outcomes for Vietnamese children have become more effective, reflecting the positive impact of increased teacher training and development.
Teachers in Vietnam express a strong desire for an official TEFL curriculum tailored specifically for young learners (YLs) They believe that establishing a standardized program for children will improve the quality of English teaching and provide clearer guidance for educators Additionally, teachers hope to enhance the current curriculum to better suit Vietnamese children's learning needs or develop engaging and culturally appropriate curriculum designs in the future Implementing a well-structured, exciting TEFL curriculum for Vietnamese children can significantly elevate language learning outcomes and foster greater student motivation.
It is necessary to develop types of textbooks for children so that they are suitable for the characteristics and learning methods of children in our country
We should have an appropriate curriculum and specially designed material for Vietnamese learners
Some teachers wished that English would become a required compulsory topic for preschoolers They urge the Ministry of Education to mandate that
English be taught in preschool because of the benefits of learning a second language at a youthful age Some suggestions are as follows,
It is necessary to popularize English for preschool children to create the best foundation for the next generation because this is at this stage that children can learn best
Teaching English in preschool should be viewed as a fundamental part of early education rather than an elective or reinforcement subject Recognizing the importance and necessity of English instruction at this stage can significantly enhance children's language development and future academic success Prioritizing English in preschool settings ensures that young learners develop essential communication skills early on, laying a strong foundation for their overall educational journey.
Teaching English to preschool children is highly beneficial, as it supports natural language development and is appropriate for their age Effective instruction depends on teachers possessing strong knowledge of the target language and employing suitable teaching methodologies tailored for young learners (Frydrychova Klimova, 2011) When taught effectively, children learn English in a manner similar to acquiring their first language, which fosters better language retention Teachers emphasize the importance of enhancing curriculum quality and providing more opportunities for English teachers to focus on early childhood instruction Creating a supportive, engaging environment is crucial for encouraging interaction and setting the foundation for successful English learning in later school years.
This chapter addresses three research questions based on both quantitative and qualitative data Teachers in Vietnam largely agree on the use of TEFL for young learners (YLs) in kindergartens, highlighting the perceived benefits of early foreign language introduction Early exposure to English is associated with improved language proficiency, increased confidence through a head start in learning, and enhanced psychological, social, and cultural development for children.