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 educational system, English is a key subject across all levels and is one of the five mandatory subjects for national final examinations While students can also study other languages like Russian, French, Chinese, Japanese, or German, especially in major cities, English remains the most popular and essential foreign language taught throughout the country.
According to Decision No 1400/QD-TTg issued by the Prime Minister on September 30, 2008, the National Foreign Language Project aims to implement an elective foreign language program for grades 1 and 2 by 2020, with a goal of achieving 100% participation of students in these grades by 2025.
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 today's globalized world, many parents in Vietnam are eager for their children to start learning English as early as kindergarten As a result, numerous foreign language centers and kindergartens have incorporated English as a foreign language (EFL) into their curricula, making early English education increasingly prevalent in the country.
Teachers play a vital role in maintaining educational efficiency, particularly in foreign language instruction for children, as they must meet strict qualifications Their perspectives significantly influence teaching methods, content, and student engagement Perception, defined as a widely held belief or opinion, shapes teachers' attitudes toward their students and instructional techniques According to Heather and Carey (2009), as cited in Xu (2012), these attitudes can directly affect instructional practices and, consequently, students' attitudes toward learning, which are often established early in life This understanding has motivated me to conduct “A study on Vietnamese Teachers’ Perceptions on Teaching English as a Foreign Language to Preschool Children.”
Aims and objectives
This study investigates the perspectives of Vietnamese teachers on teaching English as a foreign language (TEFL) to preschool children, taking into account Vietnam's unique social, cultural, and educational context.
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
The demand for Teaching English as a Foreign Language (TEFL) among preschool learners in Vietnam is growing, yet research on this topic remains scarce This lack of investigation is largely due to the Vietnamese educational system, where English as a Foreign Language (EFL) instruction does not commence until the third grade.
A study examining Vietnamese teachers' views on Teaching English as a Foreign Language (TEFL) for preschool children highlights key issues such as the needs, benefits, and challenges encountered by educators The findings can also provide valuable insights for similar educational contexts, serving as a reference for stakeholders involved in early language education.
Scope of the study
Young learners are categorized into three groups based on age and grade level: very young learners (VYLs) aged 3-6, young learners (YLs) aged 7-9, and older young learners aged 10 (Ersoz, 2007) This study specifically focuses on teaching English as a foreign language (TEFL) to very young learners in Vietnamese primary schools, particularly those before they enter grade 3.
„children‟, „preschool learners‟, „young learners‟, or „very young learners
The study primarily involved female teachers from public kindergartens and English centers in Binh Dinh, along with a smaller representation from various other provinces in Vietnam.
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 the results derived from both quantitative and qualitative data sets, while also interpreting these findings and comparing them with relevant previous studies.
- 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
There is a common belief that starting language learning at a younger age is more beneficial for learners Research by Morford and Mayberry (2000) indicates that individuals exposed to language early tend to excel compared to those who start later Additionally, Palea and Boştină-Bratu (2015) suggest that the ability to learn a foreign language declines with age This concept is supported by the Theory of Language Development and the Critical Period hypothesis.
Language development theory posits that children learn language not as an active process, but as a natural occurrence when placed in a suitable environment, similar to their physical growth with proper nutrition (Chomsky, 1988) During early childhood, children show progress in phonics and semantics, allowing them to express themselves verbally, although their grammar and pronunciation may be imperfect, and their vocabulary limited This developmental stage is crucial for cognitive tasks such as solving word problems, mathematics, and writing (Lightfoot, Cole & Cole, 2008) Consequently, the late preoperational stage presents a unique opportunity to introduce foreign languages, as children are still grasping the basics of their first language and have not yet fully internalized its structure (Lightfoot et al., 2008) At this stage, their cognitive flexibility allows them to enhance their understanding of their native language while simultaneously beginning to learn a new one.
The "Critical Period Hypothesis" (CPH) suggests that children have a heightened capacity for rapid language acquisition This hypothesis is rooted in biological principles of second language learning, initially proposed by Penfield and Roberts in 1959 and later expanded by Lenneberg in 1967.
The ability to acquire foreign languages persists through puberty but begins to decline afterward Additionally, natural language acquisition from mere exposure diminishes after this age, necessitating that foreign languages be taught and learned through conscious and diligent effort.
The term "lateralization," introduced by Lenneberg (1967), refers to the biological changes in the brain that localize language-processing abilities in the left hemisphere during a critical period of language acquisition, primarily around puberty This critical period allows for natural and rapid language learning through exposure rather than formal instruction, as noted by Ahmed (2008) Scovel (1988) emphasizes that language acquisition is most effective in early childhood, with significant restrictions on learning ability emerging after the age of twelve due to brain changes Educators often believe that individuals who have reached puberty struggle to achieve native-like proficiency, particularly in pronunciation and intonation The Critical Period Hypothesis suggests a strong correlation between age and success in learning a second language, indicating that early exposure, ideally starting in primary school or even kindergarten, is crucial for effective language acquisition (Du, 2010).
Learning a foreign or second language at an early age offers numerous benefits, as highlighted by educators and practitioners Research by Pan (1997, as cited in Chuang, M., 2001) suggests that young learners can effectively study two languages simultaneously without inter-lingual interference Additionally, children demonstrate superior listening and speaking skills compared to adults, and early exposure to a second language is unlikely to negatively impact their first language Their natural ability to mimic sounds and intonation patterns further enhances their capacity to learn foreign languages.
A positive experience in learning English as a Foreign Language (EFL) significantly boosts children's confidence and motivation, encouraging them to continue their language studies into high school and beyond Children’s natural eagerness to learn fosters their ability to acquire new languages and vocabulary Additionally, EFL broadens their cultural perspectives and enhances intercultural understanding, while also improving their comprehension of their mother tongue and other languages This learning process requires the development of new cognitive strategies, as Piaget's theory suggests that exposure to new and unfamiliar concepts can stimulate cognitive growth.
2.1.2 The characteristics of children as young learners of EFL
Adults and teenagers initially learn second or foreign languages more quickly than young children; however, with consistent exposure to the language, children can eventually catch up and even surpass their older counterparts in ultimate achievement Teaching children a foreign language requires a delicate and sensitive approach Key characteristics highlighted in the literature are essential for effective language learning and teaching.
Young learners often exhibit short attention spans, characterized by high energy levels and limited concentration To effectively engage them, it is beneficial to incorporate physical activities within a structured context, allowing them to utilize all their senses to explore and understand their surroundings (Lightbown & Spada 1993; Vanessa & Sheila, 1997).
The "silent period" highlights the importance for language teachers to understand that young children can absorb language for an extended time before they begin to speak During this phase, even if children are not verbally expressing themselves, they are actively taking in information (Vanessa & Sheila, 1997).
Young learners possess a remarkable receptive ability, gaining comprehension not only through explanations but also through sensory experiences and interactions with their environment They absorb knowledge from adults, peers, and their surroundings (Hamer, 2001) Additionally, children learn language naturally through play, acquiring new words and phrases incidentally rather than through deliberate effort Their enjoyment of mimicking sounds and engaging with language helps them learn English similarly to their first language, as consistent exposure in context leads to gradual improvement in grammar (Slatterly, 2001).
Teaching preschool-aged children offers several advantages, including the absence of strict syllabuses, assessments, and performance goals, allowing teachers to foster a more flexible learning environment (Vanessa & Sheila, 1997) These children are naturally inquisitive, eager to learn, and open to new experiences, making them enthusiastic participants in classroom activities, especially group ones However, teaching this age group also presents challenges, as children value their independence and expect respect and undivided attention They can exhibit egotistical behavior and may struggle with collaboration, sometimes resorting to tantrums, screaming, or biting to express their desires (Hashemi & Azizinezhad, 2011).
Some children may need help with bathroom use, and incontinence can lead to accidents Consequently, it is essential to have highly qualified teachers who possess a deep understanding of effective learning strategies when teaching young kids.
According to Cameron (2003), a language teacher for young learners should possess the skills to teach basic English reading and writing, along with a strong comprehension of spoken English to effectively conduct classes Understanding children's thought processes, learning styles, and enthusiasm for language is crucial While teaching English to young children can be challenging, it becomes manageable with the right knowledge and approach.
According to Harmer (2001), both adults and children have diverse learning styles, but children can easily lose interest in activities To maintain their engagement, it is essential to incorporate vibrant graphics, toys, puppets, and other stimulating objects.
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) conducted a study on the beliefs of 60 preschool teachers in Pahang, Malaysia, regarding their abilities to teach English to young children The results indicated that these teachers held a positive view of their teaching capabilities, which significantly influenced the quality of English input and exposure provided to preschoolers Most teachers demonstrated competence in teaching English, although the study did not explore the barriers affecting their 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
A study involving 131 preschool teachers in Turkey revealed a consensus on the importance of teaching English as a foreign language to young learners, with many educators advocating for early exposure However, the evidence regarding the benefits and drawbacks of introducing foreign languages to infants was mixed Following an education reform, Turkey shifted the start of English language instruction from the fourth to the second grade of primary school It is important to note that the research sample was based on voluntary participation and non-probability sampling, which may not accurately represent the views of all preschool teachers in the country Additionally, the reliance on a single questionnaire for data collection may have limited the depth of insights into teachers' perspectives on this educational approach.
In a study by Chu (2014), four students from the Department of Applied English at Hungkuang University reflected on their attitudes towards teaching English in a kindergarten before and after their six-month teaching experience The interviews revealed that the students developed positive perceptions regarding various aspects of English teaching, including teaching materials, lesson plan preparation, and learner motivation.
Habeeb (2013) investigated teachers' perceptions of implementing English as a foreign language in 30 public kindergartens in Kuwait The study revealed flaws in the curriculum and gathered insights from 631 teachers regarding their experiences with teaching English at a young age, the current curriculum, their instructional needs, and the challenges they face While most teachers supported early English education, their approval of the existing curriculum was notably lower The findings indicated that teachers felt they had unmet needs and encountered significant difficulties in teaching English The report suggested that the Kuwaiti Ministry of Education should enhance pre-service and in-service training to improve teacher engagement and address the identified issues within the curriculum.
In a study conducted by Qbeita (2011), the beliefs of 100 kindergarten teachers regarding English language instruction for young learners were examined The findings indicated that these teachers held low levels of belief in the effectiveness of such teaching, often expressing uncertainty about its potential benefits.
Bekleyen (2011) explored the evolving attitudes of teacher candidates during their short-term teaching experiences with very young English learners (VYLs) in Turkey Utilizing a qualitative approach, the study examined whether preservice teachers could effectively teach English to children Participants practiced teaching under supervision, leading to significant changes in their attitudes towards teaching VYLs The research highlighted that a vibrant classroom environment and a variety of activities enhanced student engagement and fostered a successful learning atmosphere However, teachers faced challenges such as maintaining children's attention for extended periods and a lack of classroom management skills, alongside insufficient knowledge of developmental differences.
Chuang (2001) examined teachers' perceptions of English learning and teaching conditions in kindergartens in Kaohsiung, revealing that ages 3 to 6 are suitable for foreign language acquisition and that early English learning offers significant benefits for children The study supported the organization of English classes for preschoolers but highlighted challenges faced during these sessions, particularly for children from low-income families It concluded that English instruction is essential for young learners and provided recommendations to enhance the effectiveness of English programs However, the research did not address the benefits and challenges teachers encounter while teaching preschool children.
Teachers' perceptions of teaching English to children significantly influence their behaviors and thoughts, shaping their approach to class lectures and the development of educational goals Most educators recognize the importance of introducing English language instruction to children between the ages of three and a half and six, deeming it appropriate to offer such education in kindergartens Research indicates that preschool teachers possess the necessary competencies to teach English effectively, and early exposure to English as a Foreign Language (EFL) is believed to enhance preschoolers' language skills Additionally, teachers acknowledge various benefits of teaching English, including increased student confidence, cultural understanding, improved social skills, better academic performance in the future, and a greater willingness to pursue further language studies.
Research highlights significant challenges in kindergarten English programs, particularly for children from low-income families who are placed in lower-level classrooms not due to a lack of ability, but because their parents cannot afford early English education Additionally, some educators express concerns about the effectiveness of current training methods in fostering children's language skills Moreover, a lack of parental involvement in supporting their children's English language development poses a considerable obstacle.
In conclusion, a review of prior research related to this study reveals a consensus among teachers regarding Teaching English as a Foreign Language (TEFL) to Young Learners (YLs), highlighting both the advantages and disadvantages of this approach.
This chapter explores theoretical insights relevant to both the current study and previous research on Teaching English as a Foreign Language (TEFL) to children It reviews existing resources on TEFL for young learners (YLs), focusing on key issues pertinent to the present study Notably, it summarizes the two most significant theories related to language education for young learners: the Theory of Language Development and Critical Theory.
The article discusses the Period Hypothesis and examines the characteristics of young learners (YLs) in English as a Foreign Language (EFL) contexts It emphasizes the methodology, highlighting activities, teaching materials, and methods used in teaching The first section concludes by addressing potential challenges faced by stakeholders in this educational endeavor The second section reviews previous studies related to the current research, revealing a strong consensus among teachers regarding Teaching English as a Foreign Language (TEFL) to young learners across various regions, while also outlining the associated benefits and challenges.
RESEARCH METHODOLOGY
Research design
This descriptive study aimed to illuminate current issues by collecting data to provide a comprehensive understanding of the situation, as noted by Fox & Bayat (2007) Specifically, it focused on the perceptions of Vietnamese teachers regarding Teaching English as a Foreign Language (TEFL) to young learners (YLs).
I employed a mixed-methods approach, as combining quantitative and qualitative methods offers a more comprehensive understanding of the research problem (Creswell, 2012) The quantitative data, collected through questionnaires, was analyzed to generate descriptive statistics, while qualitative data from open-ended interviews was examined using qualitative methods This quantitative approach focused on numerical data, which was processed to yield descriptive statistics (Cohen et al., 2009) In contrast, the qualitative method gathered verbal data to provide an in-depth description of phenomena (Mcmillan & Schumacher, 1997) The qualitative approach aimed to capture the richness and complexity of behavior in natural settings from the participants' perspective.
(Mcmillan & Schumacher, 1997, p 46) to answer the research questions.
Participants
A larger participant population enhances the reliability and insightfulness of data collected in research According to Mcmillan & Schumacher (1997), a minimum of thirty informants is required for quantitative studies This research involved 43 EFL teachers specializing in English instruction for children aged 3 to 6, primarily from public kindergartens and English centers in Binh Dinh province, as well as a few from other provinces such as Ha Noi and Gia Lai All participants had a minimum of one year of teaching experience.
Da Nang, etc.,) Table 3.1 summarizes the demographic data of the participants
Table 3.1 The participants’ background information
About two-thirds of the participants in the study are from Binh Dinh province, largely due to the researcher's connections and friendships in the area These individuals willingly completed the questionnaires as a gesture of goodwill The remaining participants hail from various other provinces.
Figure 3.1 The participants’ workplace information
The study reveals that a significant 86% of participants possess 1-5 years of teaching experience, while only 9.3% have more than 5 years Additionally, a small fraction, 4.7%, have been teaching English to young learners for less than one year.
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 sections: Part A focused on collecting insights from participants, while Part B aimed to address the four research questions of the study Bilingual versions of the questionnaires can be found in Appendix B.
The survey questionnaire was developed using a four-point Likert scale, which is effective for measuring attitudes, beliefs, or behaviors, as noted by Losby & Wetmore (2012) Each item in the questionnaire was assessed using this 4-point scale to gather meaningful data.
In this study, a four-point Summated Ratings Method Scale was utilized, ranging from 1 = “Strongly Disagree” to 4 = “Strongly Agree.” Losby and Wetmore (2012) highlight the benefits of a four-point scale, noting that it compels respondents to make a choice, encourages more thoughtful and discriminating responses, and reduces the risk of misinterpretation associated with a midpoint option This approach allows participants to clearly express their level of agreement or disagreement with specific statements.
The questionnaire, adapted from Habeeb's (2013) work, consists of twenty-three questions designed to gather quantitative data on the necessity of teaching English to preschool children, the benefits of EFL for this age group, and the challenges teachers face Given the similar research direction of Habeeb's study, the survey was modified to suit the current research objectives Additionally, an open-ended question was included to capture respondents' opinions on the effectiveness of Teaching English as a Foreign Language (TEFL) for young learners The complete questionnaire is summarized in Table 3.2.
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
To ensure accurate perceptions, the study utilized questionnaires in both English and Vietnamese, as all participants were Vietnamese This approach aimed to eliminate any potential misunderstanding due to language barriers The questionnaire was pre-tested with six teachers who provided feedback on the wording, ensuring that all questions were clear and culturally relevant.
The survey, conducted via Google Forms due to the Covid-19 pandemic, involved reaching out to directors and managers of kindergartens in Binh Dinh and other provinces to secure permission for data collection.
I reached out to English teachers from various kindergartens, whose email addresses were provided by those who agreed to assist me After obtaining their consent, I sent them a Google form in October 2022, allowing them two weeks to respond at their convenience Ultimately, I received 52 responses, but after data cleaning, only 43 were deemed appropriate for inclusion in the final analysis.
The participants' responses were automatically processed and generated into an Excel file, along with charts that can be downloaded, copied, or captured for presentation in a Word document Additionally, the data can be analyzed in terms of the mean.
After analyzing the questionnaires, semi-structured interviews were conducted with three English teachers who had participated in the survey Each interview consisted of four open-ended questions designed to elicit detailed responses about their perceptions The specific questions used in these interviews can be found in Appendix B.
The questionnaire aimed to gather detailed responses from participants using a four-point scale, with each interview lasting approximately 10 minutes Conducted in Vietnamese, the interviews allowed participants to express their opinions without the limitations of English proficiency The collected data was analyzed based on four research questions, and the findings were subsequently translated into English for this report.
Data analysis involves extracting insights from the underlying content of data Researchers must logically interpret and analyze the collected data to identify key elements that explain the subject of study (Denscombe, 2007).
The analysis of the questionnaire utilized descriptive statistics to examine teachers' perceptions of Teaching English as a Foreign Language to preschool children Additionally, thematic analysis was employed for the interview data, effectively segmenting, categorizing, and relinking information to explore and interpret themes pertinent to the research questions.
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)
The interviewing data was processed by transcribing all teacher interviews and translating them into English for analysis The researcher familiarized themselves with the content by reading the transcripts multiple times Subsequently, similar phrases and sentences were categorized, and the codes were revised to develop broader themes The analysis began with classroom observation data, focusing on information pertinent to the research questions.
This chapter focuses on the research design, detailing the participants involved in the study, as well as the questionnaires and interviews utilized It outlines the methodology, including the instruments used for data collection and analysis procedures Data was gathered through questionnaires and interviews, with both quantitative and qualitative findings presented in relation to the research questions in the following chapter.
Data analysis
This chapter outlines the findings derived from the data analysis, organized according to the objectives stated in Chapter 1, which are reiterated here for clarity.
(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 presents the responses to the initial four items concerning the teaching of English in kindergarten The findings reveal that kindergarten teachers hold a strongly positive belief about the importance of English language instruction for young learners in a Vietnamese context, with a mean score of 3.54 for this cluster.
Figure 4.1 illustrates that a greater number of teachers expressed agreement or strong agreement compared to those who strongly disagreed or disagreed, with the highest level of agreement observed in the first statement.
"English should be taught to children in kindergarten." (Mean=3.77) In the second place came the respondents‟ agreement on statement (3)
The kindergarten age, ranging from 3 to 6 years, is considered an ideal time to begin English language instruction, with a mean agreement score of 3.53 Notably, there were no negative responses to this assertion, and an impressive 79.1% of participating teachers expressed strong agreement.
Figure 4.1 Teachers’ perceptions on the necessity of TEFL to YLs
The statement that "the results will be better if English is learned at a very young age" received a positive response, with a mean score of 3.51; however, 4.6% of participating teachers disagreed, including 2.3% who disagreed and 2.3% who strongly disagreed This aligns with the "Critical Period Hypothesis," which suggests that children have a heightened ability to learn a new language quickly during a physiologically set period, primarily around puberty Beyond this critical period, achieving language mastery becomes challenging During this time, language acquisition occurs naturally through extensive exposure, allowing for unconscious and rapid learning (Ahmed, 2008).
The statement "Younger children are more efficient if they learn EFL at an early age" received a mean score of 3.33, indicating strong agreement among participating teachers However, it also attracted 14% negative feedback, which is notably higher than other statements.
(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.
A significant majority of teachers, 86% of participants, expressed agreement or strong agreement regarding children's ability to learn English, despite some lingering doubts compared to adults This aligns with Boştină-Bratu (2015), who noted that the decline in second language learning ability is often correlated with age, varying widely among individuals in a continuous and linear manner.
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, as young children possess a remarkable ability to absorb language Through my experience, I've observed that preschoolers can accurately pronounce sounds, including endings, which often takes older students and adults much longer to master They naturally imitate the sounds they hear, making early language education highly effective.
Teacher B demonstrated a positive approach to teaching English to children in Vietnam, highlighting their ability to effectively mimic sounds and intonation patterns, which significantly supports their learning of English as a foreign language (EFL).
Children demonstrate a remarkable ability to pronounce sounds accurately, even those that older students or adults struggle with, highlighting the benefits of early English language education in listening and pronunciation The existence of bilingual children fluent in both parents' languages supports the idea that young learners (YLs) can effectively acquire multiple languages simultaneously, as noted by Pan (1997, referenced in Chuang, M., 2001) This suggests that children possess superior speaking and listening skills compared to adults, and that early exposure to a second language does not adversely affect their first language development.
The response to this question included:
Learning English at an early age is beneficial, as it provides children with more time to acquire the language and can be enjoyable when lessons are engaging and colorful In Vietnam, English is not consistently taught across schools; some offer it as an elective to meet parental demand, while others do not teach it at all The quality of English instruction in preschools varies significantly, often due to differences in curriculum and teaching methods Additionally, there is a lack of training opportunities and seminars for preschool English teachers, which hinders their ability to enhance their teaching skills.
The interviewee emphasized the importance of early English education for Vietnamese children, highlighting the limited opportunities for improving preschool teaching methods She noted that the English curriculum for young learners is neither optimal nor standardized, leading to significant quality disparities among children attending different preschools.
The third interviewer's response was still "yes." She did not see why she should protest to such an essential topic:
The importance of teaching English to Vietnamese children at the preschool level cannot be overstated, as it lays a strong foundation for their future language skills While English education is more prevalent in big cities, many children, especially those from low-income families, miss out on early learning opportunities due to their parents' demanding work schedules This lack of access to English classes during crucial developmental years means that many children are not able to take advantage of the optimal time to learn a second language In Vietnam, although knowing English is beneficial, it is not yet a necessity, leading to a significant gap in language acquisition for young learners.
In Vietnam, the importance of children speaking English is often overlooked due to a lack of investment from families and limited exposure in schools and English centers English is not yet a requirement in the education system, and many parents are not fully aware of the benefits of early English language learning for their children.
The feedback on English teaching and learning in preschool was overwhelmingly positive, indicating that early exposure to the language offers significant advantages over adult learning Teachers unanimously recognized the importance of introducing English to children at a young age, with a mean agreement score of 3.54 reflecting strong support for Teaching English as a Foreign Language (TEFL) to Young Learners (YLs) in Vietnam This aligns with Morford and Mayberry's (2000) findings that individuals exposed to a foreign language early in life tend to excel compared to those who start later.
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 results from Table 4.2 reveal that a majority of teachers recognize the advantages of early exposure to English as a Foreign Language (EFL) for preschool-aged children, with a mean score of 3.23 reflecting this consensus.
The study revealed strong support for the statement that "Teaching children English in kindergarten increases their self-confidence," with a mean score of 3.41, indicating widespread agreement among participating teachers Additionally, 3.34 was the mean score for the statement "Learning EFL in kindergarten increases the child's ability to develop social relationships," with only 2.3% of respondents expressing disagreement Conversely, the statement "Learning English in kindergarten will not negatively affect students' Vietnamese development" received a lower mean score of 2.23, suggesting less consensus on this point.
Learning English at an early age significantly enhances students' academic success in later years, as supported by research (Mean= 3.20) This finding aligns with the views expressed by Pan (1997, as cited in Chuang, M.).
Young children can effectively learn two languages simultaneously without facing interference between them Their listening and speaking abilities often surpass those of adults Additionally, acquiring a second language at an early age is unlikely to negatively impact their first language.
The development of social skills and connections is essential, as highlighted in 1990 Learning a foreign language significantly enhances young children's cognitive development and basic skills, motivating them to acquire new languages and memorize vocabulary Additionally, language acquisition fosters cultural awareness and broadens children's cultural horizons.
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 English as a Foreign Language (EFL) to children in kindergartens enhances their understanding of diverse cultures, with a mean agreement score of 3.16 However, the statement regarding EFL's role in improving children's social skills received the lowest agreement at 3.13 Overall, participants expressed a strong consensus on the benefits of teaching English to young learners, highlighting the numerous advantages associated with early language education.
Learning a language offers numerous benefits for children, significantly enhancing their cognitive development The time dedicated to language learning is directly linked to improved mental skills Additionally, early exposure to a second language fosters a deeper connection with its associated culture Children who start learning languages at a young age are more likely to speak without a foreign accent, achieving a more natural sound in their speech.
Learning English at a young age offers children significant benefits, including enhanced awareness and strong pronunciation skills This perspective highlights the numerous advantages that come with early English language acquisition.
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:
Knowing English significantly enhances employability options, especially for children exposed to the language early on Bilingualism or proficiency in English greatly increases future career opportunities As the most important language in the professional realm, over 80% of job offers require English skills.
Teachers largely recognize the advantages of early English language learning, with a mean agreement score of 3.23 According to Piaget's theory, exposure to new and unfamiliar concepts can create cognitive conflict, which serves as a catalyst for cognitive development.
The challenges faced by teachers face in teaching EFL to children
In Vietnam, kindergarten teachers encounter several challenges when teaching English, as highlighted in Table 4.3 The feedback from teachers reflects a moderate level of difficulty, with an overall mean response of 2.45 regarding the challenges they face.
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 level of agreement among teachers was on the statement, “Some children do not appear to be interested in English” (Mean= 3.04), with only 11.6% expressing disagreement This highlights that children's interest and learning attitudes pose significant challenges for English teachers in Vietnam Addressing these issues requires considerable time, investment, and various factors Nunan (2010) outlines five key obstacles faced by English teachers of young learners: cognitive development, motivation, attention, multilevel groupings, and assessment.
Teachers expressed concern regarding the challenges of teaching due to a lack of understanding of cultures in English-speaking countries, as indicated by item (22) with a mean score of 2.76 This highlights the importance of cultural knowledge in effective language instruction.
The survey reveals that preschool English teachers report a significant challenge with large class sizes, as indicated by the mean value of 2.69 for the statement, "The number of children in my class is too large." This issue is prevalent across various subjects, as larger classes often hinder teaching effectiveness Optimal class sizes of 6-12 students allow teachers to maintain control and engage meaningfully with each child, while classes exceeding 20 students can lead to a notable decline in educational quality.
Teachers expressed uncertainty regarding the most effective teaching methods for young learners, as indicated by a mean value of 2.44 from item (18), “I’m not sure of the most effective ways to teach English to very young learners.” This suggests that a greater number of participants agree with this statement compared to those who disagree.
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 certain challenges were not perceived as significant by the participating teachers Notably, item (17), which stated, "I have to use a lot of Vietnamese in class to help the kids understand," received the lowest agreement, with a mean score of 1.98 This suggests that teachers believe it is feasible 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:
The duration of lessons is insufficient, yet my class size is large This discrepancy arises because both the school and parents have low expectations regarding a child's learning potential However, I believe that children are more receptive to learning than parents and preschool teachers realize.
In the Vietnamese context, the high student-to-teacher ratio in preschool English classes poses significant challenges In large EFL classes, the capacity for effective interaction and engagement between teachers and students is notably restricted, as highlighted by Teacher A.
In my teaching, I often utilize Total Physical Response (TPR) to engage students, as they show great interest and tend to imitate actions Managing a group of around 15 children can be challenging, but my class exceeds twenty, which can be daunting I've noticed that many of my colleagues express concerns about their class sizes, which typically range from 25 to 28 students.
The issue of limited interaction time between teachers and young learners (YLs) is significant, as it affects classroom discipline and students' attention spans Research by Lightbown & Spada (1993) highlights that preschoolers have notably short attention spans, making it challenging for teachers to maintain focus Engaging young learners in physical activities is beneficial, as they possess abundant energy but struggle with concentration It is essential to provide a solid context for learning, allowing YLs to utilize all their senses to perceive their surroundings effectively.
Concerning the difficulties in teaching, another interviewee stated,
I'm uncertain whether my teaching methods for children are the most effective, as I observe that while my students can recall a significant number of words, few are able to construct full sentences like those from other preschools Additionally, I haven't had the opportunity to share experiences with other educators.
The teacher's lack of confidence in her method is evident due to the unexpected results, suggesting limited training in teaching English to children Additionally, she has not participated in seminars for preschool English teachers, which hinders her professional growth and experience exchange Similarly, Teacher C expressed challenges with her teaching approach, indicating a common struggle among educators.
The preschool age is unique and distinct from other educational stages, yet many teachers with a bachelor's degree in pedagogy lack training in effectively teaching very young learners As the demand for English instruction at this age rises, I have gained valuable insights from my own experiences on both effective and ineffective teaching methods.
Preschool children have unique developmental needs that necessitate specialized teaching methods Unfortunately, many English teachers lack adequate training in instructing young learners, leading to confusion about effective teaching strategies This gap in training adversely impacts the quality of English lessons for preschoolers in Vietnam To enhance English education for young children, it is essential to address these challenges.
The teachers‟ suggestions
To enhance the effectiveness of teaching English to children in Vietnam, teachers provided valuable suggestions based on their individual experiences and challenges Key themes identified include the importance of creating an enjoyable learning atmosphere, improving teachers' proficiency, and the necessity for an official curriculum.
First, there are some opinions that it is necessary to give children a comfortable mentality towards English For instance,
The most effective method for teaching English to children combines learning with play, utilizing modern technologies to keep students engaged and prevent boredom during lessons.
Teaching English as a secondary subject at the kindergarten and primary levels allows students to gradually engage with the language in a pressure-free environment This approach ensures that both parents and students feel comfortable, facilitating effective absorption of English skills.
Exposing children to English through activities, games, music, listening to stories, etc will help them absorb better and enjoy learning English more
Engaging preschool children, particularly those disinterested in learning English, can be effectively achieved through visuals and sounds, as highlighted by Cooper (2007) The researcher identified six key areas of language learning activities tailored for teenagers, emphasizing the importance of incorporating enjoyable activities that captivate children's interest These activities include songs and rhymes, art and craft projects, and games, all designed to motivate children and foster their desire to communicate.
To effectively teach English as a foreign language (TEFL) to young learners (YLs), it is essential to create a comfortable and pressure-free learning environment This approach aligns with established methods such as Total Physical Response (TPR) and the direct method, emphasizing the importance of play in learning Engaging children through songs, chants, and relevant games fosters a lively and appealing atmosphere that captures their interest As noted by Harmer (2001), maintaining children's attention is crucial, and this can be achieved by incorporating vibrant images, toys, puppets, and other engaging materials into the learning process.
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 supportive learning environment is crucial for children's development When children engage in an environment rich with opportunities for exposure, and when both family and school actively promote the use of English, the outcomes are significantly enhanced.
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
There is a need for a variety of effective training courses for preschool English teachers and children It is essential to provide comprehensive and regularly updated resources for teaching English to young learners Additionally, teachers should incorporate diverse activities to enhance student engagement and interest in learning.
Teachers' desire for quality education has significant potential for growth, enabling them to enhance their teaching methods and overcome confidence issues when instructing preschool children in English There is a strong aspiration among educators to receive training specifically for teaching English to young learners To improve professional competence, English teachers should have increased access to training courses and experience exchange seminars As a result, the effectiveness of English learning outcomes for Vietnamese children has been positively demonstrated.
The third theme highlights concerns regarding the curriculum for Teaching English as a Foreign Language (TEFL) to Young Learners (YLs) in Vietnam Teachers expressed a desire for an official curriculum tailored for Vietnamese children, emphasizing the need for a structured program that can be further improved They hope for the development of an engaging and effective curriculum design that meets the unique needs of Vietnamese children in the future.
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 a preschool environment should be viewed as essential rather than optional It is important to recognize the significance and necessity of this subject in early childhood education.
Teaching English to preschool children is highly beneficial as it aligns with their natural growth and developmental stage Success in this endeavor relies on the English teacher's proficiency in the language and mastery of effective teaching methodologies Children acquire English similarly to their first language, enhancing their learning experience Teachers advocate for improved quality in children's curricula and emphasize the need for English teachers to have more opportunities to focus on preschool education This approach aims to create an ideal environment for children, fostering interaction and laying the groundwork for successful English learning in their future academic pursuits.
This chapter addresses the research questions using both quantitative and qualitative data The findings indicate that teachers in Vietnam largely support Teaching English as a Foreign Language (TEFL) to young learners in kindergartens This favorable perspective is linked to the benefits children gain from early exposure to a foreign language, including improved English proficiency, increased confidence from a head start in learning, and enhanced psychological, social, and cultural development.