This study aims to evaluate the Superkids program for teaching English to children of 6 to 12 years of age at Vietnam-USA Society English Training Service Center VUS-ETSC.. INTRODUCTION
THE PROBLEM
English has become increasingly important to the Vietnamese population, leading to a rise in English language centers to cater to the growing demand for English education While previous programs primarily targeted adults, there is now a significant increase in children enrolling in these centers, highlighting the need for specialized programs for younger learners In response, the Vietnam-USA Society English Training Service Center (VUS-ETSC) launched the Superkids program in July 2002, specifically designed for children aged 6 to 12, and it continues to be implemented successfully.
After three years of operation, the Superkids program has achieved notable results, with many students successfully passing the Cambridge ESOL Young Learners English Tests and advancing to higher levels of English learning However, opinions on the program's effectiveness remain mixed, as some teachers express concerns that young students may not be adequately learning due to their age and the lesson structure Additionally, dissatisfaction with lesson duration, material content, and teaching methods has been voiced To address these concerns, I have decided to investigate the effectiveness of the MOVERS 1 course, aiming to shed light on the learning outcomes for both teachers and students.
THE AIM OF THE THESIS
This study aims to examine the English learning environment for Vietnamese students aged 6 to 12 at VUS-ETSC, focusing on key aspects such as the syllabus, teaching materials, performance of both teachers and students, and instructional methods.
This article aims to assess a specific course within the 'Superkids' program at VUS-ETSC by utilizing a comprehensive approach that includes teacher questionnaires evaluating the program, student feedback on their experiences, and interviews with VUS teachers and students' parents Additionally, it analyzes Midterm and Final Test results obtained by students during and after the course The findings will also provide actionable suggestions for enhancing teaching and learning practices.
THE SIGNIFICANCE OF THE THESIS
Teaching English to children is a relatively new initiative at VUS-ETSC, which was established in 1997 The institution launched its first English courses for children five years later, leading to the creation of the Superkids program in July 2002 Despite its implementation, there has been no prior research on the program's effectiveness This study aims to be the first to explore the application of the Superkids program in the learning and teaching processes at VUS-ETSC.
The program will act as a detector to identify both positive and negative aspects, enabling the institution and its teachers to implement necessary changes for enhancing program quality.
METHODOLOGY
The study involved 100 students from 4 Movers 2 classes, 15 teachers (10 Vietnamese and 5 foreign), and 30 parents of Movers 2 students at VUS-ETSC To assess the current state of English learning and teaching for children, two questionnaires were distributed to students and teachers Additionally, interviews with teachers and parents provided further insights into the evaluation of the Superkids program and potential improvements Data collection also included observations, students' test results, and reenrollment rates.
OVERVIEW OF THE THESIS
Five main chapters are included in the thesis:
Chapter 1 provides the background information of the study It gives readers specific information about the Superkids program and the MOVERS 1 course at VUS-ETSC
Chapter 2 reviews the relevant literature in two parts: language program evaluation and language teaching methods
Chapter 3 presents the methodology of the study involving the research questions and the research design (subjects of the study and instruments used)
Chapter 4 analyzes the research findings, focusing on students' and teachers' responses to questionnaires, insights from interviews with teachers and parents, students' test results, and the reenrollment rate.
Chapter 5 offers actionable solutions, including recommended teaching techniques, institutional improvements, and teacher enhancements, along with a proposed lesson plan for effectively teaching a unit of the course.
The thesis includes an introduction that outlines the problem, objectives, significance, methodology, and an overview, along with a conclusion that summarizes the findings and closes the discussion.
BACKGROUND TO THE STUDY
DESCRIPTION OF VUS-ETSC’S SUPERKIDS PROGRAM
The Superkids program at VUS-ETSC aims at promoting effective learning and teaching with the following learning outcomes:
1 Accurate pronunciation and appropriate intonation are acquired after the students finish each course in the program
2 Immediate responses in interaction with each other are made by every student in class as well as out of class
3 Students can memorize most of the dialogues or sentence patterns and vocabulary in class
4 Correct spelling of the vocabulary studied is produced
5 Familiarity with the Cambridge Young Learners English test formats is ensured
The program caters to Vietnamese pupils eager to learn English as a foreign language, offering three distinct levels For elementary children, there are two options available, starting with the Starters level.
Starters 1 to Starters 3 and after finishing Starters, they come to the Movers levels starting with Movers 1 The other option is to begin with the Movers 1 course right away They have to go through 4 courses of the Movers level, namely Movers 1, Movers 2, Movers 3, and Movers 4 Before coming to the final level in the program, they have to attend a Pre-Flyers course The Pre- Flyers is a course designed to help students to review what they have learned from the previous courses and to prepare for the Flyers level The Flyers level has 5 courses: Flyers 1, Flyers 2, Flyers 3, Flyers 4, and Flyers 5
- The length of each course in Starters and Movers is 13 weeks
- Each course in Flyers has the length of 9.5 weeks
- The main textbooks used in the program are as follows:
+ Tiny Talk books 1, 2, 3 for Starters; Let’s Go books 1, 2, 3 for Movers 1,
2, 3; each book is covered in 1 course including both Student books and Workbooks
+ The first half of Let’s Go book 4 is covered in Movers 4
+ The rest part of Let’s Go book 4 is covered in Flyers 1
+ Let’s Go books 5 and 6 are used for Flyers 2 to Flyers 5, each course covers half of 1 book
+ Together with the Let’s Go series, the five books of Grammar, which are written by VUS-ETSC, are also used for teaching Flyers 1 to Flyers 5
Students are not required to take all courses in the program; instead, they can be assigned to a class that matches their English proficiency based on the results of a placement test administered at the start of a specific course.
The Superkids program implements a co-teaching system where two or three teachers manage a single class Students spend half their time learning with a foreign teacher alongside a Vietnamese teaching assistant, while the other half is dedicated to instruction from a Vietnamese teacher independently If the Vietnamese teacher opts to assist during the foreign teacher's session, the class benefits from dual instruction Conversely, if the Vietnamese teacher declines this role, a different teaching assistant will be assigned, resulting in a three-teacher setup: a foreign teacher, a Vietnamese teaching assistant, and another Vietnamese teacher conducting lessons separately.
The main duty of the foreign teacher is to help students with their listening and speaking skills, so they will have to cover the Let’s Talk, Let’s Sing, Let’s
Move and Let’s Listen parts of each unit in the Student Book of Let’s Go 1
The Vietnamese teacher’s main role is to help with grammar and the writing skill besides the listening and speaking skills The Let’s Learn, Let’s Learn
The teaching assistant collaborates with the foreign teacher in the classroom, enhancing the clarity of instructions and explanations for students This partnership also involves modeling conversations and games, ensuring a more effective learning experience.
Students are required to complete two assessments per course: a written Midterm Test and a Final Test that includes both a written component and an oral interview Upon completing the final course of each level, students are eligible to take the Cambridge ESOL Young Learners English Test corresponding to that level.
In this thesis, I only focus on one course of the Superkids program: the MOVERS 1 course.
SOME INFORMATION ABOUT THE COURSE
The MOVERS 1 course utilizes four essential books for effective teaching: the three components of Let’s Go 1, which include the Student Book, Workbook, and Let’s Chant and Let’s Sing Book, along with the Superkids Video Activity Book specifically designed for MOVERS 1.
Children aged 6 to 12, who are in primary or early secondary school, should be literate in their native language, Vietnamese, before starting English studies It is expected that they have little to no prior knowledge of English when enrolling in the course.
Movers 1 is an English course for Vietnamese children from 6 to 12 years old at the Vietnam-USA Society English Training Service Center It focuses on the development of basic oral language through functional dialogues, question-and-answer patterns, and vocabulary work Language structures covered include the simple present tense of the verbs to be, to have, to want, and to like, as well as adjectives and prepositions Let’s Go 1 is for pre- readers Text is included on the page in order to familiarize students with the graphic form of English Reading tasks at this level include learning the sight words which are the most commonly occurring words in English, including nouns, prepositions, articles, and high-frequency verbs such as be and have
The 13-week course, consisting of 4 hours per week, includes two weeks dedicated to review and exams, along with one week for exam paper corrections Students will benefit from instruction by a Vietnamese teacher and will also engage in two hours of weekly practice with a foreign teacher and a teaching assistant, focusing on listening and pronunciation The curriculum aims to develop the four fundamental English skills—speaking, reading, writing, and listening—at an elementary level, with an emphasis on active practice in class.
The Student Book of Let’s Go 1 consists of 8 units, each designed to be completed in one week Students will engage in four hours of study per week, split into two hours with a Vietnamese teacher and two hours with a foreign teacher alongside a Vietnamese teaching assistant The foreign teacher is responsible for covering all four components of Let’s Go 1, which include the Student Book and Workbook sections: Let’s Talk and Let’s.
Sing in one hour, Let’s Move and Let’s Listen in another hour The
Vietnamese teacher will help the students with the rest parts of the Student Book: Let’s Learn (in one hour) and Let’s Learn Some More (in another hour)
Students will have four video sessions (1 hour each session) taught by the foreign teacher in 4 different weeks: 2 sessions before the Midterm test (Video
M1.1 in the third week and Video M1.2 in the fifth week) and 2 sessions after the Midterm test (Video M1.3 in week 9 and Video M1.4 week 11)
One hour for Workbook or written exercises instruction and one hour for the
Let’s Review Unit in Let’s Go 1 follow every two units Thus, there are 4 hours of Workbook and another 4 of Let’s Review during the whole course
The Midterm Test will take place in one hour after the first four units of Let’s
Go 1 have been dealt with carefully After the students have finished with Unit 8, there is the Final Test which lasts four hours (one week) The last week (week 13) is reserved for a correction of students’ test paper, rewards offering, games, songs and an optional small course-end party
A detailed syllabus of the whole Let’s Go 1 textbook (8 units) can be found in Appendix C of the thesis
This course is designed to provide students with essential English communication skills Upon completion, students will be able to construct and understand basic English sentences for everyday interactions, such as greetings and sharing personal information, including names, ages, and addresses Additionally, they will develop the ability to read and listen to simple texts and conversations in English.
Students are required to attend class regularly, punctually and take part in
Students are required to actively engage in listening activities by taking notes during teacher lectures and completing exercises from the "Let's Listen" section of the Let’s Go 1 Student Book This includes tasks such as dictation, filling in blanks, and answering questions, including true or false statements Each course consists of four sessions where students watch video movies and participate in related activities from the Video Activity Book, which involve solving puzzles, filling in blanks with words from the films, and singing songs that align with the movie topics The vocabulary and structures presented in the movies closely mirror those found in the Let’s Go 1 Student Book.
In addition to listening exercises, students enhance their reading and writing skills through written tasks, including activities from the Workbook of Let’s Go 1 and assignments provided by teachers To develop speaking skills, students engage in role-playing and collaborative activities based on the Let’s Talk, Let’s Learn, and Let’s Learn Some More sections of Let’s Go 1.
Student Books are regularly utilized in class, encouraging active participation from students Compulsory activities, such as games and songs from the "Let’s Chant, Let’s Sing Book," are integral to each class at this level Occasionally, students have the opportunity to create their own games and activities to enhance their learning experience To complete the MOVERS 1 course and progress to MOVERS 2, students must successfully take two examinations, one during the course and another at its conclusion.
Classroom facilities such as lighting, desks, chairs, and air conditioners create a bright and comfortable environment for optimal learning Essential tools like whiteboards and markers enable teachers to provide clear instructions and notes, while students engage in activities Audio resources, including cassette and CD players, support listening and singing practice, and a television with a DVD player enhances learning through video activities.
The school offers various facilities beyond the classroom, including a well-stocked library featuring English books, stories, and magazines for both teachers and students Additionally, there is a multimedia room equipped with CD-ROMs, CDs, and DVDs in English, designed to enhance students' listening and speaking skills while providing a space for relaxation.
Student evaluation criteria after a course include full class attendance and good behavior, active participation in class activities, and strong performance on two exams: one at mid-term and another at the end of the course.
The Superkids program includes two assessments for each Movers 1 course: a Midterm Examination and a Final Examination These exams are intended to evaluate students' progress and achievement in their English learning after completing either half or the entirety of the course.
The Midterm Examination occurs after the completion of Unit 4 in the Let’s Go 1 Textbook, lasting 60 minutes This written test consists of two primary sections: a Listening Test and a Reading and Writing Test Students will take the exam in their own classroom under the supervision of their Vietnamese teacher.
SUMMARY
This chapter outlines the Superkids English teaching program at VUS-ETSC, highlighting the MOVERS 1 course The Superkids program is recognized for its effectiveness in providing children with a solid foundation in learning a new language.
LITERATURE REVIEW
EVALUATION OF A LANGUAGE PROGRAM OR CURRICULUM
According to Lynch (1996), the term "program" is often less ambiguous than "evaluation," typically representing a series of courses aimed at achieving a common goal A language education program is designed to equip students for language-related tasks, which may include preparing for proficiency exams necessary for admission to further studies or enabling them to navigate a second language culture effectively.
2.1.2 Why do we evaluate a language program or curriculum?
Designing and implementing a language curriculum is a complex endeavor According to Richard (2001), even after a curriculum is established, critical questions arise regarding its effectiveness, including whether it meets its goals, the dynamics in classrooms where it is applied, and the satisfaction levels of stakeholders such as teachers, students, and parents Curriculum evaluation is essential for gathering insights into the program's functionality and success, which informs decisions about its alignment with learners' needs, the necessity for additional teacher training, and the adequacy of student learning outcomes.
Evaluating a language program is essential to determine its effectiveness and suitability for the intended level Key questions arise regarding its real-world applicability and the approval of stakeholders, including teachers, students, and administrators Ongoing and post-implementation inquiries focus on the program's success and the benefits experienced by students Thus, a thorough evaluation is necessary to address these critical concerns.
Language education programs require ongoing evaluation for improvement and funding justification, as highlighted by Lynch (1996) He defines evaluation as the systematic gathering of information for decision-making Brown (1995) echoes this, describing program evaluation as the collection and analysis of relevant information to enhance curriculum effectiveness within specific institutions Rea-Dickins and Germaine (1992) further emphasize that evaluation encompasses a broader process than assessment, focusing on systematic information collection for judgment Nunan (1988) also supports the necessity of improving evaluated language programs.
Evaluating a course provides essential data that helps us determine if modifications are needed to achieve objectives more effectively When certain learners fail to meet the established goals, it is crucial to investigate the reasons behind this Additionally, course evaluation allows us to identify potential measures to address any shortcomings Thus, evaluation serves not only as a means of gathering information but also as a vital decision-making process.
Thus, the purposes of language program evaluation include 2 major ones as stated in Richards (2001: 288): the program accountability and program development purposes
2.1.3 How do we evaluate a language program?
Program evaluation encompasses various perspectives, each targeting specific elements of language programs for analysis Paul Davies (2000: 182) identifies three key aspects for evaluation: learners' test results, questionnaires for both learners and teachers, and class observations Similarly, Lynch (1996: 2) emphasizes that evaluative information can be qualitative or quantitative, collected through methods like observation and pencil-and-paper tests Additionally, Rea-Dickins and Germaine (1992: 22) provide further insights for consideration in the evaluation process.
Evaluation in language education encompasses various aspects, including lessons, courses, programs, and skills To assess a course effectively, it is essential to gather diverse information such as course documentation, lesson observations, interviews with students and teachers, feedback questionnaires, and examination results By analyzing and integrating these different data types, one can make informed judgments regarding the course's success, viability, and cost-effectiveness.
In "Curriculum Development In Language Teaching," Jack C Richards (2001) highlights various critical aspects for evaluating a language program, as noted by Sanders (1992) and Weir and Roberts (1994) These aspects include curriculum design, syllabus and program content, classroom processes, instructional materials, teacher qualifications, teacher training, student engagement, monitoring of pupil progress, learner motivation, institutional support, learning environment, staff development, and decision-making processes.
Richard then mentions 3 types of course evaluation: formative; illuminative; and summative evaluation
Evaluation is an essential component of program development, aimed at identifying effective elements and areas needing improvement This process highlights ongoing development and enhances the overall quality of the program.
This evaluation aims to assess the implementation and effectiveness of various aspects of the program, providing insights into the teaching and learning processes involved It focuses on gaining a deeper understanding without intending to alter the course based on the findings.
Summative evaluation focuses on assessing the value and effectiveness of various components of a curriculum It aims to determine how well a program performs, its efficiency, and its overall acceptability This type of evaluation occurs after the program has been implemented.
There are many different measures of a course’s effectiveness and each measure can be used for different purposes:
4 Retention rate or reenrollment rate
A summative evaluation is appropriate for the thesis as it assesses learning outcomes at the end of a course, providing insights into the effectiveness of the program alongside student and teacher evaluations (Rea-Dickins and Germaine 1992) Due to the limited scope and time of my thesis, I will focus my investigation on key aspects of the language program, including classroom processes, instructional materials, teacher qualifications, student monitoring, the institution, learning environment, and staff development.
2.1.4 The role and evaluation of instructional materials
2.1.4.1 The role of instructional materials
Instructional materials, especially course books, play a crucial role in the success of a language program, as highlighted by Cunningsworth (1995: 7).
1 a resource for presentation materials (spoken and written)
2 a source of activities for learner practice and communicative interaction
3 a reference source for learners on grammar, vocabulary, pronunciation, and so on
4 a source of stimulation and ideas for classroom activities
5 a syllabus (where they reflect learning objectives that have already been determined)
6 a support for less experienced teachers who have yet to gain in confidence
In her 1995 article "In Language Textbook: Help Or Hindrance?", Jane Crawford discusses the controversial role of textbooks in learner-centered programs, highlighting the ongoing debate among educators and researchers regarding their effectiveness.
Critics argue that the use of certain teaching materials caters to uninspired educators and limits the teacher's role to merely managing predetermined activities, which fails to address the diverse needs of learners Conversely, supporters contend that well-chosen materials facilitate individualization, allowing teachers to save time and effort while providing a structured learning environment that empowers students to take greater control of their education.
Four criteria for evaluating textbooks, particularly coursebooks proposed by Cunningsworth are cited in Richard (2001: 258):
1 They should correspond to learners’ needs They should match the aims and objectives of the language learning program
LANGUAGE TEACHING METHODS
2.2.1 Comparisons between children and adults in language learning 2.2.1.1 Why should we teach a foreign language to young children?
Children possess a natural curiosity and eagerness to understand the world, making them ideal candidates for language learning, as noted by Lynne Cameron (2001) Teaching a foreign language during early childhood can lead to significant success, as children not only bring enthusiasm but also a unique ability to acquire languages The Critical Period Hypothesis suggests that young learners can effectively learn a second language before puberty due to their brains' capacity to utilize mechanisms similar to those used in first language acquisition After this critical period, older learners may struggle to achieve the same level of proficiency, particularly in accent.
Lightbown and Spada (1997: 42) share the same approval for this Hypothesis:
Adult second language learners can achieve effective communication, but they often exhibit differences in accent, word choice, and grammar compared to native speakers or those who learned the language as children This discrepancy is explained by the Critical Period Hypothesis, which posits that there is a specific developmental window during which the brain is optimally suited for language acquisition After this critical period, typically ending around puberty, language learning relies more on general cognitive skills rather than the innate structures that facilitate first language acquisition in early childhood Consequently, older learners may find it more challenging to achieve the same level of proficiency as younger learners, as they lack access to the specialized language acquisition abilities that are available to children.
The Critical Period Hypothesis is backed by numerous studies examining the impact of age on second language acquisition Notable research highlighted in "How Languages Are Learned" by Lightbown and Spada (1997: 43-50) includes work by Mark Patkowski, Elissa Newport, Jacqueline Johnson, and Catherine.
Research by Mark Patkowski indicates a significant difference in English language acquisition between learners who start before puberty and those who begin later, emphasizing that age is crucial for achieving native-like proficiency, not just in accent but overall mastery Elissa Newport and Jacqueline Johnson further support this by demonstrating that the ability to identify grammatical structures in a second language is also influenced by age, highlighting a critical period for achieving full native-like mastery Additionally, Catherine Snow and Marian Hoefnagel-Hohle found that while adults and adolescents may learn a second language more quickly initially, young children can eventually surpass them in proficiency, especially when immersed in a language-rich environment Despite recent challenges to the Critical Period Hypothesis, it remains a valuable concept in language learning theory.
Children's personality plays a significant role in their language learning progress, as they are less inhibited compared to adults and adolescents Inhibition, often linked to self-consciousness in older learners, hinders risk-taking, which is essential for language acquisition (Lightbown and Spada, 1997) Bernard Spolsky (1989) describes this inhibition as 'anxiety in second language learning,' noting that anxious learners struggle to focus and retain new information Fortunately, children typically lack this anxiety, as they are less concerned about grades or exam failures, allowing them to learn languages more effectively Their carefree attitude is a key factor contributing to their success in language learning.
Young learners in informal language environments benefit from having more time and opportunities to engage with the language without the pressure to speak perfectly from the start Their initial mistakes are often accepted or praised, fostering a positive learning experience In contrast, older learners face the challenge of using more complex language and expressing intricate ideas, which can lead to feelings of embarrassment and inadequacy due to their lack of fluency.
Contributing to this tendency to have language learners begin their study as early as possible, Christopher Brumfit (1991: 11) expresses his positive attitude from other different aspects:
Young children are constantly immersed in a learning environment shaped by parents, friends, and teachers, all of whom play a vital role in their development Both social pressures and personal needs drive children to acquire new knowledge and skills However, it remains challenging to ascertain whether their learning is primarily influenced by these external factors or by inherent traits of their developing brains and personalities.
A permanent learning environment allows children to dedicate more time to their studies compared to adults, as their primary focus is often on learning rather than family or work responsibilities This ideal setting fosters a positive attitude towards new languages and cultural experiences, enhancing their motivation to learn Consequently, students are likely to achieve greater success in language acquisition than older learners.
Children are not always good language learners, though There are still negative characteristics that do not help them in their learning a language
2.2.1.2 Disadvantages of children learning a foreign language
Children typically struggle to maintain focused attention on learning tasks compared to adults, often becoming easily distracted by their peers As a result, their grammatical knowledge in foreign language learning, which is closely tied to both language and cognitive development, tends to progress at a slower pace in younger children.
Lightbown and Spada (1997) highlight that young second language learners lack certain skills and knowledge that older learners possess While they begin to develop cognitive maturity and metalinguistic awareness, they still have significant progress to make in these areas, as well as in their general world knowledge, before reaching the proficiency levels of adolescents and adults.
Compared with the many advantages mentioned above, these few disadvantages will not prevent children to be successful language learners and
Teaching children second languages is beneficial, as there are no compelling reasons against it (Brumfit, 1991) An early start in foreign language study is recommended for achieving native-like pronunciation, although the age of onset is less critical if this goal is not prioritized Rod Ellis (1985) further explores the effects of age on language learning, highlighting its significance in the educational process.
106) are worth pondering upon in deciding when to send children to school to study English:
The starting age of language learners does not influence the path of Second Language Acquisition (SLA) While there may be variations in the order of grammatical item acquisition, these differences are not age-related Learners of all ages can achieve similar outcomes in language mastery when provided with the same knowledge base Ultimately, regardless of age, all learners must navigate the same steps in the SLA process to reach the expected level of language proficiency.
The starting age significantly influences the rate of language learning, particularly in grammar and vocabulary, where adolescent learners outperform both children and adults when exposure time is equal Older learners tend to achieve higher proficiency levels if the duration of exposure to the second language (L2) is consistent However, if younger learners have more time with the L2, they often achieve more native-like proficiency, highlighting the importance of exposure duration in successful language acquisition.
In conclusion, both the duration of exposure and the age at which learning begins significantly influence success While the years of exposure enhance overall communicative fluency, the starting age plays a crucial role in achieving accuracy, especially in pronunciation.
2.2.2 Humanistic education and experiential learning
Education has evolved significantly, with various theories and movements shaping its development Currently, humanistic education and experiential learning theory are gaining traction among educators Unlike traditional education, which is often teacher-centered and rigid, humanistic education focuses on the needs of learners, offering a flexible curriculum and fostering interaction among students and between students and teachers This approach prioritizes student engagement and encourages active participation in the learning process.
RESEARCH QUESTIONS
This study aims to examine the English learning experiences of Vietnamese students aged 6 to 12 at VUS-ETSC, assess the effectiveness of the 'Superkids' program, and provide recommendations for enhancing teaching and learning outcomes.
One research question guiding the whole study is:
How effective is the present Superkids program at VUS-ETSC and what modifications can we take to improve it?
1 How did the students progress through the course?
2 How appropriate were the teaching methods?
3 How effective was the material used?
4 What problems were encountered during the course?
RESEARCH DESIGN
This section describes the design of the study in two parts: the subjects and the instruments
There are three types of subjects in the study: students from Movers 2 classes, their parents and VUS-ETSC Vietnamese and foreign teachers
The study focuses on 100 students from the Movers 2 classes at VUS-ETSC, who began their course in early June and concluded in late August 2005 The students, aged 7 to 11 years (born between 1994 and 1998), consist of 40% male and 60% female participants All students have recently completed the Movers 1 course and are now advancing to Movers 2, marking their initial experience in English language learning prior to enrolling at VUS-ETSC.
The study involved 15 teachers from VUS-ETSC, comprising 10 Vietnamese and 5 foreign educators, all of whom have taught the Superkids Program and Movers courses for 1 to 7 years The Vietnamese teachers hold B.A degrees in English, with some also possessing M.A degrees in TESOL or applied linguistics Notably, 67% of the Vietnamese teachers are female, while 33% of the foreign teachers are male.
Thirty parents of 30 students from the 4 Movers 2 classes above are also asked to give their opinions on the efficiency of the Movers 1 course that their children have just finished
Data are collected by different means such as questionnaires, interviews, class observations, students’ midterm and final test results of the Movers 1 course, and the reenrollment rate
The researcher, who is also a teacher in the Superkids program at VUS-ETSC, benefits from her dual role by easily observing her classes and evaluating the program firsthand This access allows her to gather essential information from students, teachers, and administration, enhancing her research with insider insights However, this position also presents challenges, as her familiarity with the program may limit her ability to view events from perspectives outside her own experience, potentially leading to biased observations that overlook aspects not aligned with her prior knowledge.
The student questionnaire is designed to be straightforward, considering the young age of the learners, making it impractical to require lengthy or complex responses Written in Vietnamese, its primary aim is to gather students' feedback on the Movers 1 course.
The student questionnaire consists of these following parts:
- The students’ evaluation of the teachers’ methods of teaching, the co- teaching system, the textbook (Let’s Go 1)
- The students’ opinions about their problems with studying English at VUS- ETSC
The background section (questions 1-5) gathers essential information from participants, including their name, age, gender, grade level in elementary or secondary school, and the age at which they started learning English This information is crucial for creating comprehensive student profiles for the study.
Questions 6 to 13 ask students to give their general opinions about the MOVERS 1 course they have studied, whether they like it and what make them like it
Questions 14 - 16 ask students to evaluate their own progress in English learning after the MOVERS 1 course
Questions 17 and 18 ask students about their evaluation of the textbook Let’s
Questions 19 and 20 are about the problems that students have when studying English at VUS-ETSC and whether they want to continue their studying there
The questionnaire consists of 21 questions, starting with some background information about teachers in VUS-ETSC (questions 1-8)
Questions 9-12 ask about teachers’ evaluation on students’ progress, achievements and problems
Questions 13-14 focus on the effectiveness of the material used
Questions 15-17 are about the co-teaching system and activities used in class Questions 18-20 help to find out teachers’ ideas on classroom facilities and physical environment
Question 21 involves teachers’ suggestions for the course’s improvement
1 Interviews were conducted with thirty parents of 30 MOVERS 2 students All of them were willing to exchange opinions about their children improvements and difficulties These opinions were helpful in contributing to the MOVERS 1 course evaluation All interviews were conducted in Vietnamese and were not recorded because the interviewees were not comfortable with the recording
2 Interviews were conducted with 15 teachers who had given their answers to the questionnaires to teachers The interviews were in both Vietnamese and English as there were 5 foreign teachers and were not recorded either.
DATA ANALYSIS AND FINDINGS
DATA ANALYSIS
The data analysis is to get information about the present syllabus, the teaching method and the material used in teaching MOVERS 1 course
Regarding the responses, as the number of students participating in the survey is 100 students, the total checks of one question is also the percentage of that question
4.1.1 Students’ evaluation of the MOVERS 1 course
Question 6 and question 20 were designed to deal with students’ favor of learning the MOVERS 1 course All of the students asked showed positive attitudes toward the course with more than half of the students (57%) said that they extremely liked the MOVERS 1 course and nearly half of them said that they liked it (43%) There were not any students who looked upon the course with disfavour Question 20 was about students’ willingness to continue their
English study with the other MOVERS courses Here again, 100% of the students thought that they would like to continue studying the courses following MOVERS 1 and MOVERS 2
Not at all Somewhat Extremely Total responses
0 43 57 100 0% 43% 57% 100% Table 4.1: Students’ enjoyment of the MOVERS 1 course
4.1.1.1 Evaluation of the teaching method
1 It was found that both Vietnamese and foreign teachers are successful in their teaching career The majority of students asked is in favor of the teaching methods of both foreign and Vietnamese teachers as well as the co- teaching system Nearly half of the students (48%) thought that the teaching method of foreign teachers is very interesting and 39% said that it is interesting (question 7) The clarity of foreign teachers’ instructions in class is also at a very high level with 74% of the ideas found those instructions very easy to follow and 18% found them easy to follow Only 8% could not follow their foreign teachers’ instructions (question 8) because the teachers spoke too fast An even higher level of clarity is given to the instructions made by Vietnamese teachers (96%) while the excitement of the Vietnamese teachers’ teaching methods is considered to be at a lower level (66% for Vietnamese teachers’ method compared with 87% for that of foreign teachers) (questions
Evaluation of the teaching methods
Very boring boring OK interesting very interesting
Table 4.2 Students’ evaluation of the teaching methods
Table 4.3 Students’ evaluation of the teachers’ instructions
2 In question 11, students express their feeling of the co-teaching system More than 80% show their positive attitude towards the fact that there are two teachers in class at the same time The rest 20% do not care much about the situation They do not see any difference in learning with one or two or even more teachers
3 Question 12 asks for students’ opinions of the video sessions All of them are very happy to have the opportunity to learn English through video movies These sessions give them a lot of pleasures and they wish to have more of video sessions during the course
4 They were also asked in question 13 to give their opinions on classroom activities held by both teachers Most of them want to have a lot of games to play in class together with the lessons and exercises They prefer games which require them to act and move a lot like basketball, board race, charades, Do as I say or Simon says, etc to games that are less active like hangman or crossword puzzles Only 5 students do not like games Another interesting activity in class is singing English songs in LET’S GO 1 Let’s
A significant majority of students, 86%, enjoy songs, while only 14% do not Additionally, 88% of students expressed a preference for the exercises in their Workbook – Let’s Go 1, with just 12% disinterested Practicing pronunciation through listening and repeating words or sentences is favored by 97% of students Furthermore, 83% prefer working with a partner, and 87% enjoy collaborating in small groups of 3-4 for conversation practice or role-playing The most anticipated activity for all students is watching video movies or cartoons.
4.1.1.2 Evaluation of the students’ progress
Students' progress is assessed by their ability to recall what they learned in class A significant 92% of surveyed students reported they could remember the pronunciation of new vocabulary from LET’S Go 1, with 9% feeling confident in pronouncing all the words well Additionally, 88% believed they could remember the spelling, and 13% felt they could write all the words correctly without referring to the textbook However, recalling vocabulary is just one aspect of their progress; applying these words in real-life situations is crucial Notably, no students felt they could fluently converse in English with teachers, parents, friends, or strangers Nevertheless, a commendable 78 out of 100 students indicated they could use what they learned in MOVERS 1, albeit limitedly, in similar real-world contexts.
Figure 4.1: Evaluation of students’ progress through the course
4.1.1.3 Evaluation of the material used
Questions 17 and 18 were raised to find out students’ ideas of the textbook used in class for MOVERS 1: the second edition of LET’S GO 1 More than 80% of the students reported they liked the book because of a useful combination of colorful pictures, good lay-out of different parts of the book with conversations which are interesting and suitable to their age All of these elements contribute to the success of the textbook when it is applied to teaching in the classroom
4.1.1.4 Students’ responses of their difficulties
Students faced several challenges that hindered their learning experience Many felt too shy to seek clarification from teachers, fearing ridicule from peers Additionally, some students reported feeling overwhelmed by the volume of English material, making retention difficult after course completion Others struggled to follow foreign teachers' instructions due to their rapid speech Compounding these issues were poor-quality CDs and frequent traffic jams near the school during dismissal times.
4.1.2 Teachers’ evaluation of the Movers 1 course
A survey of 15 teachers revealed that the MOVERS 1 course is considered a successful English program for Vietnamese children starting their English studies, with 9 teachers rating it as good and 6 teachers rating it as very good.
1 In question 10, all the teachers agree that students have attained considerable improvement in their 4 English learning skills: listening, speaking, writing and reading Students are most successful in their reading skill with 9 teachers (60%) thought their students had no problem in understanding the vocabulary and structures presented in Let’s Go 1 book and
A significant 33.3% of teachers indicated that their students excel in reading skills Additionally, an impressive 93.3% of teachers observed that their students effectively comprehend instructions in class, as well as conversations from the Let’s Go 1 CD, particularly when communicated in simple English.
In terms of productive skills, both speaking and writing showed progress among students, although not as significant as the improvements seen in receptive skills According to 73.3% of teachers, students demonstrated good speaking abilities, while 86.6% believed that students were capable of writing well based on their classroom learning.
2 Question 11 shows teachers’ opinions on students’ achievement after finishing the MOVERS 1 course The same result was found on the level of accuracy in pronunciation students could achieve as well as on students’ speaking ability with 73.3% of the teachers said their students could pronounce the already learned individual words or expressions accurately Only 1 teacher reported the students could not achieve accurate pronunciation after the course had finished Accurate pronunciation is only one aspect of speaking skill, though Another important factor is speaking with correct intonation For this item, 60% teachers thought the students mastered the intonation of those utterances they had heard spoken in class 20% teachers said the students still could not speak with appropriate intonation and 20% said the spoken language of students including intonation was acceptable Speaking well requires not only good pronunciation with appropriate intonation but also the ability to communicate to each other More than half of teachers asked said the students could interact with each other immediately in specific real-life situations although nearly one-third thought their students could interact with others but not immediately
In addition to speaking skills, other aspects of the learning process were observed Students demonstrated a strong ability to memorize vocabulary and expressions, finding it easier to recall individual words than complete dialogues or sentence patterns Notably, both teachers and students reported similar achievements, acknowledging significant improvements in the learners' language knowledge and their practical usage skills.
FINDINGS
This section lists the findings of the data analysis and discussions in the preceding section We can summarize the main strengths and weaknesses of the MOVERS 1 course as follows:
1 There is a noticeable improvement both in students’ knowledge and their performance of the English language after they have finished the MOVERS 1 course They have made a good progress from beginners who have very little knowledge of the language to MOVERS 2 students who now can perform certain tasks relating to what they have learned All of their language skills have developed to a higher level and their confidence in language studying have also been built
2 The students have better performance of the receptive skills (listening, reading) than the productive skills They have no problem in getting familiarized with the Cambridge Young Learners test formats
3 The textbook used in the course (LET’S GO 1) is suitable both to students’ level of understanding and interest It is colorful, interesting with familiar topics about daily life It also has a variety of different activities to help students practice their language skills easily and regularly
4 Both Vietnamese and foreign teachers are generally successful in instructing and helping students Most of them are regarded to be well- qualified, helpful and have open-minded attitudes towards students
5 Games as well as other activities like watching video movies are used regularly in every classroom and have shown to be very useful ways to help students get interested in the lessons, thus build up their intrinsic motivation and bring about the satisfactory results in their language learning
6 The teaching facilities are good enough for teaching and learning activities to take place effectively in the classroom
Besides those strengths listed above, there are still some weak points existing in the MOVERS 1 course:
1 The students still have problems with their productive skills, especially the intonation and interaction It is rather difficult for them to speak fluently with appropriate intonation Also, they do not find it easy to interact immediately with each other in specific real-life situations
2 Some foreign teachers with inadequate qualification for language teaching, especially teaching children, some teachers who come to class unorganized together with some who speak too fast have discouraged students from learning the language and have caused bad effects to the success of the program
3 The teaching method of some teachers is not interesting enough to attract their students’ attention These teachers do not pay attention to the concentration span of children, so they have made their students work too much on one task without a suitable change of activities
4 The co-teaching system has not found enough favor with teachers of the Superkids Program It does not operate successfully as it was expected Several problems relating to the co-teaching are personality conflict between teachers, difference in teachers’ methodology perspectives, and lack of cooperation.