Using li to help fel learners appreciate english literary texts m a 60 14 10

This thesis presents a study conducted at Van Lang University VLU to examine the extent to which the use of the first language L1 benefits fourth-year English-majored students and helps

INTRODUCTION 1.1 Background to the study

Description of the American Literature course for VLU seniors

1.1.2.1 Course design and its objectives

This course explores significant American literary works from the 19th and 20th centuries, featuring notable short stories and poems by prominent writers associated with the Realism and Naturalism movements.

Upon completing the course, students will enhance their reading skills, develop analytical abilities, and identify key ideas within selected literary texts They will learn to analyze essential elements such as plot, character backgrounds, setting, and the author's tone and perspective Additionally, students will engage with the fictional worlds created by authors, actively navigating between these imaginative realms and reality Ultimately, they will be equipped to interpret the meanings behind the texts (Carter and Long, 1991: 16).

This 60-period course lasts 15 weeks, with a 4-period class per week The course’s syllabus is as follows:

- Week 2: In Another Country by E Hemingway;

- Weeks 3 & 4: A Rose for Emily by W Faulkner;

- Weeks 5 & 6: The Bride Comes to Yellow Sky by S Crane;

- Week 7: Everyday Use by A Walker;

- Weeks 9 & 10: The Chrysanthemums by J Steinbeck;

- Week 13: The Road Not Taken by R Frost;

- Week 14: Because I Could Not Stop For Death by E Dickinson;

The students are supposed to accumulate their marks via a number of activities:

Below are the two textbooks suggested for English-majored seniors who currently take the American Literature course at VLU:

- Marcus, S (1995) A World of Fiction — Twenty Timeless Short Stories New York: Addison-Wesley Publishing Company;

- Harris, R (1980) Best Short Stories Rhode Island: Jamestown Publishers.

The problems

American Literature is regarded as a challenging subject for both teaching and learning at VLU, primarily due to the abilities and concerns of both students and teachers.

One significant challenge faced by VLU teachers is their exclusive use of L2 when teaching American Literature Teachers report that explaining new vocabulary consumes considerable time, yet they are reluctant to incorporate L1 into their literature classes This hesitation likely stems from their perspectives on the role of L1 in the context of American Literature instruction.

The debate over the use of students' mother tongue in foreign language classrooms has been ongoing (Tang, 2007) Proponents of the monolingual approach, including Krashen (1985), Phillipson (1992), Pachler and Field (2001), and Burden (2000), advocate for exclusive use of the target language during communication in class.

Avoiding the use of the native language can significantly enhance the effectiveness of learning the target language, as highlighted in the English Teaching Forum.

Professionals in second language acquisition are increasingly recognizing the significant role of the mother tongue in the English as a Foreign Language (EFL) classroom Atkinson (1987) emphasizes that while the mother tongue should not be the foundation of teaching methodology, it serves various undervalued functions at all levels Similarly, Auerbach (1993) advocates for a reevaluation of the "English Only" approach in ESL classrooms, while Burden (2000) and Cook (2001) support the integration of the first language (L1) in teaching the target language.

In addition to possible problems resulting from the use of only L2 in American Literature classrooms, other difficulties facing the teachers of American Literature at VLU are also identified

Teachers struggle to cover all assigned materials within the limited 60 periods of the course Traditionally, they focus on delivering lectures that explain challenging vocabulary, concepts, and ideas solely in the target language This approach consumes significant time and energy, ultimately hindering their ability to help students fully appreciate literary texts.

American Literature classes often have over 100 students, making it challenging for teachers to ensure that everyone fully understands the meaning of the literary texts discussed While comprehension checks are conducted through questions and answers following lectures, teachers find it difficult to confirm that all students grasp the core messages conveyed in the texts.

Students exhibit varying levels of English proficiency, with only a few possessing a strong foundation while most have limited skills In a large class with diverse abilities, it becomes challenging for teachers to provide individualized attention, making it difficult for all students to engage with American Literature effectively.

VLU students encounter significant challenges in studying American Literature due to their limited time, which hinders their ability to deeply understand complex literary texts filled with unfamiliar vocabulary and intricate concepts As a result, these texts are often not taken seriously, preventing students from fully appreciating their depth and significance.

VLU students face challenges due to the lack of essential study conditions, particularly the absence of private spaces for self-study on campus This issue is especially significant for students from other provinces who may be living with relatives, friends, or in shared accommodations like dormitory rooms.

VLU students struggle with reading due to poor habits, often relying on English-Vietnamese dictionaries instead of deducing meanings from context Their limited vocabulary makes it time-consuming to grasp even basic definitions of unfamiliar words, leading to frustration and difficulty when engaging with literary texts.

VLU students struggle to comprehend their teacher's explanations of new and complex concepts presented in English This difficulty leads many to refrain from seeking clarification, as they fear interrupting their teachers Consequently, their interest in American Literature diminishes, and their primary focus shifts to merely passing the final exam.

The aim and scope of the study

This M.A thesis investigates the role of L1 in American Literature classes, assessing its effectiveness alongside L2 in enhancing students' appreciation of English literary texts The findings aim to assist non-native teachers in discovering strategies that facilitate enjoyable and effective learning experiences for their students.

A study involving 116 fourth-year students at VLU, who are required to take American Literature as part of their English major curriculum, was conducted to explore the use of L1 in teaching this subject Additionally, the researcher interviewed experienced Vietnamese teachers of American Literature from VLU and other universities to gather further insights.

Definition of some key terms

Below are a number of key terms the meaning of which is defined in order to be used appropriately in this M.A thesis:

Appreciate means “understand something and show consideration or sympathy” (Horn, 1995: 49) This term has been used by Pugh (1988) 2

Appreciation refers to the ability to comprehend, learn from, and enjoy literary works, emphasizing creative engagement with the text It involves reading and responding in a way that connects the reader's imagination and personal experiences with the author's intent.

L1 refers to the first language, the mother tongue or the native language 3 which one first learnt 4 L1 is the Vietnamese language in the study done for this

L2 refers to the second language which is any language learned after the first language or mother tongue (L1) 5 L2 is the English language in this study

The target language is the language being learned or the language into which a text is translated In this context, the target language is identified as English.

2 in http://www.ericdigests.org/pre-928/children.htm

3 in Wikipedia http://en.wikipedia.org/wiki/First_language

4 in All Words – Com English Dictionary - With Multi-Lingual Search; in http://www.allwords.com

5 in en.wikipedia.org/wiki/Second language

6 in Your Dictionary.com; in http://www.yourdictionary.com/target-language

Significance of the study done for the thesis

The study aims to demonstrate that incorporating L1 in American Literature classes at VLU enhances the experience for both teachers and students, ultimately improving the quality of teaching and learning in this subject at the institution.

The study's findings highlight optimal situations for using L1 in American Literature classrooms, fostering a more comfortable environment for teachers and enhancing student enjoyment in learning Furthermore, this research aims to establish a foundation for future studies on similar topics.

Organization of the thesis

This thesis is structured into five main chapters, along with a conclusion Chapter 1 outlines the study's background, detailing the importance of the American Literature course within the English curriculum at VLU, and describes the course specifically for VLU seniors It addresses the challenges encountered by both teachers and students, clarifies the study's objectives and scope, and defines key terms Additionally, this chapter highlights the significance of the research conducted for the M.A thesis and presents the overall organization of the thesis.

Chapter 2 presents a review of the literature related to the matters under discussion which serves as the theoretical framework to the study

Chapter 3 describes the methodology applied in the study

Chapter 4 reports the study’s findings followed by the researcher’s discussions Chapter 5 offers some recommendations.

Summary

Chapter 1 provides the background to the study and presents the problems that lead to the researcher’s determination to examine whether the use of L1 benefits the teacher and student subjects in American Literature classes It is also hoped to find out the extent in which using L1 by the teacher subjects in particular and probably Vietnamese teachers of American Literature in general could help VLU English-majored seniors to appreciate literary texts

This chapter establishes the theoretical framework for the study by examining key areas: (1) relevant theoretical research on the use of L1 in EFL classrooms, (2) the pros and cons of incorporating L1 in English language teaching, (3) suitable contexts for L1 usage in American Literature classes, (4) the necessity and goals of the American Literature syllabus, (5) the impact of reading on literature studies, and (6) prior research conducted by Vietnamese scholars on teaching literature to Vietnamese students.

2.1 Should students’ L1 be used in EFL classrooms?

2.1.1 The role of L1 varies with the teaching method applied in a certain setting

The Grammar Translation Method highlights the dominant role of L1:

The grammar translation method, rooted in classical teaching practices for Greek and Latin, emphasizes instruction in the mother tongue with minimal use of the target language (Mora, 2008) This approach requires students to translate texts word for word and memorize extensive grammatical rules and vocabulary lists Its primary objective is to enable learners to read and translate significant literary works and classics.

The Direct Method, in contrast, suggests that all L1 languages should be excluded from the classroom (Harbord, 1992: 350, Pennycook, 1994: 169) Mora

The Direct Method emphasizes that advanced students engage with literature for both comprehension and enjoyment, without grammatical analysis Additionally, it promotes the inductive teaching of the culture linked to the target language, having been developed as a response to traditional grammar-focused methods.

7 http://edweb.sdsu.edu/people/jmora translation approach in an attempt to integrate more use of the target language in instruction

The Audio-lingual Method emphasizes a monolingual approach, allowing minimal use of the mother tongue by teachers (Brown, 1994: 57) Rooted in behavioral psychology principles, this method focuses on language learning through repetition and reinforcement.

The approach incorporates key principles of the Direct Method to address the speaking deficiencies of the Reading Approach It emphasizes a sequential development of skills, prioritizing listening, speaking, reading, and writing Vocabulary is intentionally restricted and acquired within contextual settings, while teaching focuses on contrastive analysis between the first language (L1) and the second language (L2).

Community Language Learning emphasizes translating learners' native language utterances into the target language, which they then repeat for accuracy (Brown, 1994: 59) Similarly, Communicative Language Teaching supports the strategic use of the native language, allowing translation when beneficial for students (Brown, 1994: 79) In this approach, learners are viewed as clients rather than traditional students, and native language instructors are trained as language counselors rather than conventional teachers.

2.1.2 The issue that whether English language classrooms should include or exclude students’ native language has been a contentious debate for decades

The monolingual approach advocates for using only the target language in the classroom, suggesting that the native language should be excluded to enhance the effectiveness of learning.

Supporters of the monolingual approach, including Krashen (1981, in Tang, 2002), argue that language learners acquire foreign languages in a manner similar to how they learn their native language, suggesting that the use of the mother tongue in the learning process should be minimized.

Lewis (1993) and Burden (2000) support Krashen's view that second language (L2) acquisition mirrors first language (L1) acquisition, emphasizing that maximum exposure to the target language is crucial for effective learning Some scholars, like Harbord (1992) and Pennycook (1994), advocate for the exclusion of all L1 languages from the target language classroom Others argue that the target language should serve as the primary mode of communication during lessons (Gatenby, 1950) or be utilized for all classroom purposes (Wringe, 1989) Phillipson (1992) outlines five fundamental principles that were once widely accepted in this context.

1 English should be taught in a monolingual classroom

2 The ideal teacher should be a native English speaker

3 The earlier English is taught the better

4 The more English used in the classroom during lessons, the better

5 If other languages are used, English standards will drop

While the monolingual approach suggests excluding students’ L1 for the sake of maximizing their exposure to the L2, more and more researchers such as Willis (1981: xiv), Atkinson (1987: 243), Hopkins (1988: 18), and Auerback (1993:

18) become increasingly aware of the role the mother tongue plays in the EFL classroom and approve the use of L1 in the EFL classroom

In his article entitled “Teaching monolingual classes” Atkinson (1993: 13, in Cole 9 ) states that the roles of mother tongue are at present, “consistently undervalued”:

Occasional use of the L1 allows learners, especially adults and teenagers, to demonstrate their intelligence and sophistication There is no definitive 'right balance' or perfect model for L1 usage, as it is a complex issue However, when used appropriately and at the right times, L1 can serve as a valuable resource in the learning process.

8 in http://www.google.com/search?q=Should+L1+be+used+in+English+Literature+classroom%3f

9 in jalt-publications.org/tlt/files/98/dec/cole.html

Auerbach (1993: 2, in Articlebase 10 ), in relation to the pedagogical benefits of L1 when in language classes, considers it necessary to re-examine

“English only in the ESL classroom” Not only does she acknowledge the positive role of the mother tongue in the classroom, but she also indicates that:

Utilizing L1 in education diminishes anxiety and fosters a conducive learning environment It considers socio-cultural factors, integrates learners' life experiences, and promotes a learner-centered approach to curriculum development.

The degradation of the mother tongue can have detrimental psychological effects on learners, as noted by Nation (1990, in Tang, 2002) Cook (2001) emphasizes the importance of teachers utilizing the first language (L1) to effectively convey meaning and organize classroom activities, while also highlighting that students can leverage L1 for scaffolding and collaborative learning with peers.

Willis (1981) highlights the importance of teachers in ensuring that English remains the primary language of instruction and communication, suggesting that the first language (L1) can still be beneficial in certain situations Similarly, Cole (1988) argues against the complete avoidance of L1, advocating for its occasional use in the classroom.

Avoiding L1 can result in unusual behaviors, as learners may twist themselves into knots trying to explain language concepts when a straightforward translation would suffice Additionally, language acquisition is a challenging and often frustrating journey, especially for beginners.

Advantages and disadvantages of using L1 in EFL classrooms

The debate surrounding the inclusion of students' native language (L1) in English language classrooms centers on its advantages and disadvantages Proponents of the monolingual approach highlight the drawbacks of using L1, while advocates for bilingual education emphasize its benefits in enhancing learning outcomes.

2.2.1 Disadvantages of using L1 in EFL classrooms

Supporters of the monolingual approach believe that it is not always advantageous to use L1 in EFL classrooms

16 the TESL-EJ FORUM (Vol 5 No 4 – F-1 – March 2002)

17 in Journal of Research in Reading, 25/1: 80-94; http://nflrc.hawaii.edu/rfl/april2004/yamashita/yamashita.html

In mixed L1 classrooms, utilizing L1 in English as a Foreign Language (EFL) instruction is challenging, as highlighted by Hawks (2001) who notes that the mass migration from Europe to America necessitated a shift in teaching methods from translation-focused classes to larger, mixed L1 groups This transition compelled educators to rely solely on the target language (L2) for instruction However, in this research, the limitation of a mixed L1 environment is mitigated, as all learners share Vietnamese as their first language, allowing for the effective use of L1 in the classroom.

Translating between L1 and L2 can be detrimental, as it may lead students to believe in one-to-one equivalents between the two languages, which is often inaccurate (Pracek, 2003; in Miles, 2004) Consequently, reliance on L1 can obstruct learning, as it interferes with the acquisition of L2.

Error transference occurs when learners apply rules from their first language (L1) to their second language (L2), as highlighted by Pacek (2003) and discussed by Miles (2004) According to Brown (1994), the Contrastive Analysis Hypothesis posits that such errors can be anticipated by analyzing the differences and similarities between L1 and L2 This perspective emphasizes the importance of recognizing the distinct and separate nature of the two languages in the learning process.

In addition, it is easier for EFL teachers to control communication in class if only L2 is used Phillipson (1992: 188, in Miles, 2004) states that:

Implementing an English-only policy allows the teacher to maintain authority in the classroom, positioning them as a figure of strength Conversely, utilizing the students' first language (L1) may weaken the teacher's control, as the students, being more proficient speakers, could dominate the communication.

Using L1 in the classroom limits students' exposure to the target language, hindering their language acquisition (Krashen, 1981; Phillipson, 1992, in Mile 2004) Proponents of the monolingual approach argue that L2 acquisition mirrors L1 acquisition, where children learn by listening and imitating their surroundings Thus, maximizing exposure to the target language is crucial for developing linguistic skills To enhance this exposure, the target language should be the primary means of communication in the classroom (Pachler and Field, 2001; Burden, 2000).

2.2.2 Advantages of using L1 in EFL classrooms

Bilingual supporters emphasize the benefits of incorporating students' mother tongue (L1) in English as a Foreign Language (EFL) classrooms One significant advantage is that utilizing L1 can save valuable time during lessons.

(1981: xiv, in Cole, 1988) puts it that “there are times when it is preferable and more economical as far as time is concerned to drop English for a few seconds.”

EFL teachers often face time constraints when covering assigned materials, making every moment valuable Utilizing the first language (L1) can effectively clarify challenging expressions or concepts, providing a quick and efficient solution for comprehension.

“perhaps the biggest reason for using L1 in the classroom though, is that it can save a lot of time and confusion.”

Secondly, using L1 in class facilitates learning When something in a lesson is not being understood, it is easier to clarify through the use of L1 than through L2

According to Harbord (1992), using L1 in the classroom serves three key purposes: it enhances communication, strengthens the teacher-student relationship, and aids in learning L2 Willis (1981) emphasizes that L1 is particularly beneficial for explaining new vocabulary and discussing main ideas after reading, which is especially advantageous for lower-level students.

Using the first language (L1) in English as a Foreign Language (EFL) teaching can alleviate student frustration, as excessive explanations in the target language may lead to negative effects (Burden, 2000: 6) Incorporating L1 helps reduce tension and bridges the gap between students and teachers, especially in situations where using only the target language is impractical or unsuitable.

(Pachler and Field, 2001: 86) Furthermore, Nunan (1998: 171) suggests that “good learners use linguistic knowledge, including knowledge of their first language in mastering a second language.”

Since the search for a ‘best method’ is a futile effort (Lewis, 1993: 189), language teachers need to exploit various techniques and methods in their teaching

Here is the rewritten paragraph:The strategic use of students' first language (L1) can be a valuable resource in language teaching, as suggested by Atkinson (1993) Overreliance on the target language, however, may hinder teacher performance (Pachler and Field, 2001) and limit the range of teaching methods and techniques available (Miles, 2004) Incorporating translated L1 literature can be a particularly effective approach, offering several advantages over traditional teaching materials (Day and Bamford, 1998; Gray, 2000).

- Students are able to understand the cultural background of the material used, a major stumbling block to using second language literature

- Characters, theme, plot, values, attitudes, judgments, and much of the vocabulary is recognizable (and hence less psychologically threatening) if students know the original

Accordingly, the study of first language literature that has been translated into the second language can also help serve as a 'bridge' between the first and second language (Gray, 2000)

Utilizing the first language (L1) significantly enhances students' motivation to learn a target language Weschler (1997, in Cole, 1988) notes that discussing lesson objectives and challenges in L1 can inspire students Furthermore, Pachler and Field (2001) argue that excluding L1 may alienate students from the learning experience Auerbach (1993) emphasizes that beginning with L1 fosters a sense of security and validates learners' experiences, encouraging them to express themselves and take risks with English.

2.3 “Appropriate situations” for L1 to be used in EFL classrooms

Although the supporters of the bilingual approach argue for the use of L1 in the classroom, they have, at the same time, opposed the overuse of it (Burden, 2000:

18 mnenomic_2000 [at] yahoo.com Beijing Language and Culture University (Beijing, China); http://iteslj.org/Techniques/Gray-TranslatedL1Literatue.html

9) The reasons are that this can “create an over reliance on it” (Polio, 1994: 153),

“oversimplify differences between the two languages” and “create laziness among students and a failure to maximize English” (Atkinson, 1987: 247) According to

Rao Zhenhui (2000, in Gill, 2005: Year 7, Issue 5, September 05), “the best solution is to make limited use of students' native language at appropriate times and in appropriate places.”

Researchers have identified specific situations where the use of L1 is deemed appropriate, addressing the question of when it should be utilized This focus on the contexts in which L1 is beneficial or detrimental is crucial for effective communication and learning.

Having performed a survey with EFL teachers, Mitchell (1988: 29; in Miles,

In a study conducted in 2004, it was revealed that teachers predominantly viewed the use of the first language (L1) as acceptable when providing grammar explanations Additionally, they found that L1 use was also deemed appropriate for disciplining students, clarifying activity instructions, and sharing background information.

Atkinson (1987: 243) states that the use of L1 is appropriate in such situations as checking comprehension, giving instructions and helping learners cooperate with each other

Al-Hinai 19 goes as far as to suggest that the L1 can make a positive contribution to L2 learning

The British Council 20 recently conducted surveys on the use of L1 in EFL classrooms across various countries where English is taught as a second or foreign language Their findings suggest that the decision to utilize L1 in the classroom should be guided by specific questions.

• What is the learners’ first language?

• What is the learners’ age?

• Are we teaching at lower or higher levels?

• What is the ration of students/teaching time per one class?

19 www.moe.gov.om/Portal/sitebuilder/sites/EPS/English/ /Ch2.pdf

20 www.britishcouncil.org/es/mexico-bbelt-memories-patrick-l1-should-be-forbbiden-in-the

• How long is the learner going to study the second language?

• What are his/her learning purposes?

• Is it a one nationality or a mixed nationality group?

• What is the institution’s pedagogical policy?

• What kind of educational background does the learner have?

• In what kind of social context is the teaching of L2 taking place? Increasingly, there is also support for such a view in the literature Schweers,

The need of teaching literature in the EFL syllabus

The current trend in foreign language teaching emphasizes spoken language over written language, often diminishing the importance of literature in EFL classes However, many authors advocate for the inclusion of literature in the curriculum for various compelling reasons.

Firstly, literature provides learners with the knowledge as work of language and the beauty of the language as work of art

Maley (1990: 183) puts it that “in term of the language, literary texts offer genuine samples of a wide range of styles, registers, and text-types at many levels of difficulty.”

Carter and Long (1991) identify three primary models of literature teaching, highlighting that the cultural model allows students to comprehend and value diverse cultures and ideologies across different times and places.

Integrating literature into the EFL syllabus significantly enhances learners' linguistic development by exposing them to diverse themes and ideas This approach fosters a deeper understanding of language and concepts Savvidou (2004: 1) advocates for a well-planned integrated method for teaching literature in EFL classrooms.

Communicative competence extends beyond simply mastering language structure and form; it encompasses the ability to understand discourse within its social and cultural contexts Consequently, incorporating literature into the EFL classroom serves as a potent pedagogical tool that enhances learners' linguistic development.

Finally, teaching literature is helpful to personal growth because of at least the three following reasons:

Literature enhances language awareness by encouraging learners to explore complex or unconventional language examples found in literary texts, thereby increasing their understanding of language norms (Widdowson, 1975; quoted by Lazar, 1993).

Literature plays a crucial role in holistic education by allowing students to explore and reflect on values presented in literary texts Through this examination, teachers foster the development of positive attitudes in learners, which connect to real-world experiences beyond the classroom.

Literature serves as a powerful motivator for learners, as it often captivates more than traditional course materials and holds significant cultural value Engaging with esteemed literary works offers students a genuine sense of accomplishment in their understanding and appreciation of respected texts.

The influence of reading on literature study

Reading significantly impacts the study of literature, as it fosters a dynamic interaction between the text and the reader During the reading process, learners actively seek the meanings conveyed by the text while simultaneously constructing their own interpretations based on personal insights.

Figure 2.1: The Reading Process (extracted from http://www.sasked.gov.sk.ca/docs/ela20/teach5.htm)

Reading literary texts exposes learners to diverse writing styles and techniques, allowing them to understand how writers articulate their thoughts and structure their ideas into coherent paragraphs This practice not only enhances their appreciation of literature but also aids in developing their own writing skills.

Developing reading skills is crucial for studying literature, as it enhances the understanding of literary texts In literate societies, works such as poems, plays, and novels are not only performed but also read, highlighting the importance of reading in literary appreciation (Cook, 1994: 5).

Reading literary texts demands significant effort, patience, and concentration from learners, making it a challenging task for teachers to encourage students to engage with literature However, it is recommended that learners persist in reading literature in their first language (L1) and use this experience to ease the challenges associated with reading literature in a second language (L2).

Methods and tools for structuring class observations

Effective class observations can be structured using various methods and tools, such as incorporating humor, utilizing visuals, engaging in small group work, conducting writing exercises, facilitating guided class discussions, administering quizzes, delivering clear lectures, and using blackboard listings as focal points.

1 Noting classroom organizations, procedures and common student characteristics: The observer used a three-column sheet to list characteristics of (a) the classroom‘s physical arrangement and daily procedure/routine, (b) the lesson’s transitional period between its two sections, and (c) the students’ attendance to the classroom

2 Scripting Lesson: The observer noted down everything that happened without making judgments Afterward the observer analyzed the notes

3 Completing a Lesson Plan: The observer completed the categories to get an understanding of how the lesson was organized Objectives, materials, methods and procedures, individual student adaptations, homework assignments, and student evaluations were all noted

22 based on the form of Olsen, B E (2008); in http://www.studentteaching.org/id19.html

23 quoted from Guidelines for Classroom Observation — Under Review! (Fall 1998); in http://sunconference.utep.edu/CETaL/resources/portfolios/observe.htm)

4 Identifying Problems and Solutions: The observer recorded problematic situations and how the teacher resolved each of the problems The observer also recorded the “prompts” used to prevent the problems

5 Recording Events Related to Specific Students: To develop a better understanding of one student, the observer concentrated solely on that student

6 Time Analysis: The observer noted how much L1, beside L2, was spent introducing the lesson, passing out materials, reviewing past learning, teaching a new concept, practicing new learning, assigning homework, etc;

7 Student Movement and Attitude: A seating chart and arrows were used to document movement throughout the lesson Notes were made on the chart to record conversations and activities at various locations throughout the classroom Different color arrows using for students’ co-operations were considered to give a better idea of how they enjoy learning literature

8 Question/Answer Record: A two-column (Teacher question-Student answer) sheet was used to record all the questions that the teacher asked and the students’ responses

9 Discussion Analysis: The observer used a seating chart to manuscript the interactions that the teacher had with individual students It could be used as a tool to identify how many students were involved in classroom discussion.

Previous studies related to teaching literature to Vietnamese students

The teaching of literature in Vietnam's EFL classes has been a focus for several Vietnamese thesis writers Key studies have identified two main factors that characterize literature, aiming to find effective teaching methods for Vietnamese students Additionally, some research has addressed the design of literature courses in English, while others have explored the motivations of Vietnamese students in studying literature through the target language.

This part of the thesis reviews these works chronologically

2.7.1 “Understanding and Enjoyment: In Search of an Adequate Method of

Teaching English Literature to Vietnamese Students” by Doan Thi Kim Khanh (1999)

In 1999, Doan Thi Kim Khanh conducted a study in Australia addressing the issue of negative attitudes toward literature among Vietnamese students in English literature classes The research highlights two prevalent teaching styles identified by Protherough (1986): the transmission mode, where the teacher dominates, and the initiation mode, which encourages active student participation Khanh suggests that integrating these two teaching approaches is essential for improving student engagement and attitudes toward literature.

- Teachers should discreetly control the varied class activities while still respecting the students’ autonomy

- Students should be given plenty of opportunities to engage themselves actively and to enjoy the experience

- The writer’s voice must go to the students more directly through the text

2.7.2 “Bridging the Gap between EFL Language Study and Literature Study:

Designing a Reading Course for USSH English Majors by Using Twentieth- century American Short Stories” by Sung Chinh (2000)

Sung Chinh's study focused on the challenges faced by students in in-service evening classes at the Faculty of English Linguistics and Literature at the University of Social Sciences and Humanities (USSH), particularly in the American Literature course The research led to the development of a syllabus utilizing "Twentieth-century American Short Stories" to enhance students' familiarity with English literature The findings indicated the necessity for a well-structured reading course tailored to this group, emphasizing the importance of need analysis in course design Consequently, Sung Chinh advocated for a curriculum that incorporates word-oriented, text-oriented, and literature-oriented activities to better support these students.

2.7.3 “A Survey of Students’ Motivations in Studying Literature at FEEL-USSH, VNU-HCMC” by Van Thi Nha Truc (2004)

A survey conducted by Van Thi Nha Truc at FEEL, USSH, Vietnam National University-Ho Chi Minh City (VNU-HCMC) explored the motivations of FEEL students in studying literature The aim was to identify strategies to enhance the engagement of English majors in literary studies According to Van Thi Nha Truc (in Vu Van Thai, 2005: 56), the findings provide valuable insights into this area of research.

- The majority of the students found English literature reading and studying daunting;

- Their strongest motivation in this subject study is to improve their critical thinking;

Students highly value a teacher's presentation style, teaching methods, and personal qualities as key factors in boosting their motivation Based on her research, Van Thi Nha Truc recommends integrating three teaching models: the cultural model, the language model, and the personal growth model She also emphasizes the importance of ongoing assessment and evaluation to alleviate student anxiety and enhance critical thinking skills Additionally, she suggests incorporating more activities to increase students' enjoyment of studying English literature.

2.7.4 “Incorporating Literature in Language Classroom to Improve Basic Language

Skills — An English Literature Course Designed for English Majors of Ben Tre College” by Nguyen Hong Diem Trang (2005)

Nguyen Hong Diem Trang's thesis addresses the challenges of teaching literature at Ben Tre College, highlighting that while literature is increasingly utilized in language classrooms, there is a lack of research on its application for EFL college learners To address this gap, she proposed a course design aimed at enhancing literature instruction for English majors The thesis identifies five key factors essential for designing an effective literature course and provides a comprehensive course outline on pages 82-86, along with a detailed lesson plan tested during the research, found on pages 92-116.

Trang's study is crucial as it evaluates the effectiveness of various methods, providing a foundation for the future enhancement of literature courses in colleges.

2.7.5 “Fostering Learners Autonomy via Literary Works” by Vu Van Thai (2005)

Carried out at FELL, USSH, VNU-HCMC, Vu Van Thai’s study aims to identify English-majored students’ lack of autonomy in their study of literature

Applying the Theory of Inventive Problem Solving and Bloom’s Taxonomy of

Vu Van Thai (2005) highlights that students' lack of autonomy in literature learning is primarily due to ineffective teaching methods in Vietnamese high schools and a disconnect between students' actual abilities and the expectations set by English literature courses at FELL He identifies a mismatch among objectives, instructions, and assessments in literature education and suggests that this issue can be addressed by integrating these three elements, utilizing Bloom's Taxonomy as a framework for improvement.

Up to the present, there has been no work discussing the use of students’ L1 in teaching and learning American Literature Therefore, the study done for this

M.A thesis aims to bridge such a gap in the field of teaching American Literature to Vietnamese fourth-year students whose major is English Specifically, the study examines possible ways of using their L1 to help the students appreciate English literary texts

This part of the thesis reviews theoretical researches relevant to the study

The debate over the use of students' mother tongue (L1) in English as a Foreign Language (EFL) classrooms presents two opposing perspectives Proponents of the monolingual approach advocate for minimizing or completely excluding L1 from the learning environment In contrast, supporters of the bilingual approach emphasize the benefits of incorporating L1, particularly in clarifying complex aspects of grammar, vocabulary, pragmatics, and cultural nuances.

Teaching literature in foreign-language classes enhances learners' understanding of language as both a functional tool and an artistic expression This approach not only strengthens linguistic skills but also fosters individual growth among students.

This chapter reviews prior research conducted by Vietnamese scholars on teaching and learning literature, highlighting the necessity for a deeper understanding of utilizing students' first language, Vietnamese, in the context of teaching American Literature at the tertiary level.

This chapter outlines the research design utilized in this descriptive and exploratory study, detailing the research question, the instruments and participants involved, and the data collection procedures implemented.

This M.A thesis investigates the role of the first language (L1) in enhancing the appreciation of literary texts among fourth-year English majors enrolled in the American Literature course at VLU The primary objective is to explore potential answers to key research questions regarding this relationship.

1 Can the use of L1 help the students to understand and thus enjoy literary texts?

2 What are the appropriate situations in which L1 can be used in the American Literature class?

The research involved 116 fourth-year English majors from the K10NO4A class, along with four English teachers from the English Department at VLU.

Instruments

Data regarding the issues at hand were collected through two sets of survey questionnaires distributed to teachers and fourth-year Literature students at VLU Additionally, 15 class observations were conducted, and interviews were held with 4 teachers and 12 students to gather further insights on the use of L1 in literature classrooms.

Two sets of questionnaires were created to address the research question, and the responses were analyzed using SPSS software While all questionnaires distributed to teachers were collected, only 92 out of 110 questionnaires sent to students were returned.

The students' questionnaire, detailed in Appendix 1, consists of two sections: the first gathers personal information from the students, while the second aims to collect additional data essential for the research conducted for this M.A thesis.

- Students’ attitudes towards studying American Literature, how much the students enjoy the subject and what difficulties they may face in studying American Literature (Question 3 and Question 4);

Students have varying opinions on the use of L1 by their teachers during American Literature courses, with some expressing a preference for its inclusion They suggest that L1 should be used selectively, particularly in specific situations where it enhances understanding Many believe that the strategic use of L1 can significantly aid in their comprehension and overall learning of American Literature.

Students expressed mixed reactions to their teacher's exclusive use of the second language (L2) in class, indicating a range of feelings about the effectiveness of this approach In situations where they faced challenges with complex concepts or ideas in American Literature, their enjoyment of the subject diminished significantly.

Students believe that the use of the teacher's first language (L1) can enhance their understanding of literary works They feel that when teachers incorporate L1, it aids in grasping complex themes and concepts in American Literature This approach not only clarifies difficult passages but also fosters a deeper appreciation for the material, ultimately improving their overall learning experience.

- Students’ habits of reading literary texts in both L1 (Question 13) and in L2 (Question 14);

- Students’ suggestions on how much L1 should be used in their American Literature classes (Question 15)

The teachers' questionnaire, detailed in Appendix 2, is divided into two sections: the first section gathers personal information, including age and gender, while the second section aims to collect additional data essential for the research.

- Teachers’ time of teaching and their qualification (Question 3 and Question 4);

Teachers in American Literature classes express varied opinions on the use of L1, highlighting its frequency and appropriateness in specific situations They believe that L1 can be beneficial for clarifying complex concepts, fostering student engagement, and facilitating discussions The reasons for incorporating L1 include enhancing comprehension, supporting language development, and creating a more inclusive learning environment.

In American Literature classes, teachers often grapple with the decision of whether to use only the target language (L2) when addressing complex concepts and ideas in literary texts Students frequently express challenges in understanding these difficult concepts, yet teachers persist in their efforts to explain them in L2 To address these issues, educators employ various strategies to facilitate comprehension and engage students effectively, ensuring that the learning experience remains productive and meaningful.

- Teachers’ suggestions on the percentage to which L1 can be used to be considered appropriate for American Literature classes (Question 12)

Classroom observations provide valuable insights into classroom dynamics and allow for reflective teaching practices, enabling clearer and more realistic goal-setting (William, 1989: 85) The researcher, acting as both teacher and observer, dedicated nearly sixty periods over 15 weeks to closely examine the actual events during her lectures An observation checklist, included as Appendix 3, was utilized consistently for further analysis.

The study aimed to assess student reactions to the exclusive use of L2 during the initial four weeks of an American Literature course, followed by the introduction of L1 in various contexts Key observations included students' comprehension of literary texts, their enjoyment of lessons, class participation, and attendance, which collectively indicated their overall engagement Additionally, the findings may inform the appropriate contexts and degree of L1 usage to enhance students' appreciation of literary texts in American Literature classes.

The interviews are designed to gather additional insights for the study, specifically addressing the research question of whether L1 aids students in appreciating literary texts in English Conducted informally by an interviewer familiar with the participants, these interviews provided a platform for both teachers and students to share their opinions more freely and in greater detail compared to their responses to the questionnaires.

Below are the interviewees and the interview questions

The research involved interviews with 12 students from the K10NO4A class, who were in their final year studying American Literature at VLU The interviews took place during the ninth week of their course.

The interviewees are seasoned EFL lecturers with extensive experience in teaching American Literature Two of them are currently employed at VLU, while the other two teach at different universities in Ho Chi Minh City, specifically HUFLIT and Saigon University.

The questions to 12 student interviewees were more or less according to the students’ eagerness to respond to the interviewer However, they were asked at least four main questions:

- How do you enjoy studying American Literature?

- Do you want your teacher to use Vietnamese in the American Literature class?

- Does the use of Vietnamese help you to understand literary texts written in English?

- In what situations do you think Vietnamese is appropriate to be used in the American Literature class?

The follow-up questions might be:

- Does the use of Vietnamese help you to be relaxed and more comfortable in the American Literature class?

- How much is Vietnamese considered as used appropriately in the American Literature class?

The main questions for 4 teacher interviewees were:

- Should Vietnamese be used in the American Literature class?

- Does the use of Vietnamese help your students to understand literary texts?

- In what situations do you think Vietnamese is appropriate to be used in the American Literature class?

- Does the use of Vietnamese help your students to be relaxed and more comfortable?

- How much is Vietnamese considered as used appropriately in the American Literature class?

Procedure of data collection

This part describes the procedure used to collect data for the study done for this M.A thesis, which consists of five steps:

Two sets of English survey questionnaires were developed, each comprising two sections The first section included three questions focused on gathering personal information from students and teachers, while the second section addressed the research questions of the study.

1 Can the use of L1 help the students to understand and thus enjoy literary texts?

2 What are the appropriate situations in which L1 can be used in the American Literature class?

During the second and third weeks of the course, a set of 12 questions was distributed to four teachers at VLU during their break time, focusing on the use of L1 in literature classes The teachers were asked whether their students could comprehend literary texts solely through explanations in L2, and if not, what strategies they would implement to address this issue.

A survey consisting of 15 questions was administered to 110 fourth-year students enrolled in American Literature at VLU, Class K10NO4A, during the fourth week of the semester The purpose of the survey was to identify any challenges the students encounter while studying American Literature and to assess their preferences regarding the use of their first language (L1) in literature classes Additionally, the survey aimed to determine the extent to which L1 could enhance learners' appreciation of literary texts written in English.

The researcher conducted a secret observation of her students during the course to identify challenges in learning American Literature, in addition to data collected from two questionnaires For the first four weeks, she exclusively used L2 and meticulously noted students' attendance, activities, and attitudes Noticing signs of frustration, fatigue, and increased absenteeism, she began incorporating some L1 from the fifth week to help create a more comfortable learning environment.

Interviews were conducted with four lecturers from VLU, NDS, HUFLIT, and SOU to gather their insights on the role of L1 in American Literature classes.

In week 9, the researcher conducted interviews with 12 VLU students to assess their attitudes towards the exclusive use of L2 in literature classes The goal was to evaluate how much students valued literary texts presented solely in the target language and to address their preference for using L1 while studying American Literature The next step involves analyzing the collected data.

The final phase involved a comprehensive analysis of data gathered from two survey questionnaires, 15 class observations, and a series of informational interviews, all of which contributed to the findings of this M.A thesis.

Summary

Chapter 3 has presented the methodology employed in the research design including the study’s research question, participants, instruments, and data collection procedures These are all necessary for the subsequent steps which involve analyzing data collected and drawing out a number of findings to identify the real problems facing the student subjects at VLU in learning American Literature in particular and in appreciating literary texts written in the target language in general.

FINDINGS AND DISCUSSION

Students’ responses to questionnaire

A questionnaire was distributed to 110 English-majored seniors at VLU enrolled in American Literature, yielding 92 completed responses that provide valuable insights into the topic at hand.

Distributed to the students in week 4 and collected during the three following weeks, Students’ questionnaire gives the following findings

Question 1 and Question 2 showed that many of the student subjects were

22 years old (53.3%); fewer students were 23 (38.4%) and the fewest (12%) were

24 years old; the majority of them were female (69.6%);

The following tables and charts present the distribution of the students’ age and gender

Age Frequency Percent Valid Percent Cumulative Percent

Table 4.1: Distribution of the students’ age

Chart 4.1: Distribution of the students’ age

Gender Frequency Percent Valid Percent Cumulative Percent

Table 4.2: Distribution of the students’ gender

Chart 4.2: Distribution of the students’ gender

4.1.2 Students’ attitudes towards learning American Literature

Question 3 “How do you enjoy studying American Literature?” examines how the student subjects enjoyed American Literature Despite possible difficulties in learning, a considerable number of the students (33.7%) stated that they enjoyed learning American Literature fairly much; more or less the same percentage (30.4%) even responded that they enjoyed this subject a lot; some (27.2%) made known that they did not enjoy learning the subject much; a few (8.7%) claimed that they did not enjoy learning the subject at all

The following table and chart present the students’ attitudes towards learning American Literature

Frequency Percent Valid percent Cumulative percent

Valid a lot 28 30.4 30.4 30.4 fairly much 31 33.7 33.7 64.1 not much 25 27.2 27.2 91.3 not at all 8 8.7 8.7 100.0

Table 4.3: Students’ attitudes towards learning American Literature

Chart 4.3: Students’ attitudes towards learning American Literature

Findings from Question 3 indicated that students initially showed interest in American Literature; however, after four weeks, their enthusiasm waned, revealing signs of frustration and fatigue Observing their discomfort, the researcher questioned the effectiveness of traditional teaching methods that relied solely on L2 Recognizing the urgent need for a more effective approach, she decided to incorporate L1 alongside L2 in her instruction, aiming to help students engage with and enjoy literary texts in the target language.

4.1.3 Students’ ideas of their difficulty in learning American Literature

In addition to a space provided for the student subjects’ other ideas, Question

Are you encountering challenges in your American Literature course? If so, please specify which difficulties you are experiencing by selecting from the five provided options.

(1) Students have difficulty in understanding their teacher’s instructions in the target language;

(2) Students have difficulty in understanding their teacher’s definitions of new vocabulary items;

(3) Students have difficulty in understanding their teacher’s explanations of new or difficult concepts or ideas;

(4) Students have difficulty in understanding literary texts;

(5) Students have difficulty in using the target language to discuss with their classmates

The study found that only 1.1% of students struggled with understanding their teacher's instructions In contrast, a significant 95.7% faced challenges in grasping new concepts explained in English, while 55.4% had difficulty with definitions of new vocabulary Additionally, 42.4% reported challenges in comprehending literary texts, and 23.9% experienced difficulties during group discussions in English.

Many senior students at VLU struggle to understand their teacher's instructions and participate in class discussions, with over half reporting difficulties in grasping new English vocabulary and complex concepts This highlights the need for American Literature teachers to address these challenges by actively seeking student feedback and responding to their needs Additionally, findings indicate that many students find it hard to comprehend literary texts solely in English, suggesting that incorporating their first language (L1) could facilitate better understanding of these texts.

4.1.4 Students’ ideas of the frequency of using L1 in class

A significant 96.7% of students expressed a preference for their teachers to use Vietnamese in the classroom, indicating a strong desire for the incorporation of their first language (L1) during lessons.

The following table and chart summarize the students’ ideas of whether or not L1 should be used in American Literature classes

Frequency Percent Valid Percent Cumulative Percent

Table 4.4: Percentage of the students who want L1 to be used in class

Chart 4.4: Percentage of the students who want L1 to be used in class

In addition to a space provided for the student subjects’ other ideas, Question

In a survey regarding the use of Vietnamese in English literature classes, participants were presented with five options: never, rarely, sometimes, fairly frequently, and only when to aid comprehension The findings revealed significant insights into the frequency with which L1 should be incorporated into American literature instruction.

A significant 96.7% of students believe that the first language (L1) should be utilized in literature classes However, their opinions on the frequency of L1 usage vary The majority, 48.9%, indicated that L1 should be used sometimes, while 13% suggested it should be rarely used Only 8% preferred frequent use of L1, and no students advocated for its complete exclusion Notably, 29.3% of students felt that L1 should be employed solely to assist with comprehension.

The following table and chart summarize the students’ ideas of how often L1 should be used in American Literature classes

Options Frequency Percent Valid Percent Cumulative Percent

Rarely 12 13.0 13.0 13.0 sometimes 45 48.9 48.9 62.0 fairly frequently 8 8.7 8.7 70.7 aid comprehension 27 29.3 29.3 100.0

Table 4.5: Students’ ideas of how often L1 should be used in American Literature classes

Chart 4.5: Students’ ideas of how often L1 should be used in American Literature classes

The responses to Question 6 indicated a significant disparity in English proficiency among students in the same class While some students believed that the use of their first language (L1) should be minimal, others advocated for its frequent use Notably, 48.9% of students felt that L1 should be used occasionally, and 29.3% specifically preferred L1 to aid in understanding literary texts In contrast, only 13% of students thought L1 should be used rarely, and a mere 8.7% supported its frequent use.

The findings from Questions 5 and 6 reveal that all student subjects are Vietnamese, each facing individual challenges in understanding English literary texts Despite being in the same class, their proficiency levels in English vary significantly Compounded by limited exposure to general English courses, these students struggle to effectively use the target language to engage with literary works Even with the time allocated for reading assigned texts, their comprehension is hindered by a restricted vocabulary and cultural differences inherent in the literature.

Students immersed in a Vietnamese community often struggle to break the habit of using their first language (L1) even during American Literature classes This reliance on L1 is essential for their enjoyment and understanding of English literary texts Consequently, a significant 96.7% of students expressed a desire for L1 to be incorporated into literature classes under various circumstances.

In teaching American Literature, relying solely on the traditional method of using only the target language (L2) can lead to a decline in student engagement and enthusiasm, both in class and during independent study To effectively support students, teachers must understand their perspectives and needs, allowing them to provide meaningful assistance.

It is not easy to help every student in such a big-sized class of more or less

100 students; however, in her own belief, the researcher thinks that every problem can be solved with the teacher’s enthusiastic heart and appropriate ways of teaching

4.1.5 Students’ ideas of the situations in which L1 should be used in class

In addition to a space provided for the student subjects’ other ideas, Question

In the context of American Literature classes, the question arises: "When is it appropriate to use Vietnamese in the English classroom?" This inquiry presents eight options for consideration, highlighting various situations where the use of the first language (L1) may enhance the learning experience.

(3) To define some new vocabulary items;

(4) To explain difficult concepts or ideas;

(6) To help students feel more comfortable;

(7) To carry out classroom activities;

(8) To summarize the material already covered

Findings from Question 7 reveal that no students believe L1 should be used to introduce new materials A small percentage (6.5%) think L1 is suitable for checking comprehension, while 13% find it appropriate for classroom activities, and 14.1% support its use for giving instructions By their fourth year of tertiary education, students have adapted to using the target language for various tasks Notably, 51.1% of students prefer their teacher to use L1 for defining new vocabulary, and an overwhelming 89.1% suggest using L1 to clarify difficult concepts in literary texts.

Teachers’ responses to questionnaire

4.2.1 Teachers’ age, gender, years of teaching, and qualification

At VLU, four non-native teachers, aged between 43 and 64, are currently teaching American Literature, with only one male among them Their responses to a questionnaire are crucial for the study, as they provide valuable insights into the teachers' perspectives on the role of L1 in the teaching and learning of American Literature.

All of the teacher subjects have been teaching American Literature for a long time, at least 16 years; one among them has been teaching for more than 30 years

One teacher holds a PhD; the other two hold an MA in TESOL; the last one is working on her MA in TESOL

The following tables and charts summarize information about the teachers’ age, gender, qualification, and years of teaching English

Table 4.13: Distribution of the teachers’ age

Chart 4.10: Distribution of the teachers’ age

Frequency Percent Valid Percent Cumulative Percent

Table 4.14: Distribution of the teachers’ gender

Chart 4.11: Distribution of the teachers’ gender

Table 4.15: Distribution of the teachers’ years of teaching

Chart 4.12: Distribution of the teachers’ years of teaching

Table 4.16: Distribution of the teachers’ qualifications

Chart 4.13: Distribution of the teachers’ qualifications

4.2.2 Teachers’ attitudes towards using L1 to teach American Literature

All the teachers (100%) said yes to Question 5 “In your opinion, should

Vietnamese be used in American Literature classes?” which asked whether or not

L1 should be used in American Literature classes However, they gave different ideas of the frequency in which L1 should be used

In addition to a space provided for the teacher subjects’ other ideas, Question

The survey posed the question, "How often do you think Vietnamese should be used in American Literature classes?" Participants were given six response options: never, rarely, sometimes, fairly frequently, and only when it aids comprehension.

The following table summarizes the teacher subjects’ attitudes towards using L1 to teach American Literature

Table 4.17: Teachers’ attitudes towards using L1 to teach American Literature

The fact that no teacher (0%) chose never proves that the use of L1 in

American Literature classes are deemed necessary, yet there is a lack of consensus among four teachers regarding the frequency of using the first language (L1) in instruction One teacher (25%) opted for rare usage, another (25%) for occasional use, while a third (25%) favored fairly frequent application Two teachers (50%) believed that L1 usage should be tailored to the students' proficiency levels However, all four teachers (100%) agreed that L1 should only be employed when absolutely necessary.

The varying suggestions from teachers regarding the frequency of L1 usage in American Literature classes highlight the challenge of defining its appropriate extent This indicates that relying solely on teachers' personal opinions about L1 may not adequately address the needs of students.

4.2.3 Teachers’ ideas of the situations appropriate for L1 to be used in American Literature classes

In addition to a space provided for the teacher subjects’ other ideas, Question

In American Literature classes, the use of Vietnamese can be appropriate in various situations, as indicated by the eight options provided for consideration.

(3) To define some new vocabulary items;

(4) To explain difficult concepts or ideas;

(6) To help students feel more comfortable;

(7) To carry out classroom activities such as pair work or group work;

(8) To summarize material already covered

Below are the results obtained from the analysis of all the data collected from the teachers’ responses to Question 7:

In a recent survey, only 25% of teachers supported the use of L1 for defining new vocabulary items, while 100% agreed on its necessity for explaining difficult concepts in literary texts Notably, no teachers advocated for the use of L1 in the other specified situations, which were numbered from 1 to 2 and from 5 to 8.

The following table summarizes the teachers’ ideas of the situations in which the use of L1 is considered as appropriate in American Literature classes

To explain difficult concepts or ideas 4 100

To help students feel more comfortable 0 0

To carry out class activities 0 0

Table 4.18: Teachers’ ideas of the situations appropriate for L1 to be used in American Literature classes

Teachers in American Literature classes believe that using the first language (L1) is unnecessary for introducing new material or giving instructions, which may hinder students' comfort and engagement with the subject Relying solely on the second language (L2) for classroom activities restricts student participation, as many struggle with comprehension of literary texts and lack sufficient vocabulary This limitation can lead to decreased motivation and increased absenteeism among students, which will be documented in subsequent class observations.

All teachers unanimously agreed on the importance of explaining challenging concepts in literary texts However, the degree to which they utilize the first language (L1) for this purpose varies according to their personal beliefs, which may not necessarily align with the needs of the students.

4.2.4 Teachers’ reasons for using L1 to teach American Literature

In addition to a space provided for the teacher subjects’ other suggestions, Question 8 “Which of the following reasons do you think best to use Vietnamese in

American Literature classes?” offered four options for them to choose from, concerning the teachers’ reasons for using L1 in teaching American Literature:

(1) L1 aids to the students’ comprehension greatly;

(2) It is more effective to use L1 in teaching;

(4) Using L1 makes the students feel comfortable and enjoy the texts more Below are the findings from the teacher subjects’ responses to Question 8:

- Half of the teachers (50%) thought that the use of L1 would help the students to understand better and help the teachers to save time;

- One-fourth of the teachers (25%) thought the use of L1 would help the teachers to teach more effectively and to help the students to enjoy literary texts more

The following table summarizes the teachers’ reasons for using L1 in teaching American Literature

The use of L1 aids comprehension greatly 2 50

The use of L1 helps to teach more effectively 1 25

The use of L1 saves time 2 50

The use of L1 makes students feel comfortable and enjoy literary texts more 1 25

Table 4.19: Teachers’ reasons for using L1 in teaching American Literature

Half of the teachers believe, as noted by Willis (1981) and Harbord (1992), that using the first language (L1) in English as a Foreign Language (EFL) classrooms is an efficient way to clarify complex concepts, particularly given the limited time Vietnamese teachers have to cover American Literature This perspective highlights the practicality of L1 usage Conversely, the other half of the teachers express concerns about student comprehension, aligning with the views of Willis, Burden (2000), and Pachler and Field (2001), who argue that incorporating L1 can enhance the learning of a second language (L2).

Only 25% of teachers believe that using L1 enhances teaching effectiveness, while an overwhelming 98.9% of students feel that L1 aids their understanding of the subject This disparity suggests that the majority of teachers' confidence in using L2 for complex subjects like American Literature may discourage students from requesting L1 support when they struggle with literary texts Consequently, a significant mismatch exists between students' needs and teachers' responses to those needs.

4.2.5 Teachers’ experiences of using only L2 to teach American Literature

Questions 9 to 12 focus on teachers' experiences with using only L2 in the classroom, their students' responses, and the strategies they employed to address any challenges All participating teachers acknowledged their attempts to teach American Literature exclusively in L2 and shared their insights with the researcher.

4.2.5.1 Students’ reactions to the teacher’s using only L2 to teach

In addition to a space provided for the teacher subjects’ other descriptions of their students’ unpredicted reactions, if any, Question 9 “Have you ever tried to use

In American Literature classes conducted exclusively in English, students may exhibit a range of reactions to challenging concepts These reactions could include confusion over complex themes, frustration with language barriers, increased motivation to improve their English skills, a sense of accomplishment when grasping difficult ideas, or a desire for supplementary resources to aid their understanding.

(1) The students would try their best to understand literary texts by themselves;

(2) The students would discuss literary texts with their classmates;

(3) The students would feel lost;

(4) The students would feel uncomfortable;

(5) The students would ask their teacher to explain literary texts in L1

Below are the findings from the teacher subjects’ responses to Question 9:

- The first half of the teachers (50%) noticed that their students would try to understand literary texts by themselves while the second half (50%) reported that their students would feel uncomfortable;

- One-fourth of the teachers (25%) said that their students would, negatively, felt lost, or positively, discuss literary texts with their classmates;

-Three-fourths of the teachers (75%) reported that their students would ask them to give explanations in L1

The following table presents the students’ reactions to the teacher’s using only L2 to teach American Literature

Try to understand by themselves 2 50

Ask the teacher to use L1 in class 3 75

Table 4.20: Students’ reactions to the teacher’s using only L2 to teach American Literature

The high percentage of students (75%) requesting their teacher's explanations in L1 indicates that the current application of L1 in American Literature classes fails to meet students' needs This concern is further emphasized by the fact that an equal percentage of teachers (75%) are neglecting the use of L1 in their instruction.

Vietnamese students often hesitate to ask their teachers for clarification on literary texts due to cultural norms and personal concerns They view requesting a re-explanation as disrespectful, fearing it may upset the teacher Additionally, students worry about prolonging the lesson and prefer to maintain their dignity by not revealing their struggles with understanding the material in a second language This reluctance is evident, as nearly 50% of students attempt to comprehend the texts independently.

4.2.5.2 The extent to which students enjoyed their lessons when only L2 was used to teach American Literature

In response to Question 10 regarding student enjoyment in American Literature lessons without the use of Vietnamese, 50% of teachers indicated that their students did not find the lessons very enjoyable, particularly when dealing with challenging texts Conversely, the other 50% expressed a more optimistic view, suggesting that students still enjoyed the lessons to a fair extent despite the difficulties presented by the literature Notably, no teachers reported that students either greatly enjoyed the lessons or found them completely unenjoyable.

The following table summarizes the teachers’ ideas of how their students enjoyed lessons when only L2 was used to teach American Literature

Students enjoyed their lessons Response Percent

Table 4.21: Teachers’ ideas of how their students enjoyed American Literature lessons

As presented in Table 4.21, the teachers’ using only L2 to teach American

Reports on classroom observations

In the initial four weeks, students exhibited a negative attitude towards learning American Literature when instructed solely in L2 However, when the teacher incorporated L1 alongside L2 for the remainder of the course, students' attitudes shifted positively, leading to increased cooperation and regular, joyful attendance in classes These findings highlight the significant impact of using both languages on student engagement and learning outcomes.

During Week 1, 94 out of 116 students attended classes, displaying excitement and active participation Their enthusiasm for studying American Literature was evident, as they cooperated well and found enjoyment in the learning process The instruction was conducted entirely in L2.

In Week 2, student attendance slightly declined to 86 out of 116, reflecting a decrease in enthusiasm, although cooperation remained evident Students appeared attentive yet struggled to engage with the lesson, as the teacher exclusively used L2 for instruction and classroom management While observing the class, the researcher, who also assumed the teacher's role, overheard a conversation between two female students.

25 A: Mình thích môn văn học, nhưng bả nói toàn tiếng Anh làm sao mà hiểu được

S1: I like learning literature but our teacher just uses only L2 in class How can I understand what she says?

I find this subject exhausting and unappealing, but if I must study it, I want to fully grasp the texts If I can't find any value in it, I see no reason to continue learning Our teacher acts as if she is highly proficient in English, yet I wonder why she doesn't use Vietnamese to make the literary texts easier for us to understand.

S1: It’s not easy for all of us But if we don’t try to learn this compulsory subject, how can we have enough marks for the final test?

The researcher questioned her approach of teaching American Literature solely in L2 after overhearing her students express dissatisfaction To address their frustration, she contemplated incorporating L1 alongside L2 in her teaching methods.

In Week 3, student attendance dropped to 80 out of 116, reflecting a decline in enthusiasm and engagement during literature classes Many students appeared confused, with some distracted by their cell phones or focusing on other subjects, resulting in a less vibrant classroom atmosphere compared to Week 1 This shift indicated a waning interest in literary texts, particularly as the teacher exclusively used L2 Observing the students' tired and frustrated expressions, the researcher recognized their struggle to engage with American Literature Consequently, she contemplated incorporating L1 into her teaching approach while awaiting further reflection to ensure the effectiveness of her methods for this essential subject.

B: Ừ, chán bỏ sừ, tớ thì không thích môn học này cho lắm, nhưng đã học thì phải hiểu Học mà không hiểu thì học làm gì Bả làm như hay lắm Sao không chịu nói tiếng Việt cho người ta nhờ?

A: Việc này làm khó chúng ta đây Nhưng nếu chúng ta không ráng học thì làm sao có điểm để ra trường chứ!

B: Bởi vậy mới nói, nếu không bị bắt buộc chắc tớ không học đâu

During Week 4, student attendance dropped further to 77 out of 116, contributing to a less engaging classroom atmosphere The researcher noted a sense of disappointment among the students, who appeared unenthusiastic and worried about being called upon by their teacher, who exclusively used the second language (L2) during lessons Some students resorted to drawing on their desks, highlighting their disengagement.

During Week 5, student attendance dropped significantly to 73 out of 116, indicating a negative state that hindered their readiness for cooperative class and group activities Many students appeared lost, prompting the researcher to believe that incorporating 15% L1 for explaining new vocabulary and summarizing the literary text was essential Fortunately, by the second period of the fifth class meeting, the atmosphere improved, and students appeared more engaged and satisfied.

In Week 6, student attendance improved slightly, reaching 77 out of 116 The teacher utilized approximately 75% L2 and 25% L1 during lectures and class activities A positive attitude among students was evident as they engaged with the teacher and peers by asking and answering questions However, students remained hesitant to participate in class and group activities due to the limited time allocated for L1 use, highlighting the significant role of L1 in teaching and learning American Literature at VLU.

In Week 7, student attendance increased to 87 out of 116, reflecting a positive trend The language usage in the classroom was approximately 75% in the target language (L2) and 25% in the native language (L1) Students demonstrated enthusiasm in reading and comprehending the week's literary text effectively.

In Week 8, attendance reached a peak with 110 out of 116 students present The classroom interaction was characterized by a language distribution of approximately 75% L2 and 25% L1, utilized by both the teacher and students This environment has fostered greater confidence among the students, who are now well-prepared for the upcoming midterm test.

In Week 9, student attendance slightly decreased to 90 out of 116 compared to the midterm test day Both the teacher and students utilized over 25% of their first language (L1) during the class Despite the drop in attendance, students appeared satisfied and demonstrated a good understanding of the week's literary text, indicating that they enjoyed the lesson.

In Week 10, student attendance remained consistent at 88 out of 116 Approximately 50% of the language used in class was in L1, facilitating better understanding As a result, students comprehended the week's literary text thoroughly and expressed high levels of enjoyment.

In Week 11, student attendance rose to 94 out of 116, contributing to a vibrant learning environment The effective use of approximately 50% L1 alongside L2 by both the teacher and students facilitated a deeper understanding of the material, leading to genuine enjoyment in the learning process.

Reports on the interviewees’ opinions

During the ninth week of the American Literature course at VLU, interviews were conducted with 12 students after four weeks of instruction solely in L2 and an additional four weeks using both L1 and L2 The students provided valuable insights regarding their experiences in the course.

4.4.1.1 How do you enjoy studying American Literature?

More than half of the student-interviewees (58.33%) asserted enjoying learning American Literature because of the following reasons:

- I can learn many things from literary texts (S2);

- I can compare and contrast different cultures and literatures to see how people are proud of their own (S4);

- We can understand or admire the beauty of the language and interesting things in literary texts (S5 and S9);

- We know the characters’ psychology states and lifestyles (S9 and S12);

- Literature improves human knowledge (S3, S5 and S12) which can be applied in the real life (S4)

The rest (41.66%) did not enjoy learning American Literature because:

- I do not have enough time (S7);

- I have to, not want to, learn such a compulsory subject (S6)

4.4.1.2 Do you want your teacher to use Vietnamese in the American

All the student-interviewees said yes to this question This proves that the use of L1 in teaching American Literature really met the student subjects’ need

4.4.1.3 Does the use of Vietnamese help you to understand literary texts written in English?

All student interviewees affirmed the importance of comprehensively understanding literary texts written in English, reinforcing the previous question regarding their needs.

4.4.1.4 In what situations do you think Vietnamese is appropriate to be used in the American Literature class?

The student-interviewees differed in identifying appropriate situations for L1 to be used in the American Literature class In their beliefs, Vietnamese should be used to:

- Analyze literary texts, especially symbolism, figurative meaning and the psychology of the texts’ characters (S1, S3, S5, S9 and S12);

- Explain difficult ideas or concepts (S6 and S7);

- Present new lexical items (S6, S7 and S8);

- Nurture the students’ understanding of the texts in difficult situations (S1, S3, S4 and S5);

- Help students present ideas more easily (S2, S5, S6 and S12)

- Perform teacher-student and student-student discussions (S6 and S7)

4.4.1.5 Does the use of Vietnamese help you to be relaxed and more comfortable in the American Literature class?

A significant majority of student interviewees, specifically 66.66%, indicated that their mother tongue offered them a sense of comfort while navigating challenges in learning American Literature.

4.4.1.6 How much is Vietnamese considered as used appropriately in the

The student-interviewees differed in determining the percentage considered as appropriate for the use of Vietnamese in the American Literature class:

- From 5% to 10% L1 in class (S4 and S5)

Some students (S1, S3 and S7) believed that the amount of time for using Vietnamese depends on real situations, varying according to how difficult the English literary texts are

The students’ responses can be summarized in the following tables

Do you want your teacher to use L1? 12 0 100 0

Does L1 help you to understand? 12 0 100 0

Does L1 help you be relaxed and comfortable? 8 4 66.66 33.33

Table 4.24: Students’ responses to the interview questions

How much is the use of L1 enough?

Table 4.25: Students’ responses to how much is the use of L1 enough?

The interviews with student subjects indicate that their first language (L1) significantly aids in comprehending and appreciating literary texts in the target language, particularly when analyzing symbolism, figurative meanings, and complex characters, as well as grasping new vocabulary and challenging concepts This raises the question of whether dedicated and well-trained teachers should consider integrating L1 alongside the second language (L2) in teaching American Literature when appropriate.

To enhance the credibility of the study's findings, four interviews were conducted with experienced American Literature teachers, all of whom granted permission for their insights to be quoted in this M.A thesis.

Below are the teacher-interviewees’ opinions relevant to the issue of using L1 in teaching and learning American Literature

Should L1 be used in the

Does L1 help students understand literary texts? 3 1 75 25

Does L1 help students be relaxed and more comfortable? 2 2 50 50

Table 4.26: Teachers’ responses to the interview questions

How much is L1 considered as appropriately used?

Table 4.27 Teachers’ responses to how much is L1 considered as appropriately used?

4.4.2.1 Should Vietnamese be used in the American Literature class?

All interviewed lecturers unanimously agreed on the importance of using L1 in teaching American Literature, with many indicating that its use is sometimes unavoidable.

4.4.2.2 Does the use of Vietnamese help your students to understand literary texts?

A significant majority of teacher-interviewees, specifically 75%, affirmed that incorporating the first language (L1) in teaching American Literature enhanced students' comprehension of literary texts Given the varying proficiency levels among students, L1 served as a crucial tool to assist those facing challenges in engaging with and appreciating American Literature.

4.4.2.3 In what situations do you think Vietnamese is appropriate to be used in the American Literature class?

The teacher-interviewees’ beliefs, L1 should be used when the teacher is required to:

- Explain new lexical items under time constraints (T1, T2 and T3)

- Explain difficult ideas or concepts in literary texts (T1, T2 and T3);

- Check students’ comprehension for proof that they understand literary texts thoroughly (T4)

4.4.2.4 Does the use of Vietnamese help your students to be relaxed and more comfortable?

Fifty percent of the teachers interviewed believed that incorporating the students' first language (L1) in American Literature instruction enhanced comfort and enjoyment in learning, highlighting the importance of translating literary texts into L1.

4.4.2.5 How much is Vietnamese considered as used appropriately in the American Literature class?

The teacher-interviewees did not quite agreed on how much the use of L1 is considered as appropriate in American Literature classes:

- Under certain situations, the way the teacher used L1 helped the students understand a literary text thoroughly and/or sense its artistic values (T1);

- Explaining new words or translating literary texts written in target language into L1 was a good way to make students understand the difficult concepts or ideas of the literary texts (T2);

Using L1 to explain complex ideas in literary texts enhances students' understanding of American Literature It also aids in connecting Vietnamese concepts to their English counterparts, ultimately enriching their appreciation of the literary works.

- If emphasis was placed on the students’ greater appreciation of literary texts, the use of L1 would obviously be important and necessary (T4)

Interviews and questionnaires reveal a consensus among teachers regarding the use of L1 in American Literature classes The notion that lessons should exclusively be conducted in L2 to enhance language exposure has proven impractical in the context of teaching American Literature While L1 use may be restricted, students inevitably rely on their mother tongue to comprehend and interpret literary texts, including English-Vietnamese translations The effectiveness of teaching should be measured by students' understanding and appreciation of the selected literary works Therefore, it is recommended that L1 be allowed in American Literature classes to bridge the significant gap between students' limited English proficiency and the challenging nature of the curriculum in Vietnam's higher education.

Summary

A study conducted for this M.A thesis indicates that most students enjoy learning American Literature, despite facing challenges An impressive 95.7% of students expressed a preference for their teacher to use their first language (L1) when defining new vocabulary and explaining complex concepts, which they identified as the most suitable scenarios for L1 usage in class This perspective is echoed by teachers, with 66.7% noting that L1 usage saves time, while 86.7% believe it enhances students' understanding of literary texts, and 60% feel it contributes to a more enjoyable learning experience.

Teachers and students often have differing perspectives on the role of understanding literary texts While teachers believe that students should independently grasp the complexities of these texts, students express a desire for teachers to take a more active and supportive role in helping them navigate challenging concepts in American Literature.

Classroom observations reveal that the use of L1 significantly enhances the teaching and learning of American Literature at VLU This approach not only boosts student participation in class activities through pair and small group interactions but also increases their regular attendance in classes.

IMPLICATIONS AND RECOMMENDATIONS