An investigation into teachers use of vietnamese in teaching english reading comprehension classes at some high schools in dong thap province

INTRODUCTION

Background of the research

The debate over the use of students' mother tongue in foreign language classrooms remains contentious Advocates of the monolingual approach argue that exclusive use of the target language enhances learning effectiveness, suggesting that the native language should be avoided Krashen (1981) supports this view, positing that language learners progress similarly to how they acquire their first language, thus minimizing the role of the mother tongue in the educational process.

The degradation of the mother tongue can have detrimental psychological effects on learners (Nation, 1990) Auerbach (1993) recognized the significant benefits of using the mother tongue in educational settings, highlighting its roles in classroom management, language analysis, presenting grammatical rules, discussing cultural diversity, providing instructions, explaining errors, and assessing comprehension.

Le (2004) highlights misconceptions in foreign language teaching methodologies, particularly the belief that effective communicative teaching should avoid using the mother tongue in the classroom This advice primarily stems from multilingual environments where using the target language is essential However, in monolingual classes where teachers and students share a common language, utilizing the mother tongue has significant advantages It allows for quick translations, aids in task discussions, ensures clear understanding of instructions, and facilitates classroom management, especially for younger or beginner learners Additionally, Le challenges the notion that translation is a non-communicative technique, asserting that translation activities can be both efficient and creative, encompassing the translation of ideas and concepts Therefore, integrating translation into language learning can enhance communication and understanding.

In order to make clear the matter whether to use or not to use L1 in teaching English as foreign language, the researcher plans to carry out the thesis “An

Investigation into Teacher’s Use of Vietnamese in Teaching English Reading Comprehension Classes at Some High Schools in Dong Thap Province”.

Rationale of the study

With over ten years of experience teaching English, the researcher strives to enhance the quality of her classes and improve her students' reading skills However, she has observed that many of her Grade ten students often struggle with difficult vocabulary and unfamiliar topics Additionally, they may lack sufficient time to comprehend reading texts or complete assigned tasks if their teacher does not address their needs in their native language.

Reading is a fundamental skill in acquiring a foreign language, particularly in Vietnam, where it plays a crucial role in examinations across various educational levels While reading strategies can assist students in understanding texts, the Vietnamese language often serves as a supportive tool for secondary education students to enhance their comprehension of English reading lessons The results of this research may provide valuable insights for improving the effectiveness of English reading comprehension instruction.

Research aims

This thesis explores the perceptions of teachers and students regarding the use of Vietnamese in English reading comprehension classes It also examines the actual application of Vietnamese in five high schools located in the Thap Muoi and Cao Lanh districts of Dong Thap province.

The investigation particularly seeks to answer the following questions:

1 What are the teachers’ and students’ perceptions of the role of mother tongue (Vietnamese) in teaching and learning English reading?

2 How has Vietnamese been used in teaching English reading comprehension classes at some high schools in Dong Thap province?

3 What are suggestions for using Vietnamese to teach English reading comprehension classes more effectively and communicatively?

Research scope

This thesis examines the use of Vietnamese by teachers in English reading comprehension classes across five high schools in Dong Thap province: Thap Muoi, Doc Binh Kieu, Phu Dien, Truong Xuan, and Cao Lanh 2 The findings aim to provide valuable insights for educators seeking to enhance their teaching of English reading skills.

Research significance

This thesis aims to enhance English reading instruction by providing valuable insights and suggestions The researcher affirms the effectiveness of incorporating Vietnamese in teaching English reading, which supports her teaching methodology Additionally, the findings are intended to benefit other educators interested in improving their teaching practices in this area.

Structure of the thesis

This thesis consists of five chapters

Chapter 1 presents a general overview of the study It states the background, the rationale, the aims, the scope, the significance and the organization of the study

Chapter 2 offers an overview of the literature and previous studies related to the thesis

Chapter 3 provides detailed description of the research methodology, participants, data collection and data analysis

Chapter 4 describes the findings from the questionnaires, the classroom observations of teachers and students at five high schools in Thap Muoi and Cao Lanh districts, Dong Thap province Based on the findings, this chapter will discuss some problems related to the reality of using Vietnamese in teaching English reading comprehension classes

Chapter 5 summarizes the results of the investigation Meanwhile, it also mentions suggestions and implications for further studies.

LITERATURE REVIEW

Literature review

2.1.1 Definition of the first language (L1) or mother tongue (MT)

In Richards, J.C & Rodgers, T.S (1986), the term mother tongue is the first language that the child learns The child learns his mother tongue in a naturalistic way, not through formal teaching

Synonyms for mother tongue include first language, home language, family language, heritage language, and community language It is the primary language that a speaker uses for intuitive understanding of language, encompassing its form, structure, and meaning For bilinguals and multilinguals, the mother tongue serves as the preferred language for complex cognitive reasoning (Byram, M, 2004, 418).

2.1.2 Historical Background of L1 in Foreign Language Teaching Methodologies

Talking about the historical background of L1 in L2 acquisition, according to Nazary M (2008) a common classification of methods is: Traditional, Alternatives and Current Communicative Methods

In English language teaching (ELT), traditional methods include the Grammar Translation Method, Direct Method, and Audiolingual Method, while alternative approaches feature the Silent Way, Suggestopedia, Total Physical Response, and Community Language Learning.

Communicative Approaches, including Communicative Language Teaching and the Natural Approach, contrast sharply with the Grammar Translation Method (GTM), which heavily relies on students' native language (L1) and translation techniques throughout lessons As noted by Celce-Murcia (1991), GTM minimizes the use of the target language, focusing instead on instruction in the students' native language The excessive reliance on translation characterized GTM's prevalence in English teaching until the "Reform Movement," when educators advocated for minimizing L1 usage, permitting it only for explaining new vocabulary or assessing comprehension (Richards & Rodgers, 2001).

In 1997, a modified version of the Grammar-Translation Method (GTM), known as the "Functional-Translation" method, was proposed, emphasizing the importance of helping students understand and communicate meaningful ideas effectively This approach leverages the students' first language (L1) to achieve its goals Larsen-Freeman (2000) succinctly described the role of L1 in English as a Foreign Language (EFL) contexts, supporting its significance in classroom procedures and summarizing its function across various English Language Teaching (ELT) methods.

The Grammar Translation Method clarifies the meaning of the target language by translating it into the students' native language, with instruction predominantly conducted in that native language.

The Direct Method and Audio-lingual Method emphasize the exclusion of students' native language in the classroom, as its use is believed to hinder their ability to effectively learn the target language.

The Silent Way method allows for the use of students' native language to provide essential instructions and enhance pronunciation At the initial stages of learning, the native language is also utilized during feedback sessions to support student understanding and development.

Suggestopedia employs native-language translation to clarify dialogue meanings, with teachers incorporating the native language in class as needed Over time, the reliance on L1 diminishes, promoting greater immersion in the target language.

Community Language Learning enhances students' security by utilizing their native language (L1), which serves as a bridge from the familiar to the unfamiliar This approach facilitates classroom directions and sessions where students can express their feelings and be understood in their L1, fostering a supportive learning environment.

Total Physical Response (TPR) is an effective teaching method that begins with instruction in the students' native language, but quickly transitions to minimal use of that language This approach emphasizes understanding through physical movements, ensuring clarity of meaning during lessons.

 Communicative Language Teaching: Judicious use of the students‟ native language is permitted in communicative language teaching (p.132)

In conclusion, L1 has had a variety of functions nearly in all teaching methods except in Direct Method and Audiolingualism

2.1.3 The Role of L1 in EFL context

Atkinson (1987) emphasized the often-overlooked significance of the mother tongue (L1) in monolingual classrooms, arguing that it deserves greater focus in both methodology discussions and teacher training He believes that the potential of L1 as a valuable classroom resource is substantial and should be a key consideration in developing a modern approach to Teaching English as a Foreign Language (TEFL) for adolescents and adults.

Atkinson (1987) emphasized the importance of utilizing the first language (L1) in foreign language teaching, suggesting its effective use for eliciting language, checking comprehension, and developing learning strategies across all levels He argued that the role of L1 is often undervalued in monolingual classrooms, stating that neglecting it can lead to less efficient teaching practices.

2.1.4 Definition of Reading Comprehension and the Importance of Reading Comprehension in Learning English

There are many definitions of reading comprehension Reading comprehension is

Reading comprehension involves the ability to understand and extract essential information from a text effectively It is defined as a cognitive process where readers construct meaning before, during, and after reading, integrating the author's information with their own background knowledge.

Reading can be particularly challenging when the material is unfamiliar, technical, or complex (McNamara, 2007) For some readers, comprehension remains elusive; they may grasp individual words but struggle to connect them into coherent ideas Comprehension involves understanding the relationships between ideas presented in the text, as defined by Sheng (2000) It encompasses the conscious strategies that facilitate understanding, making reading comprehension a negotiation of meaning between the reader and writer This complex psychological process includes various linguistic factors, such as phonological, morphological, syntactic, and semantic elements Ultimately, readers do not need to understand every detail of the text to derive meaning from it.

Reading comprehension is a crucial skill in both learning and teaching a foreign language, as it reflects the ability to understand and process written information According to Zimmerman, "Reading comprehension is essentially the ability to understand what has been read." This skill is fundamental for effective communication and language acquisition.

Alderson and Urguhart (1984, p.95) pointed out “the reading comprehension process focuses on three elements: the text being read, the background knowledge possessed by the reader and contextual aspects”

Previous studies

Mentioning the use of L1 in EFL teaching and learning, there have been many research and articles both in Vietnam and abroad

The inclusion of a learner's mother tongue in English as a Foreign Language (EFL) classrooms has sparked extensive debate and discussion over the years In the past three decades, a significant amount of research has explored the impact and role of the mother tongue in EFL education.

Research highlights the significant role of first language (L1) use in English as a Foreign Language (EFL) classrooms across various contexts Schweers (1999) found that 100% of Spanish-speaking students and 88.7% of teachers believed Spanish should be utilized in English classes, with 86% of students agreeing that L1 aids in explaining complex concepts Similarly, Tang (2002) reported that Chinese teachers and students supported the incorporation of L1 in EFL settings Al-Nofaie (2010) revealed positive attitudes towards Arabic use in a Saudi intermediate girls' school, with preferences for L1 in explaining grammar, vocabulary, and exam instructions Additionally, Kharma and Hajjai (1989) found that 93% of Arabic-speaking teachers and 95% of students employed L1 for various instructional purposes, including explaining new items (71%), grammatical points (66%), and addressing difficult questions (63%).

A significant portion of teachers (64%) utilized a smaller number for various classroom activities, including explaining instructions, reading attendance lists, advising late-comers, conducting discussions, assigning homework, clarifying reading passages, providing daily instructions, outlining lesson procedures, and managing greetings and farewells.

A case study by Bouangeune (2009) at the National University of Laos demonstrated the effectiveness of using the first language (L1) in teaching vocabulary through translation exercises and dictation The study found that the experimental group outperformed others in both direct translation and contextual vocabulary These results offer empirical support for incorporating L1 in second language (L2) classrooms The researcher emphasized that to avoid misunderstandings of new vocabulary, teachers should provide clear, simple, and concise explanations in the learners' first language.

Numerous important studies have investigated the role of the first language (L1) in the process of learning and teaching reading in a second or foreign language These findings indicate that the strategic use of L1 can effectively facilitate the acquisition of the English language.

The use of Vietnamese in English Language Teaching (ELT) has been shown to be beneficial in various contexts, as participants highlighted its positive role in the classroom Atkinson (1987) recognized the potential of L1 as a valuable classroom resource, a view supported by Kieu (2010), who identified key situations for using Vietnamese, such as explaining grammar, introducing new vocabulary, and checking for understanding These situations are flexible and should be adapted to the specific context of each class Teachers emphasized that using Vietnamese aids in clarifying complex grammatical points and difficult vocabulary, ensuring students grasp the lessons effectively Over-reliance on English can lead to confusion, making it essential to incorporate Vietnamese for comprehension checks and feedback Findings indicate that the judicious use of Vietnamese varies across ELT classrooms, tailored to meet specific educational needs A related study by Nguyen (2011) at Ba Vi High School found that a significant majority of both teachers (83.3%) and students (91%) favor the inclusion of Vietnamese in English classes, reinforcing the rationale for its use in EFL settings.

Chapter Summary

The use of students' mother tongue in English classrooms has been a topic of debate among EFL researchers To gain a deeper insight into the perspectives of teachers and students regarding the incorporation of L1 in the EFL classroom, further studies involving classroom observations and questionnaires in various contexts, particularly in Vietnam, are essential.

METHODOLOGY

Research Methodology

The research utilized both quantitative and qualitative approaches to gather comprehensive data This combination was chosen to enhance the quality and quantity of the findings, as the two methods effectively complement one another.

Research Instruments

The research instruments to collect data were the questionnaires and class observations, and in this thesis, the questionnaires were the key instrument

According to McMillan & Schumacher (1993), questionnaires are the primary tool for gathering information from participants, as they are the most commonly used method for data collection Bell (1993) highlighted the advantages of this approach, noting its cost-effectiveness and efficiency in recording data while allowing participants to skip irrelevant questions In this study, both closed-ended and open-ended questions were utilized to explore teachers' use of Vietnamese in English reading comprehension classes The questionnaires facilitated rapid data collection, enabling the researcher to obtain substantial information from multiple participants simultaneously Designed with the classroom context in mind, forty questionnaires were distributed to teachers and eighty to students, featuring twenty questions focused on their perceptions of the role of Vietnamese in English teaching and learning.

The study examines the use of Vietnamese in English reading comprehension classes across five high schools in Dong Thap province It primarily utilized close-ended questions for their simplicity and efficiency for both respondents and researchers, while also incorporating some open-ended questions to gather additional insights The questionnaires were initially crafted in English and subsequently translated into Vietnamese to ensure that participating students could comprehend the questions fully, leading to more accurate responses.

Classroom observations significantly contributed to the study's findings, alongside questionnaires The researcher developed a classroom observation sheet to analyze the use of Vietnamese in English reading comprehension classes Key areas of focus included the occasions when Vietnamese was utilized, such as managing the class, explaining task instructions, clarifying word meanings, addressing complex ideas and grammar rules, discussing cultural diversities, correcting pronunciation errors, checking comprehension after lessons, and providing immediate feedback to students facing learning difficulties.

Class observation proved invaluable for the researcher, allowing a comparison between participants' perceptions and their actual activities Through three observations at Thap Muoi High School, it became evident that the use of Vietnamese was influenced by four key factors: students' proficiency in understanding spoken English, the teacher's ability to communicate complex ideas in English, inadequate teaching resources, and the complexity of reading texts accompanied by challenging tasks.

Participants and Research Site

The investigation was conducted in five high schools in Dong Thap province, with four located in Thap Muoi district and one in Cao Lanh district The study involved 40 English teachers and 80 basic English 10 students, all of whom actively participated in questionnaires and classroom observations The teachers, with teaching experience ranging from 3 to 25 years, included four with MA degrees and the rest holding BA degrees The researcher also attended three English reading classes at Thap Muoi high school This thesis aimed to explore the reasons, timing, and methods employed by teachers in using Vietnamese during English comprehension classes in the first term of the 2012-2013 academic year.

10 from 2 classes at Thap Muoi high school in Dong Thap province All of the students are from 15 to 17 years old Most of them have studied English for at least

8 years Therefore, they have already shared the common experience of studying English reading comprehension at high school.

Data Analysis

This study provides both quantitative and qualitative insights derived from questionnaires and classroom observations The researcher meticulously analyzed the data, focusing on both open and closed-ended questions in the questionnaires Closed-ended questions were evaluated through percentage calculations, while open-ended responses were categorized into themes reflecting teachers' and students' understanding of relevant issues Classroom observations served as a supplementary method to enhance the reliability of the collected data, with results also being systematically counted and analyzed All data calculations were performed manually for accuracy.

Chapter Summary

In conclusion, the researcher employed a mixed-methods approach, utilizing both quantitative and qualitative data collected from questionnaires completed by 40 teachers across five high schools in Dong Thap province, along with input from 80 students and observations from three classes at Thap Muoi High School, to ensure a thorough and reliable analysis for her thesis.

FINDINGS AND DISCUSSIONS

Findings and Discussion

The twenty-item questionnaires were administered to students and teachers to gather their insights on the role of Vietnamese in English as a Foreign Language (EFL) contexts, particularly in English reading comprehension classes The collected data were manually analyzed and illustrated in charts, followed by a comprehensive overview of the participants' responses.

Question 1: The use of Vietnamese is necessary in EFL in Vietnamese context

A survey conducted on the necessity of using Vietnamese in English as a Foreign Language (EFL) classrooms revealed that 72.5% of students agreed and 12.5% strongly agreed on its importance, while only 6.25% disagreed Additionally, 8.75% of students remained neutral on the issue Among teachers, 62.5% acknowledged the necessity of Vietnamese in the teaching context, with another 12.5% also supporting this view; however, 20% believed it was not crucial, and 5% had no clear opinion.

Figure 4.1 Responses to question 1 of the questionnaire

Question 2: Teacher’s use of Vietnamese facilitates both teaching and learning

What was shown in Figure 4.2 dealt with the question of whether the participants thought that teacher‟s use of Vietnamese facilitates both teaching and learning

A significant majority of students, 58.75%, believe that the use of Vietnamese by teachers enhances their English learning experience However, 7.5% of students expressed limited agreement with this viewpoint Similarly, 75% of teachers acknowledged that incorporating Vietnamese into their teaching practices aids in effective instruction, while 12.5% disagreed with this perspective.

Question 3: The role of Vietnamese in teaching English reading comprehension is important

The third question in the questionnaire aimed to gather participants' views on the significance of using Vietnamese in English reading classes, with the findings illustrated in Figure 4.3.

A significant majority of teacher and student participants recognized the importance of using Vietnamese in teaching and learning English, with 67.5% of teachers and 56.25% of students agreeing However, a minority expressed skepticism about the relevance of Vietnamese in reading, with only 5% of teachers, 7.5% of students, and 12.5% of students believing it to be unimportant Additionally, some participants held neutral views on the role of the first language (L1) in the context of English as a Foreign Language (EFL) reading, accounting for 20% of teachers and 31.25% of students.

Question 4: Teacher’s use of Vietnamese reduces time consumed

Question 4 was designed to find out participants‟ opinions about the benefit of teacher‟s use of Vietnamese brought into English reading classes Figure 4.4 illustrated the data collected from the respondents

A significant majority of teachers (82.5%) and students (62.5%) believe that the use of Vietnamese by teachers effectively reduces the time spent in each session, highlighting the appreciation for this advantage among participants However, a small minority of teachers (7.5%) and students (10%) disagreed with this perspective, while others remained neutral on the issue.

Question 5: Vietnamese does not help students learn and improve different skills and strategies to comprehend English

To explore participants' perceptions regarding the assertion that Vietnamese hinders students' ability to learn and develop various skills and strategies for understanding English, question 5 of the questionnaire was employed The findings are succinctly presented in Figure 4.5.

Disagree Neuttral Agree Strongly agree

P er ce nt age Teachers

A significant majority of students, accounting for 57.5%, disagreed with the notion that Vietnamese does not aid in their learning and skill development for English comprehension Additionally, over 25% expressed their disagreement with this view, while only 12.5% believed that Vietnamese offered no assistance in their overall learning and understanding of English This indicates strong support among students for the use of Vietnamese by teachers in English reading classes.

In a recent survey, nearly half of the teachers (47.5%) strongly disagreed with the notion that using Vietnamese in reading instruction is a drawback, while 22.5% expressed disagreement Notably, there were no neutral responses, and only 24.5% of teachers agreed with the concern Furthermore, less than 10% perceived any negative impact of using Vietnamese in English as a Foreign Language (EFL) classes.

Question 6: Teacher’s use of Vietnamese in class reduces students’ opportunities of using English

Question 6 aimed to identify participants‟ ideas of the drawback of teacher‟s use of Vietnamese in EFL reading classes; specifically L1 use could reduce students‟ opportunities of using English As summarized in Figure 4.6, the majority of the students (50%) did not support this point of view strongly The teachers expressed the same idea but a little lower (40%) Moreover, the students‟ responses were quite higher than that of the teachers (35% and 30%) when they chose disagreement with this idea on this negative effect of teacher‟s use of Vietnamese In addition, some of them (5%) did not share this concern at all However, there were controversial ideas from the teachers who were in favor of using only target language in foreign classes (25%) In general, thanks to the responses of the participants, it might be seen that teacher‟s use of Vietnamese in English classes did not prevent the students from involving target language

Question 7: Teacher’s use of Vietnamese makes students depend on translation all the time

One significant drawback of utilizing the mother tongue in language classrooms is students' reliance on translation, particularly following teachers' frequent use of Vietnamese during reading instruction This issue was highlighted in question 7, with data presented in Figure 4.7 reflecting the participants' responses.

According to the data presented, 45% of students did not view the use of Vietnamese in reading instruction as a disadvantage, while 35% of teachers shared this perspective They believed that incorporating Vietnamese into lessons did not equate to a strict translation approach Additionally, 35% of students disagreed that reliance on their first language led to constant dependence on translation, with 15% acknowledging this concern Overall, the findings suggest that the use of Vietnamese in English teaching is not limited to the Grammar-Translation Method; rather, it serves as an essential tool for effectively conveying reading lessons.

Question 8: Vietnamese should be used in English reading classes

In response to question 8, a significant majority of teachers (72.5%) and students (75%) supported the use of Vietnamese in English reading classes, as shown in Figure 4.8 Conversely, 17.5% of teachers opposed the inclusion of the mother tongue in foreign language instruction Interestingly, a small minority of students (6.25%) also disagreed with their teachers' use of Vietnamese in teaching reading, while the rest held neutral views on the matter.

Question 9: What are general reasons for using Vietnamese in English reading classes?

So as to investigate why Vietnamese was used in teaching English reading, question

9 of the questionnaire was employed Several options were offered Figure 4.9 summarized the data collected

Teachers frequently utilized Vietnamese during reading lessons to assist students in overcoming challenges, a sentiment echoed by 80% of both teachers and students The primary reasons for using Vietnamese included saving time, motivating students, translating complex concepts, and monitoring class activities Students observed that translating difficult ideas was the most common use of Vietnamese by teachers (81.25%), while monitoring class activities was noted as the least frequent use (52.5%).

Question 10: In which stages of teaching English reading comprehension has the teacher used Vietnamese?

Question 10 aimed at identifying the reflection of the participants on the stages of the lessons in which teachers used Vietnamese

According to the data presented in Figure 4.10, 15% of teachers and 20% of students indicated that teachers utilized Vietnamese during the Pre stage of lessons In the While stage, this increased to 40% of teachers and 30% of students For the Post stage, 20% of teachers and 20% of students reported its usage Additionally, 25% of teachers and 30% of students noted that Vietnamese was employed in all stages of the lessons.

Question 11: How much percentage of time has the teacher used Vietnamese to teach an English reading class?

Question 11 of the questionnaire aimed at finding participants‟ reflection on the percentage of time teachers had used Vietnamese in practical reading classes The data was presented in Figure 4.11

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This chapter presents the research findings, starting with an analysis of the questionnaire results, followed by an examination of class observations The findings indicate that when Vietnamese is used appropriately and not excessively, it serves as an effective tool in English Language Teaching (ELT) classrooms, tailored to the specific context of each class.

CONCLUSION AND IMPLICATIONS

Summary of the key findings

5.1.1 What are teachers and students’ perceptions of Vietnamese in teaching and learning English?

Data from questionnaires indicate that Vietnamese plays a crucial role in English teaching and learning As Deller (2002) notes, “The mother tongue taboo has been with us for a long time, but fortunately things seem to be changing I believe that many teachers have continued to use the mother tongue because it is both necessary and effective.” This shift highlights the importance of integrating native language in the educational process.

Data from questionnaires revealed that both teachers and students favored the use of Vietnamese primarily for explaining vocabulary and complex concepts They recognized that using Vietnamese significantly enhances students' understanding and retention of difficult ideas, thereby improving their vocabulary acquisition Furthermore, the use of Vietnamese was seen as a way to reduce stress and boost motivation in learning English reading Consequently, the researcher concluded that the use of Vietnamese in English reading comprehension classes is acceptable, provided it is applied appropriately This approach aligns with a humanistic perspective on teaching foreign languages.

5.1.2 How has Vietnamese been used in English Reading Classes in five high schools in Thap Muoi and Cao Lanh District, Dong Thap province?

In reading classes, teachers prefer using Vietnamese primarily for vocabulary clarification, grammar instruction, and translation strategies, which significantly impact learner comprehension and engagement.

Class observations indicated that teachers often used Vietnamese during English reading comprehension lessons This practice served several purposes, including explaining vocabulary meanings, translating task instructions during the while-reading stage, and summarizing key content or assisting students in translating texts into Vietnamese during the post-reading stage.

The questionnaire results indicated a significant positive impact of teachers using Vietnamese in English learning, with 75% of teachers believing that students comprehended up to 75% of the lesson content Notably, 53.75% of students reported that they understood 100% of the material when teachers incorporated Vietnamese into their instruction.

5.1.3 What are suggestions for using Vietnamese to teach English reading comprehension more effectively and communicatively?

In light of the research findings and other studies that have been conducted on this issue, the following suggestions might be relevant in this context

Vietnamese administrators and policymakers must recognize the advantages of incorporating Vietnamese in the classroom to support its implementation Furthermore, English as a Foreign Language (EFL) institutions should adopt more pragmatic policies regarding the use of Vietnamese Additionally, teacher training programs play a crucial role in equipping educators with the skills to use Vietnamese appropriately, ensuring it is not overused in the learning environment.

High school students should reflect on their perceptions regarding teachers' use of Vietnamese in reading classes, whether they favor or oppose it While the use of Vietnamese can be beneficial for English learning, students should not anticipate its frequent use during English instruction.

Teachers are encouraged to use Vietnamese sparingly and only in suitable contexts, prioritizing English whenever possible This approach positions Vietnamese as a deliberate choice that serves a supportive role in the learning process Additionally, employing translation can help students recognize the similarities and differences between Vietnamese and English, facilitating a smoother acquisition of the English language.

To achieve a balanced use of Vietnamese in the classroom, it is essential to consider influential factors such as students' prior experiences, their proficiency in English, the current stage of the course, and the specific phase of each lesson.

Last but not least, teacher‟s use of Vietnamese should not deprive students to the English language exposure

5.2 Limitation and suggestions for further research

Despite achieving expected results, the research faced several unavoidable limitations It was conducted on a small scale, involving only 40 teachers and 80 students from five high schools in Dong Thap province, which restricted the breadth of the investigation into the use of Vietnamese in teaching English reading comprehension Due to time constraints, a broader participant base could not be included, which could have enhanced the reliability of the findings Additionally, the lack of existing research on this topic at the high school level presents challenges, indicating that this study has its shortcomings Future research should aim to encompass all high schools in Dong Thap and explore other language skills such as writing, listening, and speaking Expanding the scope of research to include a larger sample across multiple provinces in Vietnam would contribute to more reliable outcomes.

The absence of strict rules against using the mother tongue (L1) in English learning allows for its strategic application, as highlighted by Butzkamm (2003), who advocates for a productive alliance between the native language and foreign language acquisition This study investigates the role of Vietnamese in English reading classes, suggesting that a controlled use of Vietnamese can aid students in understanding vocabulary and complex concepts It is essential for teachers to apply Vietnamese judiciously and limit its use, ensuring that the primary goal remains mastering English reading rather than achieving perfect translations By integrating the mother tongue appropriately, educators can enhance students' learning experiences and meet course objectives effectively.

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Chapter Summary

There is no established rule against using the mother tongue (L1) in English learning, and its use can be beneficial when applied judiciously Butzkamm (2003) emphasizes the importance of re-establishing a productive relationship between the mother tongue and the foreign language This study investigates the use of Vietnamese in English reading classes, suggesting that a controlled amount of Vietnamese can aid students in understanding vocabulary and complex concepts Teachers should carefully manage and limit the use of Vietnamese, ensuring that it supports, rather than detracts from, the goal of mastering English reading skills, which is not about perfect translation but achieving course objectives effectively.