INTRODUCTION
Rationale
In recent years, the significance of English has grown, leading to an increased demand for effective communication in the language Consequently, the Communicative Language Teaching (CLT) method has become a preferred approach among English teachers, as it enhances learners' competence in using English for communication (Pham, 2005, p.3) In Vietnam, English educators are embracing this method to meet the evolving needs of students.
Traditional pedagogy, which focuses on grammar and vocabulary acquisition over communicative competence, is no longer effective Consequently, since the early 1990s, Communicative Language Teaching (CLT) has gained popularity in Vietnam.
In Vietnam, English teachers tend to avoid using the mother tongue in EFL classrooms, aligning with the growing popularity of Communicative Language Teaching (CLT) Despite this trend, it is common for teachers to incorporate Vietnamese during English instruction, highlighting a discrepancy between theoretical support for English-only instruction and actual classroom practices (Nguyen, 2006).
The use of learners' first language (L1) in foreign language classrooms remains a contentious issue among educators and researchers globally, including in Vietnam This debate centers on the role of L1 in second language (L2) teaching, with Stern (1992) highlighting it as one of the most enduring controversies in language pedagogy Mahmoudi (2011) emphasizes the dilemma of whether to use L1 in L2 classes, as opinions vary widely Proponents of L1 argue that it can enhance students' learning experiences, while others, including Krashen (1986), contend that L1 may lead to errors in L2 performance, suggesting it should be minimized in foreign language instruction.
In Vietnam, despite various advancements in English teaching methods, the use of Vietnamese remains prevalent in EFL classrooms among both teachers and students This practice has sparked debates regarding its appropriateness, questioning whether the use of the mother tongue serves as an aid or a hindrance in learning English Key discussions focus on whether it's possible to eliminate Vietnamese from English instruction and how it can be effectively integrated into teaching practices.
English teachers at the College of Urban Works Construction in Vietnam often rely on the mother tongue in their EFL classes, particularly because students are non-English majors with limited English proficiency This reliance on Vietnamese is essential as it serves as a teaching tool to facilitate understanding According to Meyer (2008), incorporating the first language (L1) in English classrooms offers several advantages, such as making the learning environment more comprehensible and reducing anxiety related to language learning Specifically, L1 can help alleviate concerns about cultural identity, provide necessary administrative knowledge, and enable effective comprehension checks.
Students can seek clarification from their teachers on specific issues such as grammar and activity instructions Additionally, they benefit from schematic and contextual knowledge, enabling them to leverage their background understanding of facts, physical settings, situations, and cultural aspects of the foreign or second language Another key function is to enhance fluency and make learning more meaningful through code-switching, particularly in storytelling techniques Furthermore, the first language (L1) can be utilized to highlight similarities and differences between the students' L1 and the second language (L2).
This study examines the role of Vietnamese in English language instruction at the College of Urban Works Construction, focusing on its various functions such as classroom management, comprehension checks, grammar explanations, and feedback Titled “An investigation into teachers’ and students’ perceptions of the use of Vietnamese to give instructions in English classes at College of Urban Works Construction,” the research aims to understand how both English teachers and students perceive the integration of their mother tongue in teaching practices.
Aims
This study explores the perceptions of teachers and students at the College of Urban Works Construction regarding the use of Vietnamese for instruction in English classes The research specifically aims to understand their views and experiences related to this practice.
This study investigates the perceptions of both teachers and students regarding the use of the mother tongue for instruction in English classes at the College of Urban Works Construction.
This article explores the realities of using the mother tongue for instruction, focusing on how teachers at the College of Urban Construction utilize Vietnamese when teaching English It aims to identify the key factors influencing teachers' preference for using their native language in the classroom.
- To explore the possible solutions of using Vietnamese to give instructions in teaching to motivate and improve the teaching and learning English at College of Urban Works Construction.
Research questions
In order to attain the above aims, this research attempts to answer the following questions:
1 What are teachers‟ and students‟ perceptions of the use of Vietnamese to give instructions in English classes at College of Urban Works Construction?
2 How is Vietnamese used to give instructions in English classes at College of Urban Works Construction?
3 What are the solutions of using Vietnamese to give instructions effectively in English classes at College of Urban Works Construction?
Research significance
This study aims to address a significant gap in the literature, as there have been limited practical investigations into this issue at the College of Urban Works Construction Theoretically, it seeks to enhance the understanding of language teaching by exploring the role of the mother tongue in instructional contexts Practically, the study intends to offer valuable tips and suggestions for effectively delivering instructions in English classes using the mother tongue.
Scope of the study
This study examines the perceptions of teachers and students regarding the use of Vietnamese in English as a Foreign Language (EFL) classes at the College of Urban Works Construction It specifically focuses on the role of the mother tongue in providing instructions, considering various aspects such as the quantity, frequency, and functions of using L1, as well as the attitudes and perceptions of both educators and learners.
Structure of the thesis
Beside the abstract, references and appendices, this study consists of five following main parts:
Chapter 1, “Introduction”, consists of the reasons of the study, the objectives of the study, the research questions, scope, and structure of the study
Chapter 2, “Literature Review”, focuses on giving some definitions of the key terms and reviewing some previous studies related to the research
Chapter 3, “Methodology”, presents the methods and instruments for data collection the researcher uses to conduct the study
Chapter 4, titled “Finding and Discussion,” explores the perceptions of teachers and students regarding the use of the mother tongue for instructional purposes, specifically in the context of English classes in Vietnam It also examines the practical realities of employing Vietnamese in these instructional settings The chapter concludes by offering effective solutions for utilizing the mother tongue to enhance student learning during instruction.
Chapter 5, titled "Conclusions and Implications," encapsulates the main findings of the study while offering recommendations for both teachers and students to enhance the use of the mother tongue in instructional settings This chapter also addresses the limitations of the research and proposes avenues for future investigations.
LITERATURE REVIEW
Introduction
This chapter defines key terms L1 and L2, explores the role of L1 in providing instructions within foreign language classrooms, and examines its pedagogical application in English as a Foreign Language (EFL) settings It reviews past studies on L1 usage for instruction both globally and specifically in Vietnam Additionally, it offers an overview of the English program at Urban Works Construction College.
Definitions of key terms
There are a number of definitions of L1, but this paper discusses the definitions of L1 by Stern (1983), Skutnabb – Kangas (1984), Atkinson (1987), Nguyen (1999), Pokharel (2001), Pokorn (2005), Wells (1999), Skutnabb-Kangas and McCarty (2008) and Khati (2011)
L1, also known as native language, mother tongue, primary language, or stronger language, is defined by Stern (1983) as the language acquired first in early childhood and the one predominantly used Skutnabb-Kangas (1984) provides a concise definition of mother tongue, highlighting various criteria: it is the language learned first, the one individuals identify with, the language others recognize them as native speakers of, the language they are most proficient in, and the one that serves specific functions in their lives.
The mother tongue, also referred to as the first language or L1, is defined as the language a person acquires during early childhood, serving as their primary tool for thought and communication (Atkinson, 1987) Nguyen (1999) emphasizes that it is the language one learns to speak first and identifies as their native language Additionally, Wells (1999) contributes to this understanding by highlighting the significance of the mother tongue in shaping individual identity and communication.
The mother tongue is crucial for engaging in daily activities within the family and the broader community According to Pokharel (2001), the terms "first language," "mother tongue," and "native tongue" refer to the language a person learns during childhood, typically spoken at home or prevalent in their country Pokorn (2005) further defines "mother tongue" as not only the language learned from one's mother but also the dominant language of the speaker's home It is significant not only as the first language acquired but also due to its importance and the speaker's proficiency in its linguistic and communicative aspects.
Khati (2011, p.42) defines the mother tongue as the first language acquired by an individual, learned prior to any other languages He emphasizes that children learn their mother tongue, or L1, in an automatic and natural manner, absorbing it from the speakers and social environment surrounding them.
According to Stern (1983), a second language (L2) can also be referred to as a non-native, foreign, secondary, or weaker language L2 is defined as any language learned after acquiring the native language, often indicating a perceived lower proficiency level The Longman Dictionary of Contemporary English (1995) describes a foreign language as one that is not native to a person's country Additionally, Richards and Schmidt (2002) state that any language learned after the native language qualifies as a second language Finegan (2004) further clarifies that a second language is any language acquired subsequent to the first language.
According to Skutnabb-Kangas and McCarty (2008, p.3), a foreign language is defined as a language primarily learned in a classroom setting, intended for reading texts and communicating with its speakers, such as Arabic in Korea, English in Mongolia, and French in Russia.
Giving instructions in foreign language classrooms
Instructions are defined as the directions provided to initiate a learning task that requires independent student activity (Ur, 1991, p.16) Effective instructions should be planned in advance, considering the choice of words, gestures, and visual aids to enhance understanding (Liruso, 2003, p.146) Teachers are advised to keep commands brief, use directive language instead of questions, and allow students adequate time to respond (Liruso, 2003, p.146) Additionally, instructions may include a mix of directives, explanations, and questions to engage students (Todd, 1997).
Instructions play a crucial role in the teaching process, as they outline how teachers guide students in completing tasks effectively This form of instruction is closely tied to pedagogy, emphasizing the methods teachers use to influence student actions Ultimately, instruction is an intuitive process that reflects educational perspectives on facilitating student engagement and performance.
Clear instructions are essential for students to successfully complete tasks, as emphasized by Cook (2001) Effective instruction methods vary, but Atkinson (1987) notes that when addressing students at a low proficiency level, genuine communication in the target language remains crucial.
To ensure students fully understand instructions, it can be effective to provide guidance in the target language and then ask for repetition in the students' native language According to Nguyen et al (2003), various techniques can enhance instruction delivery, such as the "step-by-step" or "feed-in" approach, where instructions are given one at a time Demonstrating tasks through modeling, employing the "say-do-check" method to verify understanding, and checking comprehension by asking students to restate instructions in their native language are also recommended Ultimately, the focus should be on the delivery method rather than the language used, emphasizing how instructions are communicated.
Effective instructional language is crucial for successful teaching Anggraeni (2012, p.11) highlights that clear language instructions in the classroom significantly enhance students' comprehension and engagement with the lesson The author underscores the vital role that language instructions play in the teaching and learning process, particularly in English language classrooms.
The pedagogical use of L1 in EFL classes
2.4.1 How to use L1 in EFL classes
Atkinson (1987) emphasizes the significant role of L1 in L2 teaching, highlighting its various functions in EFL classrooms He notes that the judicious use of the mother tongue offers several advantages, particularly in activities such as grammar explanations, comprehension checks, and giving instructions, where it enhances efficiency Atkinson argues that using L1 to elicit language across all proficiency levels is often more time-effective and reduces ambiguity compared to alternative methods.
The article highlights several key roles of the mother tongue (L1) in language learning Firstly, L1 aids in eliciting responses through various methods such as visuals and mime, as well as in creating a need for communication Secondly, it serves as a tool for checking comprehension, allowing teachers to clarify concepts behind structures and texts Atkinson suggests that giving instructions in the target language, followed by asking for repetition in the students' mother tongue, can ensure understanding at early levels Additionally, L1 facilitates cooperation among learners, enabling them to compare answers and support each other when difficulties arise Lastly, the article emphasizes the importance of discussing classroom methodology, as students should be able to express their reactions and views on the learning process from the outset.
Discussions of methodology should ideally occur in a mix of both languages or solely in the students' mother tongue (L1) Utilizing L1 for translation into the target language can reinforce structural and sociolinguistic differences, enhancing accuracy even in non-communicative activities Atkinson suggests that encouraging students to perform quick mental translations can serve as an effective checking technique to ensure their writing makes sense in both languages Additionally, employing the mother tongue in testing is crucial for maximizing the validity and reliability of various assessments Finally, L1 contributes to the development of effective learning strategies, highlighting its multifaceted role in language education.
Translation from the mother tongue can enhance strategies like circumlocution, paraphrase, explanation, simplification, and guessing Atkinson (1987) emphasizes that while the mother tongue may not serve as a foundation for teaching methodology, it plays various undervalued roles across all levels of language learning.
Auerbach (1993) advocates for the integration of the mother tongue (L1) in the classroom, highlighting its utility in classroom management, language analysis, grammar rules presentation, cross-cultural discussions, providing instructions, error explanations, and comprehension checks Supporting this perspective, Brooks and Donato (1994) identify three key functions of L1 in English as a Foreign Language (EFL) teaching: facilitating commentary on language use, fostering a shared understanding of tasks, and helping learners articulate their goals.
Cole (1998) emphasizes the importance of using L1 at the beginning stages of language learning, suggesting it helps introduce the differences between L1 and L2, as well as key grammatical features of L2, particularly for students with limited knowledge of the target language This approach not only provides learners with a sense of security but also encourages them to express themselves and take risks in using English (Auerbach, in Schweers, 1999) Cook (2001) supports this perspective, highlighting that L1 can play a crucial role in developing authentic L2 users He outlines various practical applications of L1 in the classroom, including conveying meaning, explaining grammar, organizing tasks, and maintaining control Ultimately, he advocates for a deliberate and systematic use of L1 in L2 teaching, recommending it for giving instructions and explanations when the cost of using L2 is too high.
The use of the mother tongue (L1) in language learning is essential for enhancing students' understanding and engagement Cook (2001) highlights that L1 helps build interconnected knowledge in students' minds and facilitates collaborative learning through dialogue Macaro (2001) emphasizes that L1 is a vital tool for teachers to clarify concepts, give instructions, and maintain classroom control Deller (2003) notes that L1 positively influences group dynamics and enables students to provide more fluent feedback on their English learning experiences Similarly, Dajani (2002) advocates for teachers to incorporate L1 alongside the target language to help students recognize their learning styles and evaluate their progress in mastering a foreign language.
Zacharias (2003) advocates for the use of L1 in EFL classrooms, presenting three metaphors to illustrate its benefits The first metaphor, “mother tongue as a window,” suggests that L1 offers insights into students' comprehension of concepts being taught The second metaphor, “mother tongue as a lubricant,” highlights its role in providing quick and accurate translations of English words, particularly abstract ones Lastly, she employs the metaphor of “shelter,” referencing Krashen’s Affective Filter Hypothesis, which posits that emotional factors such as motives and attitudes can hinder language acquisition.
According to Knibbeler (1989), optimal language learning occurs in environments with lower anxiety levels Auerbach (1993) supports this by stating that incorporating the first language (L1) fosters a less intimidating atmosphere, thereby improving the emotional climate for effective learning (Zacharias, 2003, pp 34-36).
When “Evaluating the use of L1 in the English language classroom”, Miles
(2004, pp.36-37) proposes: “L1 use in the English classroom does not hinder the learning of an L2, and can actually facilitate it” In the same line, Edstrom (2006, p.278) states:
Effective classroom management involves understanding administrative vocabulary and grammar instruction, fostering empathy and solidarity among students Practicing English is essential, particularly when addressing unknown vocabulary and translation challenges Additionally, a lack of comprehension can lead to an interactive effect where students' use of their first language (L1) encourages instructors to incorporate it into the learning process.
Evaluating the role of the mother tongue in EFL classroom, Holthouse
In the context of the English language classroom, the mother tongue plays several important roles, including checking comprehension, fostering cooperation among students, and creating a positive learning atmosphere (2006) Wharton (2007) categorizes the informed use of the mother tongue into three areas: providing L1 equivalents for English words, focusing on language in use, and facilitating classroom interaction However, Sharma (2006) argues for minimizing L1 usage to enhance exposure to the target language, asserting that increased interaction with English accelerates learning and helps students internalize the language Meyer (2008) supports this view, emphasizing that maximizing L2 use is essential while acknowledging that the L1 can help lower affective filters and aid comprehension, as exclusive reliance on L2 may lead to confusion and anxiety among students.
“The students‟ L1 can assist in making the classroom a more comprehensible place and help lower affective filters when used in the following roles:
1) To allay a possible perceived threat posed by the L2 to the cultural identity of the students
2) To provide administrative/managerial knowledge – knowledge of school and classroom policies (i.e classroom management) and for discipline enforcement
3) To allow the teacher to conduct comprehension checks
4) To allow students to request clarification from the teacher regarding a specific issue (i.e grammar, instructions for an activity)
5) To provide schematic and contextual/situational knowledge – students can draw upon their background knowledge of: facts, physical settings, situations and the culture of the foreign/ second language
6) To allow students to attain greater fluency and make learning meaningful by allowing them to engage in code- switching, especially when engaging in story telling techniques
7) To contrast/raise consciousness of similarities or differences between the students L1 and the L2.” (Meyer, 2008, pp.148-149)
Jones (2010) identifies the benefits of the use of L1 in providing instructions or explaining, managing or disciplining a class, motivating students to learn L2 and commenting on students work and progress
Solhi and Büyükyazı (2011) emphasize the strategic use of L1 as a valuable resource in EFL classrooms, identifying its applications in explaining complex grammar structures, teaching abstract vocabulary, enhancing writing skills, fostering a positive learning environment, checking comprehension, clarifying lengthy instructions, providing feedback, teaching sub-skills or strategies, and expressing culturally-specific terms Supporting this perspective, Anggraeni (2012) outlines seven key roles of L1 in EFL education, including giving instructions, managing the classroom, and reducing students' anxiety.
15 explaining new words, giving feedback to students, conveying meaning, and checking comprehension
The positive use of L1 in L2 teaching is also supported by Afzal when he did a research investigating the use of native Persian in EFL classes and suggests that
The effective and judicious use of the first language (L1) serves as a valuable pedagogical tool in teaching English as a foreign language The author encourages reconsideration of the role L1 plays in language education, emphasizing its significant contributions Research indicates that teachers frequently utilize Persian in English classes to provide instructions and clarify complex vocabulary, ideas, and grammar A majority of teachers surveyed in Afzal's study support the integration of the mother tongue in English as a Foreign Language (EFL) classrooms (Afzal, 2013, p.1846).
Mart (2013) emphasizes that completely banning the use of the first language (L1) can significantly hinder learners' understanding of the target language This lack of comprehension can impede their overall achievement, suggesting that L1 should be utilized when necessary to facilitate learning.
Numerous studies support the use of the mother tongue (L1) in English as a Foreign Language (EFL) classrooms, highlighting its various functions According to researchers like Nation (2003) and Swain and Lapkin (2000), employing L1 can enhance communication by providing a more natural interaction among learners who share the same language It can alleviate embarrassment for shy students or those lacking confidence in their second language (L2) skills Additionally, L1 aids in establishing a mutual understanding of tasks and facilitates vocabulary and grammar comprehension For low proficiency students, using L1 can significantly improve classroom activities and help manage complex tasks effectively.
Previous studies
The issue L1 in L2 classrooms has grown in importance in light of many studies
Anton and Dicamilla (1998) conduct a study on adults with English as a mother tongue who are learning Spanish Through the study, two authors find that the mother tongue scaffolds tasks in L2
Tang (2002, p.37) advocates for the use of L1 in English as a Foreign Language (EFL) classes, highlighting its effectiveness based on his extensive experience as both a learner and teacher He emphasizes that utilizing the first language can significantly enhance the learning and teaching process of the target language.
In a study conducted by Tang, the role of the mother tongue in Chinese tertiary-level English classrooms was examined to address two key questions: the use of Chinese as the L1 and its frequency and purposes, as well as the attitudes of students and teachers towards its use in EFL settings Utilizing classroom observations, interviews, and questionnaires, the research revealed that a limited and judicious use of the mother tongue does not diminish students' exposure to English; instead, it can enhance the teaching and learning process (Tang, 2002, p 41).
Stanley (2002) highlights that while few instructors advocate for primary language instruction to be in the first language (L1), there is considerable variation in opinions regarding the extent of L1 usage in second language teaching The paper presents diverse perspectives on L1 instruction, concluding that while an English-only approach can be beneficial in certain contexts, it is essential to consider the level of comprehensible input learners receive and the role of L1 in the learning process.
Assefa (2002) explores students' attitudes toward mother tongue instruction, specifically focusing on the Sidama language as a medium of instruction The study reveals that students generally hold a favorable attitude towards using their mother tongue in education Additionally, it examines the influence of factors such as sex and place of residence on these attitudes The findings indicate no significant sex differences in attitudes towards Sidama instruction; however, a notable distinction exists between rural and urban students, with rural students demonstrating a more positive attitude towards Sidama instruction compared to their urban counterparts.
A survey by Čurković-Kalebić investigates the verbal behavior of teachers in English as a foreign language classrooms, focusing on their use of explanations and instructions The study reveals that teachers frequently incorporate Croatian, their mother tongue, into their teaching Additionally, the author notes that the use of the mother tongue varies based on the students' language proficiency and the nature of the explanations and instructions provided (Čurković-Kalebić, 2006, p.304).
In Namibia, a study by Cantoni explores the impact of language choice on educational quality One teacher emphasizes the benefits of using the mother tongue for instruction, stating, “In mother tongue the learners catch up easily and understand easily The teachers’ explanations are sometimes not so good in English” (Cantoni, 2007, p.18) This highlights the importance of L1 instruction in enhancing student comprehension and learning outcomes.
Cianflone (2009) investigates the use of the L1 language in English courses at a university in Messina, Italy The findings indicate that both students and teachers support the use of L1 for explaining grammar, vocabulary, and complex concepts, as well as for enhancing overall comprehension Ultimately, the author concludes that students favor the use of their mother tongue, while teachers advocate for its judicious application.
Jingxia (2010) investigates the prevalence of code-switching to Chinese in EFL classrooms at three Chinese universities, revealing that this practice is widespread and significantly impacts the English learning and teaching process.
In the context of English as a Foreign Language (EFL) classrooms, the use of Chinese for grammar instruction is crucial The author supports the use of the mother tongue for teaching grammar, referencing Polio and Duff, who note that teachers often hesitate to teach grammar in the target language due to factors such as time constraints, grammar-focused exams, and concerns about adding pressure to students' studies.
There is another study conducted by Al-Nofaie (2010) which reveals the fact that in some cases, the mother tongue – Arabic - is a helpful option for the teachers
The effective use of the first language (L1) in English as a Foreign Language (EFL) classes in Saudi Arabia is highlighted by Al-Nofaie (2010) and supported by Alshammari (2011), who notes that a balanced use of Arabic does not hinder students' exposure to English and can enhance comprehension Alshammari emphasizes the necessity of L1 for improving understanding in the classroom Additionally, a study by researchers Pablo, Lengeling, Zenil, Crawford, and Goodwin in Central Mexico identifies several reasons for utilizing L1, including its role as a pedagogical device for clarification This approach allows teachers to explain instructions, grammar, and unfamiliar vocabulary efficiently, thereby saving time and minimizing lengthy explanations in the target language.
“interrupting” the pace of their lessons.” Secondly, L1 used to establish rapport: teachers use L1 with the aim to “establish a connection with students at the outset” (Pablo, Lengeling, Zenil, Crawford, Goodwin, 2011, p.118)
In a study conducted in Nepal, Khati (2011) highlights the various occasions when English teachers utilize the mother tongue in their classes, including giving instructions, clarifying difficult concepts, explaining new vocabulary, adding humor, discussing grammar, boosting student confidence, and confirming responses The research identifies several reasons for the use of the mother tongue in English as a Foreign Language (EFL) classrooms Ultimately, the author concludes that the effectiveness of using the mother tongue depends on the timing and quantity of its use in EFL instruction (Khati, 2011, pp 46-50).
Lee (2012) explores the challenges of language diversity in instructional settings, highlighting a common issue where students struggle to comprehend English-only instructions Many students may feign understanding, despite their actual confusion, which underscores the need for more inclusive teaching methods that accommodate various language backgrounds.
The use of only English for instructions in EFL classrooms poses comprehension challenges for students The author examines four concepts supporting the monolingual approach: monolingualism, naturalism, native-speakerism, and absolutism, concluding that the monolingual method may not be more effective than bilingual approaches and is often not preferred by learners The author highlights that students tend to resist English-only instructions by reverting to their first language (L1), driven by frustration from misunderstanding and a sense of marginalization of their own culture and language.
In this paper, the author presents studies demonstrating the effectiveness of teacher code-switching and proposes a preliminary model to evaluate its impact.
In the study "The use of EFL students’ L1 in English classes," Bakhtiarvand explores the perceptions of students and teachers regarding the use of Persian in English instruction The research involves observing two intact third-grade high school classes, where Class A focuses on grammar and translation with frequent use of Persian, while Class B employs a variety of activities with limited use of Persian Interviews with two teachers and four students reveal that both classes support the predominance of English (L2) in their lessons and prefer minimal use of Persian (L1), although they acknowledge its usefulness in certain situations These findings align with previous research by Mahmoudi (2011) and Nazary (2008).
Gaps in the literature
Krashen (1985) emphasizes the necessity of substantial comprehensible input for language acquisition, highlighting the critical role of instruction While numerous studies have explored instructional methods in the EFL context, the use of L1 for giving instructions has been a practical concern over recent decades However, research specifically addressing the role of L1 in EFL instruction and the perceptions of teachers and students on this matter remains limited, both globally and in Vietnam Therefore, this study aims to fill that gap.
The English program at Urban Works Construction College
At Urban Works Construction College, English is taught across two semesters with a total of ninety periods In their first year, students utilize the New Headway pre-intermediate course book, focusing on consolidating their elementary knowledge The program enhances students' understanding of grammar and vocabulary while also fostering the development of essential skills in listening, speaking, reading, and writing.
Summary
This chapter defines L1 and L2 and explores various studies on the pedagogical roles of L1 in L2 classrooms, both globally and in Vietnam It highlights the advantages and disadvantages of using L1 for instruction as revealed in past research Additionally, it references previous studies on L1 usage for instructions in Vietnam and other countries The following chapter will outline the research methodology.
METHODOLOGY
Chapter introduction
This chapter outlines the research methodology and procedures, detailing the research design, site, participants, data collection instruments, and data analysis methods employed in the study.
Research design
This paper prioritizes quantitative methods, as highlighted by Smith (1988), who defines quantitative research as the process of counting, measuring events, and performing statistical analysis on numerical data In my study, involving 11 teachers and 90 students from the College of Urban Work Construction, the quantitative approach was ideal I administered a questionnaire with 19 questions to English teachers and 18 questions to students The analysis of the survey data enabled me to draw conclusions about the use of Vietnamese for instruction in English classes and the perceptions of both teachers and students regarding the effectiveness of using their mother tongue The quantitative method ensured high reliability of the collected data due to the extensive surveying (Balsley, 1970) Additionally, I conducted direct observations of five English classes, providing a realistic insight into the teaching and learning processes.
Qualitative research aims to uncover deeper truths that quantitative methods may overlook (Greenhalgh, 2006) As Bogdan and Taylor (1975) suggest, qualitative approaches allow researchers to gain a more realistic understanding beyond numerical data and statistical analysis In my study, I conducted interviews with teachers and students to explore their perceptions of the role of mother tongue in English teaching, revealing valuable insights into their experiences and beliefs.
The qualitative approach provided valuable insights into the perspectives of teachers and students regarding the application of Vietnamese in English instruction.
As a result, the combination of both quantitative and qualitative data enriched the overall picture of results that the study hopes to provide.
Research site
The College of Urban Works Construction, established in 1976 in Vietnam, has two branches located in Hanoi and Hue With approximately 157 faculty members and around 5,000 students, the college offers a robust educational environment Notably, the Faculty of Foreign Languages comprises 17 English teachers dedicated to enhancing language proficiency among students.
Participants
The survey participants include two distinct groups: the first group consists of 11 English teachers (3 males and 7 females) from the College of Urban Works Construction, aged between 25 and 50, with teaching experience ranging from 3 to 25 years The second group is made up of 90 students from the same college during the 2013 academic year.
In 2014, a diverse group of students aged 19 to 24 from various provinces in Vietnam is studying general English using the third edition of New Headway Pre-Intermediate by John and Liz Soars, published by Oxford Their differing experiences and proficiency levels contribute to a rich learning environment.
Data collection Instruments
Three instruments are employed to collect the data They are questionnaires, interviews and classroom observation
To explore the perceptions of teachers and students regarding the use of Vietnamese for giving instructions in English classes, two questionnaires were developed Questionnaire A, which included 19 questions, was administered to 11 English teachers, while Questionnaire B, consisting of 18 questions, was distributed to 90 students.
The study involved 30 students and utilized both closed and open-ended questions in the questionnaires Closed questions were primarily multiple choice, allowing teachers and students to select one or more appropriate answers, while open-ended questions encouraged free expression of ideas To facilitate understanding among students of varying proficiency levels, the student version of the questionnaire was translated into Vietnamese The responses provided insights into participants' reactions, beliefs, and attitudes regarding the use of Vietnamese in English instruction, particularly in classroom settings This method of data collection proved efficient, aligning with Brown's (1995) assertion that “questionnaires are more efficient for gathering information on a large scale than are many of the other procedures.”
According to McMillan and Schumacher (1993) and Oppenheim (1992), questionnaires are a cost-effective method for data collection, offering several advantages They allow for large-scale participation within a limited timeframe and facilitate the efficient gathering of data Additionally, questionnaires maintain participant anonymity, encouraging honest feedback This method also provides researchers with valuable time for data analysis and interpretation, serving as a foundational step for subsequent interviews.
Interviews were employed as a primary data collection instrument for the study, prioritizing confidentiality As noted by Brown (1995, p.49), “Interviews allow to gather personal responses and views privately,” which facilitates a deeper understanding of participants' true opinions This approach aims to provide the researcher with comprehensive insights into the perceptions of both teachers and students regarding the use of Vietnamese for instruction in EFL classes.
A total of 31 structured interviews were conducted to gain in-depth insights into the opinions and thoughts of participants This approach allowed for clarification of responses through follow-up questions, ensuring comprehensive understanding The interviews aimed to complement the questionnaire by fully exploring participants' perspectives Engaging with 11 English teachers and 20 students from the College of Urban Works Construction, two distinct interview lists were utilized: List A for teachers in English and List B for students translated into Vietnamese Both groups were asked about their perceptions of the use of Vietnamese for giving instructions in English classes and provided suggestions for effectively incorporating their mother tongue in instruction.
Classroom observations were conducted to assess the use of Vietnamese in English instruction at the College of Urban Works Construction The researcher directly observed five English classes to understand the practical application of Vietnamese in delivering instructions Observation forms were designed to facilitate assessment and included specific criteria The primary aim was to identify the extent of mother tongue usage in class instructions and to evaluate its consistency with findings from questionnaires and interviews.
Data analysis
In this study, descriptive statistics were employed to analyze data from questionnaires, interviews, and class observations, as they effectively summarize and present findings According to McMillan and Schumacher (1993, p.192), "The use of descriptive statistics is the most fundamental way to summarize data, and it is indispensable in interpreting the results of quantitative research." Additionally, descriptive statistics played a crucial role in assessing the reliability and validity of the instruments used.
After the questionnaires were finished and collected, all of the answers were categorized, ordered, processed, analysed and summarized in form of statistic
32 frequency and percentage Then the results were presented in the tables and figures
The analysis of interview results revealed valuable insights into the perceptions of teachers and students regarding the effectiveness of using Vietnamese in English instruction These descriptive statistics ultimately informed the conclusions drawn from the study.
Procedures
Before 11 copies of the questionnaire A and 90 copies of questionnaire B were distributed to the teachers and students respectively, the researcher piloted the questionnaires with a group of 3 teachers and ten students at College of Urban Works Construction This aimed at testing the clarity of the questionnaires and determining which items to remain and which items need revising and changing The result of the first round was as satisfied as expected Therefore, 11 copies of the questionnaire A and 90 copies of the questionnaire B were delivered to the teachers and the students They were provided with questionnaires and were guided with a brief explanation on how to complete the questionnaires Luckily, after the participants had completed the questionnaire, they returned them all to the researcher
The researcher conducted 15-minute interviews with eleven teachers and twenty students, utilizing open-ended questions to explore their perceptions regarding the necessity, preference, and frequency of using Vietnamese for instructional purposes in English teaching The interviews aimed to uncover the advantages and disadvantages of using their mother tongue in this context To maintain anonymity, the participants were assigned pseudonyms such as A, B, C, and so on.
All the data collected were categorized into three main groups basing on the research questions as mentioned in Chapter 1.
Chapter summary
This chapter outlines the research methodology, including the design, site, participants, data collection instruments, and data analysis The subsequent chapter will present and discuss the findings.