INTRODUCTION
Background of the research
In today's world, English is crucial for modern life Since the early 21st century, its significance has grown within the context of international integration, making it essential for both national development and individual growth.
In today's globalized world, it is essential for employees and students to possess a strong understanding of international economic and political contexts English, primarily due to its commercial significance, along with French, plays a crucial role in this development As a vital medium for knowledge transfer, English has become a key component of general education, particularly in Vietnam, where it is increasingly recognized as a compulsory subject For instance, at Quoc Hoc and Nguyen Hue high schools in Hue City, English is mandated as a second foreign language Despite its importance as a global lingua franca and the necessity for students to pass English examinations for graduation, many are struggling to achieve proficiency in the language.
On the other hand, the involvement of a second foreign language in general education requires teachers to work hard to motivate students in learning English.
Aims of the research
This research focuses on examining the teaching and learning of English as a second foreign language in French classes at Quoc Hoc and Nguyen Hue high schools in Hue City The study aims to achieve specific objectives related to this educational context.
- identify the motivation and understand the attitudes and expectations toward teaching and learning English as a second foreign language,
- find out the advantages and difficulties encountered in teaching and learning English as a second foreign language,
To enhance students' proficiency in learning a second foreign language, it is essential to implement targeted strategies such as integrating immersive language experiences, utilizing technology for interactive learning, and promoting collaborative activities that encourage communication These measures not only foster a deeper understanding of the language but also have significant implications for teaching English as a second foreign language, as they create a more engaging and effective learning environment By prioritizing these approaches, educators can facilitate improved language acquisition and boost students' confidence in using a second foreign language.
Research questions
The study seeks to answer the three following questions:
1 What are the students’ levels of English proficiency and their choice of English as a school subject?
2 What are the students’ perceptions of the teaching and learning English as a second foreign language in French classes at Quoc Hoc and Nguyen Hue high schools in Hue City?
3 What are the advantages and difficulties encountered in teaching and learning English as a second foreign language in French classes at Quoc Hoc and Nguyen Hue high schools in Hue City?
Scope of the research
The study will be conducted at Quoc Hoc and Nguyen Hue high schools in Hue City, involving key participants such as the principal, vice principal, head of the foreign language department, four teachers, and sixty students engaged in learning English as a second foreign language within French classes in the 10th grade.
At Quoc Hoc High School, students in the 11th and 12th grades are engaged in their studies, while at Nguyen Hue High School in Hue City, the foreign language department oversees one teacher and 50 students learning English in the 10th and 11th grades.
LITERATURE REVIEW
Contextual factors affecting foreign language teaching and
2.2.1 English language teaching in Vietnam
A survey conducted by Nunan (2003) examined the language teaching and learning situation in Vietnam, revealing that the academic year spans 30 weeks from September to May Children start elementary school at age 6, spending 5 years before advancing to junior high school at ages 11 or 12, where English becomes a compulsory subject with four 45-minute periods per week In senior high school (Years 10, 11, 12), English remains mandatory, but the number of periods decreases to three per week While these figures reflect the Ministry of Education and Training's guidelines, actual practices vary significantly; for instance, some schools in Ho Chi Minh City offer up to 6 English periods weekly, and specialized English schools may provide as many as 14 periods.
The globalization of English has significantly influenced Vietnam's policies and practices, making English proficiency essential for academic and professional success Job advertisements frequently list English skills as a key requirement, alongside computer literacy Since the implementation of the open door policy in 1986, numerous language centers have emerged in Ho Chi Minh City and other major urban areas Additionally, English is a mandatory subject at the university level, enabling students and professionals to secure scholarships for studying abroad (Nunan, D 2003).
2.2.2 The English curriculum at high schools in Viet Nam 2.2.2.1 The English curriculum is reflected in the introductory pages of the Highschool English Series 10, 11, 12
2.2.2.2 Specific objectives is reflected in the introductory pages of the Highschool English Series 10, 11, 12
2.2.2.3 The English Textbooks at high schools in Viet Nam (Standard program)
The English textbooks for grades 10, 11, and 12 are designed according to the Ministry of Education and Training's high school English standards and are organized around six main themes that build upon each other from grade to grade Each textbook contains 16 lesson units and six review articles formatted as "Test Yourself" sections Each unit focuses on specific skills: A Reading, B Speaking, C Listening, D Writing, and E Language focus The "Test Yourself" sections are intended for students to self-assess their understanding after completing 2 to 3 units, which corresponds to 10 to 15 lessons, and also serve as a resource for teachers to create assessments.
2.2.2.4 The English curriculum at Quoc Hoc and Nguyen Hue high schools in Hue City
An academic year includes 37 weeks x 3 periods/week = 105 periods (Phan phoi chuong trinh mon Tieng Anh, to Ngoai Ngu, truong THPT chuyen Quoc Hoc va THPT Nguyen Hue Hue)
Semester I: from unit 1 to unit 8, in which:
- 2 first periods: Study Guide and first test
- Each unit is taught in 5 periods (including four skills: reading, speaking, listening, writing and language focus)
- After each 3 units (after unit 3 and unit 6) there is 1 Test yourself (in which: grade 10: 1 period; grades 11, 12: 2 periods 1 Test yourself + Practice Test), a test and 1 period to repair that test
- After unit 8, there is 1 Test yourself, 2 periods of review, a final test of semester 1 and 1 period to repair that test
Semester II: from unit 9 to unit 16, in which:
- Each unit was taught in 5 periods (including four skills: reading, speaking, listening, writing and language focus)
- After each 3 units (after unit 11 and unit 14) there is 1 Test yourself (in which: grade 10: 1 period; grades 11, 12: 2 periods 1 Test yourself + Practice Test), a test and 1 period to repair that test
- After unit 16, there is 1 Test yourself, 2 periods of review, a final test of semester 2 and 1 period to repair that test
The Department of Education and Training in Thua Thien Hue Province mandates that students in grades 10, 11, and 12 who are studying French must also learn English as a second foreign language, with a curriculum consisting of only two periods per week.
Motivation
Motivation is defined as the feelings of the learner toward the particular target language, its culture and the individual pragmatic reasons for learning a foreign language (Horwitz, 1990)
According to Crookes & Schmidt (1991), motivation is defined as a learner's orientation towards the goal of acquiring a second language This encompasses the learner's positive attitudes towards the target language group and their aspiration to integrate into the associated community.
Instrumental motivation is defined as the desire to learn a language for practical purposes, such as advancing one's career, reading technical texts, or engaging in translation activities (Brown, 1994, p 153; Gardner and Lambert, 1972).
2.3.2.1.3 Instrumental motivation vs Integrative motivation 2.3.2.2 Intrinsic motivation and extrinsic motivation
Brown (1994, p.155) showed the definition of intrinsic motivation by Edward Deci (1975, p 23):
Intrinsically motivated activities are pursued for their inherent enjoyment rather than for external rewards Individuals engage in these activities for their own sake, seeking internal satisfaction and a sense of competence and self-determination.
According to Ryan and Deci (2000), extrinsic motivation involves engaging in an activity to achieve a specific, separable outcome, distinguishing it from intrinsic motivation, which is driven by the enjoyment of the activity itself rather than any external rewards.
Attitude
Attitude is defined by Likert (1932, cited in Gardner, 1980) as an inference based on a complex of beliefs about an object Gardner (1980) expands this definition, describing attitude as the totality of instincts, feelings, biases, preconceived notions, fears, and convictions regarding a specific topic Ajzan (1988) views attitudes as a tendency to respond positively or negatively to various entities, while Baker (1992) characterizes attitudes as a hypothetical construct that explains the direction and persistence of human behavior.
Oxford and Shearin (1994) conducted an analysis of 12 motivational theories from various fields, including socio-psychology, cognitive development, and socio-cultural psychology They identified six key factors that influence motivation in language learning: attitudes, beliefs about oneself, goals, involvement, environmental support, and personal attributes.
Beliefs on foreign language learning
Horwitz (1988) emphasized that learners' satisfaction, confidence in their teachers, and overall achievement can be negatively impacted by preconceived notions, negative emotions, or unrealistic expectations regarding foreign language learning, particularly when these beliefs clash with those of their teachers The beliefs held by teachers significantly shape their teaching methods and influence student development Over the past twenty years, there has been a growing research focus on beliefs related to language learning, with Horwitz being a pioneer in exploring learners' beliefs in this area.
Difficulties in learning a foreign language
H.Douglas Brown (1996, p.1) said that “second language learning is not a set of easy steps that can be programmed in a quick do-it-yourself knit No one can tell you “how to learn a foreign language without really trying” The learning of a second language is a complex process, involving a seemingly infinite number of variables
Conclusion
This research will utilize both quantitative and qualitative approaches, incorporating questionnaires for students and interviews with leaders, teachers, and students as the primary data collection methods.
The study involved three groups of participants: administrators, EFL teachers, and students from Quoc Hoc and Nguyen Hue High Schools in Hue City The first group included the principal, vice principal, and heads of foreign language departments The second group comprised five English teachers from these schools Lastly, the third group consisted of 60 students from French classes at Quoc Hoc High School and 50 students from French classes at Nguyen Hue High School.
Research instrument/Methods of data collection
Table 3.1 Methods of data collection and participants
A total of 110 questionnaires were distributed to students, with all responses returned Each questionnaire contained 14 questions, written in Vietnamese to facilitate quicker and easier responses from the young students.
RESEARCH METHODOLOGY
Research approach
This research will utilize both quantitative and qualitative approaches, employing questionnaires for students and conducting interviews with leaders, teachers, and students as the primary data collection methods.
Participants
The study involved three distinct groups of respondents: administrators, EFL teachers, and students from Quoc Hoc and Nguyen Hue High Schools in Hue City The first group included the principal, vice principal, and heads of foreign language departments from both schools The second group comprised five English teachers from these institutions Finally, the third group consisted of 60 students enrolled in French classes at Quoc Hoc High School and 50 students in French classes at Nguyen Hue High School.
Research methods
Research instrument/Methods of data collection
Table 3.1 Methods of data collection and participants
A total of one hundred and ten questionnaires were distributed to students, with all copies returned Each questionnaire contained fourteen questions written in Vietnamese to facilitate quicker and easier responses from the young students.
The interview consisted of two questions written in Vietnamese so that the administrators could answer them more easily
The interview process included ten questions formulated in English, but all discussions were held in Vietnamese to ensure that participants could convey their thoughts fully and provide reliable information Five interviews were conducted in a face-to-face, informal, and individual format.
The interview process included six questions formulated in Vietnamese to facilitate easier and quicker responses from young students A total of ten interviews were conducted informally and individually in person Since all interviewees attend the same school, it allowed the researcher to meet them directly and schedule interviews at convenient times.
Document analysis
Description and analysis of the current French & English textbooks, the curriculum, and MOET documents concerning the teaching and learning English as a second foreign language will be done.
Data analysis
This research utilized both quantitative and qualitative approaches The data gathered from questionnaires were primarily analyzed using quantitative methods Additionally, qualitative insights were obtained through interviews, providing a comprehensive understanding of the issue being studied.
FINDINGS AND DISCUSSION
Findings and discussion
4.2.1 Research question 1: What are the students’ levels of English proficiency and their choice of English as a school subject in French classes at Quoc Hoc and Nguyen Hue high schools in Hue City?
Figures 4.1.1 & 4.1.2 The students’ levels of English proficiency
70 at first a little average fairly good good
Figure 4.1.1 The students' level of English proficiency in
French classes at Quoc Hoc high school
12th grade 11th grade 10th grade
0 10 20 30 40 50 60 at first a little average fairly good good
Figure 4.1.2 The students' level of English proficiency in French classes at Nguyen Hue high school
Figure 4.2 The students’ choice of English as a second foreign language
12th grade 11th grade 10th grade 11th grade 10th grade
Figure 4.3 The students’ choice of English as a school subject
12th grade 11th grade 10th grade 11th grade 10th grade
4.2.2 Research question 2: What are the students’ perceptions of teaching and learning English as a second foreign language in French classes at Quoc Hoc and Nguyen Hue high schools in Hue City?
Figure 4.4 The students’ interest in learning English as a second foreign language
12th grade 11th grade 10th grade 11th grade 10th grade
Quoc Hoc Nguyen Hue much little totally do not like don't know
Figure 4.5 The motivation factors influencing the learning of English as a second foreign language
12th grade 11th grade 10th grade 11th grade 10th grade
Quoc Hoc Nguy en Hue
12th grade 11th grade 10th grade 11th grade 10th grade
Figure 4.6 Motivating factors influencing the learning of English as a second foreign language (Continued)
12th grade 11th grade 10th grade 11th grade 10th grade
12th grade 11th grade 10th grade 11th grade 10th grade
Figure 4.7 Conditions for better English learning for the students
12th grade 11th grade 10th grade 11th grade 10th grade
Figure 4.8 Factors that make the students dislike learning English as a second foreign language
12th grade 11th grade 10th grade 11th grade 10th grade
Figure 4.9 Factors that make the students dislike learning English as a second foreign language (Continued)
12th grade 11th grade 10th grade 11th grade 10th grade
Figure 4.10 Factors that make the students dislike learning English as a second foreign language (Continued)
12th grade 11th grade 10th grade 11th grade 10th grade
4.2.2.3 Teachers’ roles in the teaching and learning of English as a second foreign language
Figure 4.11 Teachers’ roles in the teaching and learning of English as a second foreign language
12th grade 11th grade 10th grade 11th grade 10th grade
Figure 4.12 Language elements that make the students like learning English as a second foreign language
12th grade 11th grade 10th grade 11th grade 10th grade
Figure 4.13 The students’ opinion on the English textbook used in their class
12th grade 11th grade 10th grade 11th grade 10th grade
Figure 4.14 The students’ feeling about their English lessons
12th grade 11th grade 10th grade 11th grade 10th grade
DifficultEasyBoringInterestingNormal
4.2.3 Research question 3: “What are the advantages and difficulties encountered in the teaching and learning of English as a second foreign language in French classes at Quoc Hoc and Nguyen Hue high schools in Hue City?”
Administrators noted that students who have learned French as their first foreign language experience both challenges and benefits when learning English as a second foreign language They observed significant similarities in grammar and vocabulary between French and English, which facilitate the learning process for students.
Students who have learned French find English grammar relatively simple; however, vocabulary acquisition varies based on individual learning methods and attitudes rather than their prior knowledge of French The most significant challenge lies in pronunciation, as the differences in accent between the two languages make English listening particularly difficult Additionally, both teachers and students often neglect listening and speaking skills in second foreign language classes, which further hinders students' confidence and practice in speaking.
Administrators frequently assign young and enthusiastic teachers to English classes to enhance student engagement and motivation in learning the subject.
The English department often assigns energetic and passionate teachers to inspire students' English learning By easing test requirements, they aim to motivate students to engage more fully in their studies.
(Administrator 3, interviewed May 10 th , 2012) 4.2.3.2 Teachers’ views
4.2.3.2.1 The attitudes of the learners towards the learning of English as a second foreign language
Many teachers observed that students often lacked engagement, concentration, and a positive attitude towards learning the subject.
Many students lack a positive attitude towards learning a second foreign language, often motivated only by incentive points or parental pressure, with only a few genuinely enjoying the course (Teacher 3 & 4, interviewed April 10th & 14th, 2012) Additionally, learners face various advantages and disadvantages stemming from the linguistic features of both French and English.
Teaching English as a second language presents unique challenges compared to teaching it as a first foreign language, particularly for French speakers who may pronounce English words similarly to French Additionally, these learners often struggle with word order in sentences, such as the placement of adjectives, adverbs, and verbs However, there are advantages; their knowledge of French can help them infer the meanings of new English vocabulary.
Teaching English as a second foreign language presents unique challenges compared to teaching it as a first foreign language Learners often struggle with pronunciation, as they tend to apply French phonetics to English words However, there are notable advantages; approximately 50% of English vocabulary shares similarities with French, allowing students to infer meanings of new words more easily Despite this, the differences in pronunciation between the two languages can lead to frequent mistakes, hindering the development of listening and speaking skills in English Overall, students typically demonstrate an average level of proficiency in reading comprehension and writing skills in English.
All of the teachers give some ways to overcome the difficulties above and make use of the advantages from French during their teaching process
Initially, I highlight the differences in word order between the two languages Next, I encourage frequent reading in English by comparing words that differ in pronunciation but are similar in writing Additionally, I incorporate regular listening exercises with English tapes For reading comprehension, I avoid explaining English words that have the same spelling in French, allowing students to infer their meanings independently.
4.2.3.2.3 Learners’ motivation in learning English as a second foreign language
Many English teachers observe that students primarily learn the language to earn bonus points at the end of the school year This focus on bonuses diminishes the significance of English in their overall education, leading students to complete tasks without genuinely engaging with the subject As a result, their motivation to learn is limited to achieving these points rather than fostering a deeper understanding of the language.
4.2.3.2.4 The methods to motivate learners in learning English as a second foreign language
Many teachers employ similar strategies to motivate students in learning English, such as incorporating engaging games related to their lessons, facilitating pair and group activities, utilizing innovative teaching methods, and providing positive reinforcement through rewards.
I usually create many interesting games related to their lesson, provide quick and run exercises to plus points for them (Teacher 1, interviewed April, 7 th , 2012) and etc,…
4.2.3.2.5 The teachers’ roles in teaching English as a second foreign language
English teachers emphasize the importance of fostering strong relationships with their students to enhance the learning experience They strive to create a comfortable classroom atmosphere by adapting their teaching methods and being approachable By showing genuine care for their students, teachers encourage high achievers, motivate those who struggle, and ensure fair assessments Additionally, they recognize the challenges students face and work to provide supportive conditions that inspire motivation and engagement in language learning.
CONCLUSION AND IMPLICATIONS
Summary of the findings
This research investigates the teaching and learning of English as a second foreign language in French classes at Quoc Hoc and Nguyen Hue high schools in Hue City It aims to provide suggestions and solutions for improving English proficiency among 10th-grade students at these institutions The study includes input from four administrators, five English teachers, and utilizes questionnaires and interviews, with results thoroughly analyzed using charts and percentages.
5.1.1 The students’ levels of English proficiency and their choice of English as a school subject in French classes at Quoc Hoc and
Nguyen Hue high schools in Hue City
The survey results indicate significant disparities in English proficiency levels among students within the same grade Out of 110 students, the "fairly good" proficiency level was the most prevalent, accounting for 20% to 64% of respondents, while "beginner" proficiency was the least common, ranging from 0% to 6.7% Additionally, a notable number of students fell into the "know a little" and "average" categories, with percentages of 4% to 53.3% and 16% to 25.7%, respectively Conversely, only a small fraction of students, between 0% and 16%, achieved a "good" proficiency level.
The survey results indicate a strong preference among high school students for learning English as a second foreign language, with 85.7% to 100% of students opting for it A small minority, 8% to 14.3%, showed indifference towards this choice Furthermore, a significant majority, between 70% and 96%, expressed a desire to learn English as an elective subject Conversely, only 4% to 30% of students preferred English as a compulsory subject following French as their first foreign language Overall, the findings reveal that many learners are not inclined to choose English as a mandatory subject.
5.1.2 The students’ perceptions of teaching and learning English as a second foreign language in French classes at Quoc Hoc and Nguyen Hue high schools in Hue City
English is a compulsory subject at these high schools, serving as a second foreign language following French While most students acknowledge the necessity of learning English, enthusiasm varies significantly Some students are motivated by the language's importance in today's society and its relevance to their future careers, while others are merely driven by the desire for reward points or parental pressure A small percentage of students genuinely appreciate the course, recognizing its value alongside their first foreign language Ultimately, only a limited number of students express satisfaction with their English studies.
Students at these high schools exhibit both intrinsic and extrinsic motivation to learn English Many are driven by intrinsic motivation, seeking personal enjoyment in the language Conversely, extrinsic motivation also plays a role, as some students are influenced by the desire for bonus points or parental pressure The survey results indicate that both types of motivation are present among the students.
Factors influencing students' motivation to learn English include peer influence and bonus points, though this motivation tends to decrease in the 11th and 12th grades Teachers significantly impact students' enthusiasm for English, with 46.7% to 80% of students expressing a liking for their English teachers Additionally, 6.67% to 15% of students are motivated by the excitement their teachers bring to the classroom However, the burden of multiple subjects is a significant obstacle, with 66.7% to 100% of students agreeing on this issue, and 53.3% to 86.7% indicating they lack time for English study A smaller percentage, 8% to 20%, do not focus on the purpose of learning English, while 35% to 53.3% are disinterested due to strict teaching methods Conversely, a majority, 71.4% to 93.3%, appreciate the bonus points awarded at the end of the school year, suggesting that such incentives can effectively encourage English learning.
The findings indicate that a majority of students at Quoc Hoc and Nguyen Hue high schools in Hue City lack awareness of the significance of English as a second foreign language and exhibit a negative attitude towards learning it Many students show disinterest and do not actively engage in classroom activities, often failing to pay attention to their teachers' lectures and frequently being absent Overall, there is a prevalent lack of motivation and positive attitude among these students regarding their English language education.
5.1.3 The advantages and difficulties encountered in teaching and learning English as a second foreign language in French classes at Quoc Hoc and Nguyen Hue high schools in Hue City
Many students find it easier to learn English as a second language after studying French due to the similarities in grammar and vocabulary While English grammar poses little challenge for these students, vocabulary acquisition varies based on individual learning methods and attitudes However, pronunciation remains a significant hurdle, particularly due to the differences in accent between the two languages, making English listening skills particularly difficult Unfortunately, both teachers and students often overlook the importance of listening and speaking practice in these classes This lack of focus on pronunciation can hinder students' motivation to improve their speaking skills Reading comprehension and writing skills are generally at a standard level, but teachers tend to concentrate on short and simple writing forms, showing limited interest in the subject Additionally, the heavy scheduling of French classes complicates the learning process To enhance English learning, the department assigns enthusiastic young teachers who encourage students to progress from easy to challenging material and adjust testing requirements to foster greater interest in the subject.
The challenges in English learning stem from students' limited proficiency and an unreasonable program distribution, where some lessons are overly dense while others lack substance Teaching English as a second foreign language presents additional difficulties compared to it being the first Learners often confuse pronunciation and word order, influenced by their French background Furthermore, students in French classes face a curriculum mismatch, attending only two English periods per week compared to three for their English counterparts, hindering their ability to keep pace with the material As they progress, they struggle with new content that builds on previous lessons they did not fully grasp Nevertheless, learning English as a second foreign language can be beneficial, as students may leverage their French knowledge to infer meanings of new vocabulary.
Students from Quoc Hoc and Nguyen Hue high schools shared their experiences learning English as a second foreign language, particularly after studying French as their first They noted similarities in grammar and vocabulary between the two languages, with some words sharing identical spellings and meanings Additionally, they found that English vocabulary can enhance their understanding of French However, the contrasting writing structures of English and French sometimes lead to mistakes in writing skills.
The survey revealed that while students benefit from numerous advantages in learning English as a second foreign language, they also face various challenges These difficulties directly affect the quality and effectiveness of the teaching and learning process.
Implications
The research findings suggest several implications to assist teachers and students in overcoming challenges encountered in learning English as a second foreign language These recommendations are designed to provide effective solutions to enhance English teaching and learning in French classes at Quoc Hoc and Nguyen Hue high schools.
To effectively assess their students' English proficiency levels, teachers should begin with a diagnostic test This initial evaluation will enable them to tailor lesson plans, teaching methods, and assessments accordingly Additionally, incorporating engaging and relevant information related to the lesson content can enhance students' understanding and interest in the material.
Secondly, teachers should introduce and guide students with learning strategies, methods and techniques in each skill so that they can master the four skills and learn more effectively
Thirdly, teachers should spend more time to explain grammar points and vocabulary together with motivating, realistic and simple examples to their students carefully
Teachers should not strictly adhere to textbook content; instead, they should adapt their teaching methods to better align with their students' English proficiency levels.
Adjust some activities and tasks to be more appropriate to their real teaching classes
To enhance student engagement, focus on themes and tasks that resonate with their interests while incorporating topics related to Vietnamese culture By introducing culturally relevant themes, educators can create a more relatable and stimulating learning environment that captures students' attention and fosters a deeper connection to the material.
Create some more different activities and more exciting games that are appropriate to the particular classes
Enhancing the textbook with additional information on the cultural and political aspects of the countries discussed—such as customs, traditions, regional diversity, and the interplay of human and animal life—will enrich students' understanding Additionally, allocating more classroom time for practicing the four essential language skills, particularly speaking and listening, is crucial for effective learning.
Should use more activities and funny games to make the lessons more interesting
Fifthly, teachers should implement different types of activities and tasks to motivate and encourage their students in learning English in class
Finally, teachers should teach English lessons with modern facilities such as electronic lesson plans, projectors, etc to motivate their students in learning
The effectiveness of English lessons in the classroom relies on the combined efforts of both teachers and students To navigate the challenges of learning English as a second foreign language and to excel as foreign language learners, students must adhere to essential principles that facilitate their learning process.
Firstly, students should be aware of the importance and necessity of learning and using English as a second foreign language at school as well as their future careers
Secondly, students need to have positive motivation and attitudes toward English learning and participating in many different activities actively in the classroom as well as in school and society
Regular school attendance and consistent homework completion are essential for students By reviewing past lessons and preparing new material at home, students can enhance their understanding and engagement during classroom instruction.
Students should enhance their English skills at home by practicing speaking more frequently outside of class Regularly listening to English tapes or programs on television, the internet, or radio can significantly improve both speaking and listening abilities.
Fifthly, students should cultivate this foreign language to be able to acquire and practice in class as well as communicate with foreigners more effectively
Finally, students should ask their teachers or friends if they do not understand well the English lessons in the classroom
In order to help the teachers and students improve the teaching and learning of English as a second foreign language, administrators should realize the important things as follows:
First, administrators should organize to test the new students to grasp their levels of English proficiency so that they distribute the program with appropriate and more effective teaching methods
To enhance language acquisition and align with the textbook curriculum, administrators should increase the weekly sessions by a minimum of three periods This adjustment will provide students with more frequent opportunities to practice the language and allow teachers sufficient time to assess classroom activities effectively.
Third, administrators should assign the young and enthusiastic teachers that have passion for English to attract the large number of students with passion for this subject
Fourth, administrators should change the methods of testing and assessment to be more appropriate and should have a consistency between the training, testing and final examination
Administrators must prioritize the investment in and provision of essential classroom facilities to enhance the English teaching and learning experience This includes equipping classrooms with projectors, computers, cassette players, and portable tables and chairs, which facilitate the organization of pair and group activities effectively.
Administrators should organize seminars for teachers and students to exchange experiences and perspectives on teaching and learning This initiative aims to enhance the quality of English language instruction as a second foreign language in schools.
Finally, administrators should propose to the Ministry and the Department of Education and Training publish the textbooks for English as a second foreign language courses.
The limitations of the study
Because of the limitations of ability, time and other factors, this research has faced some unavoidable shortcoming as follows:
Firstly, most of the students do not concerned much on studying English as a second foreign language, so their perceptions might not be really accurate as expected
The limited number of student questionnaires and interviews, combined with the short duration of the research, has resulted in data that does not accurately reflect the realities of teaching and learning English as a second foreign language.
Teachers and students acknowledged that they have only completed about two-thirds of the activities and tasks in the textbook, leading to an incomplete understanding of English and discouragement in learning the subject Additionally, they lacked firsthand experience with the complexity of these activities.
The investigation into students' perceptions of learning English as a second foreign language is relatively new, revealing that the data analyzed is insufficient in addressing the advantages and challenges faced by both students and teachers in the teaching and learning process.
Finally, the result may be more convincing and interesting if the researcher has more time as well as more updated documentaries on the issues under the study.
Recommendations for further research
This survey aimed to explore students' perceptions of learning English as a second foreign language, highlighting the benefits and challenges faced by both students and teachers in French classes at Quoc Hoc and Nguyen Hue high schools in Hue City.
Future research should focus on analyzing the needs, advantages, and challenges faced by high school students and teachers in English programs It is essential to evaluate the perceptions of administrators, teachers, and students regarding the aims of the English course to enhance teaching and learning outcomes.
This article offers a fresh perspective on the realities of teaching and learning English as a second foreign language within the French classes at Quoc Hoc and Nguyen Hue high schools.
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