Keywords: EFL teachers, preschool children, teaching English, challenges, effective methods, mixed-methods approach, classroom management, game- based learning, interactive activities, e
INTRODUCTION
Rationale
In today's interconnected world, English is essential for effective communication, commerce, and education, providing individuals with numerous opportunities such as improved job prospects, access to higher education, and involvement in international cultural exchanges Consequently, the demand for English language proficiency has surged, leading many countries to incorporate English as a mandatory subject in their educational systems.
Preschool education plays a crucial role in a child's educational journey by establishing a strong foundation for future learning and development Introducing the English language at an early age can provide young learners with a competitive advantage Nevertheless, preschool teachers encounter considerable challenges in effectively teaching English to young children, especially in non-English speaking countries where English is not the primary language.
Teaching English to preschool children in Vietnam faces significant challenges, including a shortage of qualified teachers trained in effective methods for young learners This often results in inappropriate teaching approaches and materials, leading to an emphasis on rote memorization over communicative skills, which can diminish student motivation Furthermore, using English as the primary language of instruction may limit children's exposure to their native Vietnamese language and culture, potentially hindering their identity development Addressing these challenges is essential for providing effective and meaningful English language education.
Despite the increasing interest in teaching English to preschoolers, research on the challenges faced by preschool teachers in this area remains limited There is a significant need for studies that explore the difficulties encountered in teaching English to young learners and identify the most effective methods for this age group Addressing these gaps will enhance our understanding of the issues related to teaching English to preschool children.
The early years of preschool education are crucial for developing foundational skills in cognition, emotional intelligence, and language Research shows that introducing English or a second language during this period provides significant cognitive, linguistic, and social benefits (Harper, 2011; Mourão et al., 2016) However, educators face challenges in teaching English to preschoolers, such as managing classroom dynamics and adapting teaching strategies to meet the unique needs of young learners.
Research highlights the importance of early English exposure for preschoolers Harper (2011) points out that engaging activities like songs, rhymes, and interactive games enhance phonemic awareness, essential for language development Additionally, Mourão et al (2016) emphasize that storytelling and picture book activities boost children's engagement and comprehension, enabling them to learn new vocabulary in context-rich settings.
Integrating physical movement with vocabulary lessons significantly boosts motivation and retention, especially for children in underprivileged communities, as highlighted by Padial-Ruz et al (2019) This combination of physical and linguistic activities fosters the development of both cognitive and motor skills, which is essential for holistic growth.
Existing studies primarily emphasize short-term results like vocabulary acquisition, but there is a significant gap in longitudinal research examining the long-term impacts of early English education on children's academic and social development throughout their schooling years.
Effective strategies for language exposure are essential in teaching English to preschoolers, incorporating techniques like teacher-led activities, nursery rhymes, and structured playtime Research by Keydeniers et al (2021) highlights that English immersion programs in the Netherlands significantly boost children's enthusiasm and participation Additionally, Mourão & Robinson (2015) found that creating English learning zones in classrooms encourages independent exploration of the language, often through play-based activities.
In bilingual settings, preschoolers commonly use their native language (L1) to enhance their understanding of English (L2) Research by Roh and Lee (2018) revealed that Korean preschoolers often alternate between L1 and L2 during storytelling, which supports both comprehension and engagement This interplay between languages fosters opportunities for fluency development in both languages.
While recent studies have shed light on bilingual education, uncertainties persist regarding its impact on the balance of first language (L1) and second language (L2) proficiency in non-English-speaking communities Further research is essential to explore how bilingual strategies can enhance L2 acquisition while preserving L1 development and cultural identity.
Despite a solid foundation in the advantages and strategies of early English education, notable gaps persist in the literature Limited research has addressed the specific challenges encountered by preschool teachers, including resource limitations, classroom management difficulties, and the pressures of catering to diverse learner needs Additionally, while traditional methods like storytelling and songs are frequently highlighted, the exploration of modern approaches, such as digital learning tools and gamification, remains insufficient.
This research aims to fill this gap by investigating the problems and suggest effective methods of teaching English to preschool children.
Aim and Objectives
This research aims to examine the problems faced by English teachers and their effective methods of teaching English to preschool children
The objectives of this research are:
- To examine problems encountered by EFL teachers in teaching English to preschool children
- To find out effective methods of teaching English to preschool children.
Research Questions
This research proposal seeks to identify the challenges encountered by English teachers and to propose effective teaching strategies for preschool children By investigating these issues, the study aims to enhance the methods used in teaching English to young learners The research will focus on addressing specific questions related to the difficulties faced by educators and the most effective approaches to engage preschoolers in learning English.
1 Which problems are faced by ELF teachers in teaching English to preschool children?
2 What are effective methods of teaching English to preschool children as perceived by EFL teachers?
Scope of the Study
This study explores the challenges and effective strategies for teaching English to preschool children, focusing on insights from both Vietnamese and foreign English teachers In total, 30 educators from preschools in Quy Nhon City participated in the research.
Significance of the Study
This study is important as it aims to enhance English language teaching methods for preschool children, a vital stage in their development By examining the challenges preschool teachers encounter in teaching English and the strategies they employ to address these issues, the research can guide the creation of effective teacher training programs, curriculum design, and teaching methodologies that promote language development and improve learning outcomes.
The findings of this study may have significant implications for second language teaching and learning, as the effective methods and strategies identified could be relevant across various age groups and languages.
This study enhances the current understanding of teaching English as a second language to young children, offering valuable insights for educators, policymakers, and parents aiming to elevate the quality of English language instruction for preschoolers.
Organization of the Thesis
The thesis includes five chapters
Chapter 1, Introduction, provides some background knowledge of the study
Then it presents the purpose and the significance of the study
Chapter 2, Literature Review, summarizes previous research on teaching
Teaching English as a second language to young children involves understanding effective strategies and addressing challenges faced by preschool educators Research highlights the importance of engaging methods that cater to the unique learning needs of preschoolers Additionally, relevant theories on language development underscore the significance of a supportive environment that fosters communication skills in early childhood By integrating these approaches, teachers can enhance language acquisition and promote a love for learning in young learners.
Chapter 3, Research Methodology, is devoted to research methods, research procedures, description of samples, the procedure of data collection and data analysis
Chapter 4, Findings and Discussion, highlights the results of data analysis regarding the challenges preschool teachers encounter when teaching English to young children.
Chapter 5, Conclusion, summarizes the significant findings, draw conclusions and implications, limits, and recommendations for further study.
LITERATURE REVIEW
Theoretical Background
2.1.1 The Context of the English Language Education Program for Preschool Children in Vietnam
In Vietnam, the teaching of English to preschool children has emerged as a significant educational trend, guided by the Preschool Education Program established by the Ministry of Education and Training This program caters to the learning needs of children aged 3 to 6, emphasizing the development of language skills while ensuring a coherent progression from simple to complex concepts According to Circular 44/2021/TT-BGDĐT, the curriculum is designed to align with children's cognitive abilities and developmental needs, promoting active participation through creative play-based activities The circular underscores the importance of holistic development, encompassing physical, cognitive, language, emotional, and social aspects, while fostering positive learning experiences that stimulate curiosity and creativity.
The English education program for preschool children in Vietnam is grounded in research from educational psychology and pedagogy, which identifies effective teaching methods According to Snow (2010), language learning thrives in interactive and communicative contexts, leading the program to incorporate active teaching strategies like play-based and experiential learning This approach fosters a friendly and engaging environment that promotes children's language development.
When designing an English education program for preschool children in Vietnam, it is essential to consider the cultural and social context of the nation The program not only focuses on language acquisition but also aims to integrate Vietnamese cultural values and traditions Research by Phan (2018) indicates that incorporating culture into language education enhances children's understanding of the language and fosters their personal cultural identity Consequently, the program includes engaging activities such as songs, games, and folk stories, enabling children to learn English while gaining valuable insights into Vietnamese culture.
The English education program for preschool children also focuses on developing social and emotional skills According to a study by Denham and Burton
Social and emotional skills are essential for children's learning, as they enhance confidence in communication and peer interaction The program focuses on language development while promoting group activities that encourage teamwork and foster positive relationships among children (Denham & Burton, 2003).
The English education program for preschool children in Vietnam is designed according to international language education standards, specifically the Common European Framework of Reference for Languages (CEFR) This program systematically develops essential language skills—listening, speaking, reading, and writing—ensuring that children acquire not just vocabulary and grammar, but also the ability to communicate effectively in real-life situations (Council of Europe, 2001).
Despite a well-structured English education program for preschool children in Vietnam, challenges persist in its implementation, primarily due to a shortage of qualified teachers possessing the necessary English proficiency and teaching skills, as highlighted in a report by the Ministry of Education and Training.
As of 2021, a significant number of preschool English teachers lack adequate training, leading to inconsistent instruction quality across various regions To improve the standard of language education for young learners, it is essential to prioritize training and professional development for preschool English educators.
Parental involvement plays a crucial role in the development of preschool children's English education programs According to research by Cummings (2016), active participation from parents significantly enhances children's language and cognitive growth To foster this, the English education program should incorporate activities that connect school and home, motivating parents to engage in their children's learning and cultivating a positive, supportive educational environment.
The English education program for preschool children in Vietnam is designed to align with the national preschool education framework, incorporating pedagogical and psychological insights along with the country's cultural context This integration fosters essential language skills and establishes a strong foundation for future learning As outlined in Circular 44/2021/TT-BGDĐT from the Ministry of Education and Training, preschool education aims for holistic development—encompassing physical, cognitive, language, emotional, and social growth—while encouraging positive learning experiences through activities that inspire curiosity and creativity.
To achieve the highest effectiveness, there needs to be close collaboration among schools, families, and relevant authorities to enhance the overall quality of English language education for preschool children
2.1.2 Objectives of the English Language Program for Preschool Children in Vietnam
The English language program for preschool children in Vietnam aims to enhance effective communication skills in English and prepare them for future learning in primary school Recognizing early childhood as a crucial time for language development, the program seeks to establish a solid foundation for children’s educational journeys Its key objectives focus on ensuring that children not only learn English but also foster a positive attitude towards language acquisition, including understanding and responding to simple requests in English.
The program aims to enhance children's listening and comprehension skills in English by teaching them to recognize common phrases and commands used in daily interactions Through engaging listening exercises and interactive activities, children learn to respond to questions and follow instructions, which are crucial for effective communication Research shows that understanding spoken language is fundamental for language acquisition, serving as a foundation for further development (Snow, 2010) Structured play and guided activities provide children with opportunities to practice listening skills in a natural and enjoyable context.
The program aims to enhance communication skills through engaging activities and social interactions, using diverse teaching methods like games, songs, and group activities to make learning English enjoyable Grounded in Vygotsky’s theory of social development, which emphasizes the importance of peer and adult interactions, this interactive approach not only improves language proficiency but also fosters essential social skills such as turn-taking, sharing, and cooperation By engaging in group activities, children gain confidence in expressing themselves and communicating their thoughts and feelings in English, instilling a love for the language from an early age.
The program aims to foster a love for learning English from an early age, as research indicates that a positive attitude toward language learning enhances children's motivation and success (Dửrnyei, 2001) Educators strive to create a joyful and supportive environment where children feel safe to explore the language By utilizing engaging storytelling, entertaining songs, and creative arts and crafts, children are introduced to English in an enjoyable and relevant manner This early exposure is essential for cultivating a lifelong interest in language learning and cultural exploration.
The English language program for preschool children aims to establish a strong foundation in listening and speaking skills, preparing them for future English learning in primary school This early exposure to a second language is crucial, as it enhances their ability to communicate effectively in an increasingly globalized world, leading to greater academic and career opportunities (Garton, 2016) Research indicates that such early language exposure results in improved language proficiency over time (Genesee, 2008) Consequently, the program emphasizes not only immediate skills but also long-term language development and cultural awareness through language learning.
The English language program aims to enhance cultural awareness and appreciation among preschool children by integrating elements of English-speaking cultures, including traditions, holidays, and customs This approach goes beyond mere vocabulary and grammar acquisition, fostering a broader perspective and appreciation for diversity By emphasizing cultural context, educators help children develop empathy and understanding in a multicultural society, encouraging them to view the world from various viewpoints (Byram, 1997).
Review of Previous studies
The preschool years are essential for developing foundational language and communication skills in children As global integration increases, teaching English to preschoolers not only improves their language abilities but also promotes cognitive development and multicultural communication skills However, research indicates notable gaps in teaching methodologies, teacher preparation, and the feasibility of English language programs for young learners.
Research indicates that early English learning significantly enhances cognitive development According to Cummins (2000), exposure to a second language stimulates brain areas linked to language processing and problem-solving, which improves cognitive flexibility.
Garcia and Wei (2014) highlighted that bilingual children exhibit enhanced phonetic and semantic discrimination skills, which positively impacts their proficiency in both English and their native language These cognitive advantages contribute to better academic outcomes in the future.
Early English education enhances social and communication skills in young learners According to Mourão (2015), preschoolers who participate in interactive activities like storytelling and games not only develop cooperation skills but also gain confidence in their ability to communicate with peers These foundational abilities equip children to engage successfully in international communities as they grow.
A major challenge in teaching English is the scarcity of age-appropriate materials and curricula, as highlighted by Garton and Copland (2019), who noted that many educators find it difficult to source engaging and effective resources for young learners Additionally, in underprivileged areas, access to quality bilingual learning environments remains severely restricted.
Teaching English to preschoolers necessitates a solid grasp of language and child psychology According to Enever (2018), many preschool teachers are not adequately trained in second-language instruction, leading to ineffective teaching methods This insufficient preparation can negatively impact children's interest and motivation to learn English.
Teaching English to preschool children in Vietnam is challenging due to limited exposure to the language in their daily lives, as many come from non-English speaking backgrounds, which hampers their language development (Nguyen & Nguyen, 2020) Traditional rote memorization methods often disengage young learners, who thrive on interactive and hands-on approaches (Pham, 2018) Moreover, the shortage of teachers proficient in English and skilled in child-centered teaching exacerbates the issue (Nguyen & Nguyen, 2020) To address these challenges, it is essential to implement more effective communicative methods, such as Total Physical Response (TPR), to foster an engaging and meaningful learning environment for preschoolers.
The study "Teaching English to Preschool Children through Play-Based Learning: Experiment, Results, and Discussion" by Huynh Thi Bich Van et al
In a 2021 experiment focused on preschool children, researchers implemented a play-based learning approach to teach English at a preschool institution The findings revealed that this method significantly enhanced children's motivation to learn, facilitated steady vocabulary retention, and improved their English communication skills The study underscores the numerous benefits of early English learning for the holistic development of children.
Implementing play-based learning in preschool education in Vietnam necessitates specialized training for teachers and support from relevant authorities to ensure its effectiveness Consequently, fostering close collaboration among schools, families, and agencies is essential to improve the quality of English education for young children.
Play-based learning in preschool English education enhances language acquisition while fostering essential social and emotional skills, creating a robust foundation for future academic success.
Preschoolers demonstrate varying language acquisition skills influenced by their family background, environment, and native language These differences create challenges for educators in developing lessons that effectively meet the diverse needs of all students.
The existing literature primarily focuses on child outcomes, often overlooking the challenges and needs of teachers, which impedes the creation of effective support systems for educators Although traditional methods like storytelling and singing are commonly employed, there is a lack of research on the impact of modern approaches such as educational technology and gamification in early English education.
Teaching English to preschoolers offers significant benefits for their cognitive, linguistic, and social growth, but challenges such as teacher preparation, resource availability, and teaching effectiveness remain Although current research highlights the advantages of early English education, it fails to address important issues regarding innovative methodologies, teacher support, and long-term effects By focusing on these gaps through dedicated research, we can develop effective and inclusive English teaching practices that will benefit both children and educators in Vietnam and globally.
Chapter summary
This chapter outlines the context and theoretical framework for the current study, while also examining relevant previous research to identify gaps in the existing literature The subsequent chapter, Chapter 3, will detail the research design and methodology employed in this study.
RESEARCH METHODOLOGY
Research methods
This study details the research methodology, outlining the design, participant involvement, data collection procedures, and analysis techniques used to answer the research questions A mixed-method approach was employed, integrating qualitative and quantitative methods to gain a comprehensive understanding of teachers' perceptions and experiences in teaching English to preschool children The qualitative aspect focused on personal insights and experiences of the teachers, while the quantitative data revealed patterns and trends in their teaching practices.
Participants
The study involved 30 teachers from Quy Nhon City, including both Vietnamese and foreign educators Initially, the goal was to recruit 20 teachers specifically teaching English to preschool children, but the process proved more difficult than expected Ultimately, only 17 teachers were enlisted, raising concerns about the potential impact of this limited participant pool on the depth and comprehensiveness of the research.
Feeling disheartened, I sought advice from my supervisor, who recommended I reach out to English language centers in Quy Nhon City This guidance provided me with a fresh perspective on participant recruitment and opened up new opportunities Motivated by his suggestion, I started contacting several English centers in the area.
I was thrilled to see significant results from this approach, as it allowed me to connect with over 10 additional teachers experienced in teaching children aged 3 to 6 years This increase in participants not only broadened my participant pool but also enhanced the diversity of perspectives and experiences in my study.
The insights from experienced educators significantly improved my research quality, allowing me to collect a wider array of data This comprehensive approach deepened my understanding of the challenges and effective strategies in teaching English to young learners Looking back, I recognize that this unexpected opportunity was a fortunate development that enabled my study to achieve its full potential.
Table 1 Demographic details of the participants
Variable Label Value Label Quantity Percentage
Sampling
This study utilized a purposive sampling strategy to select participants for the survey, focusing on individuals with significant experience and expertise in teaching English to preschool children This intentional approach ensured the collection of comprehensive and detailed insights into the research phenomenon being investigated.
Participants were selected based on specific inclusion criteria, focusing on preschool teachers in Quy Nhon City with at least one year of experience in English instruction for preschool children This criterion ensured that the participants had significant practical exposure to the subject, enabling them to provide valuable insights into their teaching practices.
The selection criteria required participants to demonstrate a high level of English fluency, which was essential for effective communication This proficiency ensured that participants could clearly and coherently express their experiences, challenges, and strategies during the survey process.
The study focused on English teachers instructing children aged 3 to 6, recruiting participants through email and phone outreach to preschool teachers and English center instructors in Quy Nhon City The researcher clearly communicated the study's purpose, objectives, and the importance of their involvement in the survey process.
This study utilized a purposive sampling strategy to intentionally select individuals with the necessary expertise in teaching English to preschool children By following specific inclusion criteria, the data collection process aimed to gather rich and detailed insights from participants, ultimately enhancing the depth and informativeness of the interview phase.
Data collection Procedures
The data collection process commenced with the recruitment of participants who met specific inclusion criteria After identifying and inviting potential participants, individual meetings were arranged at convenient times for both parties These one-on-one meetings served as the primary method for gathering data.
A tailored survey questionnaire was developed for participating teachers to gather valuable data on their perceptions of the challenges and effective strategies in teaching English to preschool children The administration of these surveys provided quantitative data that enriched and supported the qualitative insights gained from the interviews.
The survey questionnaires were designed based on the research objectives and questions, ensuring that participants could express their perspectives and experiences clearly To enhance completion ease and streamline data collection, the questionnaires were distributed electronically.
After the survey phase, participants took part in brief interviews, which were audio-recorded with their consent to ensure data accuracy and comprehensiveness They responded to direct questions about the challenges of teaching and shared effective methods for teaching English to preschool children The recordings were transcribed verbatim, enabling a detailed analysis of the information gathered This transcription process captured not only the spoken content but also verbal cues, pauses, and non-verbal expressions, preserving the richness and nuances of the participants' responses.
This study employed a dual approach for data collection, utilizing both individual interviews and survey questionnaires The surveys provided quantitative data, while the interviews offered a deeper exploration of participants' experiences and perceptions, enriching the qualitative findings This comprehensive strategy allowed for a thorough analysis of the challenges and effective methods in teaching English to preschool children.
Data Collection
The study utilized two key data collection methods—surveys and individual interviews—to obtain in-depth qualitative insights from English preschool teachers These tools were designed to investigate teachers' perceptions of the challenges they encounter and the teaching strategies they implement to effectively instruct young learners in English.
The survey utilized open-ended questions to collect valuable insights into teaching English in preschool, enabling participants to express their opinions, experiences, and strategies It specifically focused on the challenges faced by teachers and the methods they employed to address these difficulties By distributing the questionnaires to a larger group of educators, the research gained a comprehensive perspective on the topic.
Alongside the survey, individual interviews with a select group of teachers provided an in-depth exploration of their experiences Tailored questions were designed to uncover the challenges teachers encounter and the strategies they use to overcome these obstacles Conducted in a one-on-one format, these interviews offered valuable insights into teachers' practices and perspectives.
The combination of surveys and interviews yielded valuable qualitative data, allowing for an in-depth exploration of the complexities in teaching English to preschoolers This study sought to understand the challenges and strategies from teachers' perspectives, providing essential insights into the field of early childhood English education.
Data Analysis
The survey questionnaires and individual interviews provided data that was analyzed using both quantitative and qualitative techniques This combined approach allowed for an in-depth exploration of the data, leading to a nuanced understanding of the research findings.
Quantitative data analysis techniques were utilized to analyze survey questionnaire responses, employing descriptive statistics like frequency distributions and means to summarize the data This approach enabled the identification of patterns, trends, and common perceptions among participants regarding the challenges and effective methods for teaching English to preschool children The quantitative analysis provided essential insights into the prevalence and frequency of specific themes or issues highlighted in the survey.
Qualitative data analysis techniques, particularly thematic analysis, were utilized to examine data from individual interviews This systematic approach involved identifying, organizing, and interpreting patterns within the qualitative data The process began with a thorough reading of the interview transcripts to understand the content deeply Meaningful units of information, such as phrases and sentences, were then identified and coded These codes were grouped based on similarities to form themes that encapsulate key ideas emerging from the data The themes were subsequently refined and reviewed to ensure their coherence and relevance to the research objectives This thematic analysis facilitated the identification of common themes and patterns in teachers' experiences and perspectives regarding the challenges and effective methods of teaching English to preschool children.
Integrating quantitative and qualitative data analysis techniques allows for a thorough examination of research findings Quantitative analysis delivers a statistical overview of participant responses, while qualitative analysis delves into the detailed narratives and insights from individual interviews By triangulating these complementary approaches, the study enhances the rigor and validity of its findings.
The data analysis process utilized descriptive statistics to summarize and interpret quantitative data, while thematic analysis was employed to identify common themes and patterns in qualitative data This integrated approach enhances the understanding of the research phenomenon and supports the study's objectives effectively.
Ethic considerations
Confidentiality is a crucial ethical principle in research involving human participants, particularly when examining preschool teachers' experiences and challenges in teaching English Safeguarding the privacy of these educators is essential; therefore, details like their names, schools, personal responses, and any identifying information must remain confidential to mitigate risks to their professional and personal lives.
To maintain confidentiality in research, it is essential to employ anonymization techniques like assigning pseudonyms and eliminating identifying information from the data Furthermore, securely storing research data in password-protected digital formats or locked physical storage is crucial These practices ensure that only researchers have access to sensitive information, thereby safeguarding the privacy of participants (Jupp, 2006).
Protecting teachers from harm is a vital ethical consideration in research It is essential for researchers to ensure that their studies do not inflict physical, emotional, or psychological distress on participants This is particularly crucial when exploring the challenges teachers encounter while teaching English to young learners, as the subject may involve sensitive topics like inadequate teaching methods, insufficient resources, and classroom management issues.
To safeguard teachers' well-being, researchers must craft survey and interview questions that minimize stress and discomfort, using non-judgmental language that avoids criticism Conducting interviews in a comfortable and safe environment allows teachers to share their experiences openly, free from fear of judgment or repercussions (Nussbaum, 2014) Furthermore, it is essential for researchers to consider the frequency and duration of participation to prevent disruptions to teachers' work schedules.
Respecting teachers is a fundamental ethical obligation in research, as they significantly influence the language development of young children Their insights should be valued and treated with dignity throughout the research process Researchers must ensure that teachers are treated fairly and respectfully during all stages of the study, including data collection and reporting.
Researchers must respect teachers' time and commitments by avoiding excessive demands and ensuring their studies do not interfere with professional responsibilities Scheduling interviews or surveys at convenient times for teachers demonstrates this respect (Merriam, 2009) Additionally, researchers should share findings with participants in a way that acknowledges their contributions and allows for feedback.
Before conducting research with human participants, securing ethical approval from an institutional review board or ethics committee is crucial This review guarantees compliance with ethical standards and safeguards the rights and welfare of participants The ethical review process evaluates the study design, data collection methods, and potential risks, ensuring adherence to established ethical guidelines.
Ongoing ethical oversight is essential throughout the research process, ensuring that researchers maintain high ethical standards in data collection, analysis, and reporting This oversight promotes transparency and accountability, reinforcing the integrity of the research and respect for participants (Creswell, 2014).
When I conducted my resaerch, I took all these ideas and guidelines into consideration and followed all the discussed idea to ensure the ethic considerations in my study.
Chapter summary
This chapter outlines the research approach for data collection and analysis, detailing the research design and participant selection relevant to the study It describes the data collection methods, including surveys and interviews, and their alignment with the study objectives Additionally, the chapter covers the data analysis techniques used to interpret the collected information Ethical considerations, such as confidentiality and informed consent, are also discussed to ensure adherence to ethical standards and the protection of participants' rights.
RESEARCH FINDINGS AND DISCUSSION
Problems Faced by ELF Teachers in Teaching English to Preschool
4.1.1 Limited Attention Span of Preschool Children during English Lessons
Table 2 presents the survey results, highlighting the percentage of teachers who reported that preschool children's limited attention spans pose challenges in teaching English effectively.
Table 2 Limited attention span of preschool children during English lessons
According to Table 2, a significant 86.67% of respondents agreed or strongly agreed that children have a limited attention span during English lessons, which they believe poses challenges in teaching English effectively to this age group.
None of the participants disagreed or strongly disagreed with the statement, while 13.33% maintained a neutral stance These results indicate that the concentration of preschool children during English classes plays a crucial role in the effectiveness of English language instruction.
In preschool education, children's attention during classroom sessions is vital for effective learning and development However, teachers and administrators often encounter challenges due to preschoolers' limited attention spans, which can hinder their educational progress To address this issue, it is essential to investigate the underlying causes of attention limitations in young children and to implement effective management strategies to enhance their focus and learning outcomes.
Preschoolers often face challenges with attention due to the ongoing development of their nervous systems, which are not yet fully mature in areas related to focus and impulse control According to Barkley (2006), an authority on attention-deficit disorders, this immaturity leads to difficulties in sustaining attention for long periods, making it easy for young children to become distracted and struggle with learning tasks.
English teachers in preschool often encounter a common challenge: maintaining the attention and focus of young children during lessons Typically, preschoolers can concentrate for only 5-15 minutes at the start of class before their attention drifts to other classroom stimuli, leading to behaviors like fidgeting, playing, teasing peers, or daydreaming These distractions are normal for this age group, making it essential for teachers to maximize the limited time available to impart knowledge effectively Therefore, the short attention spans of preschool children present a significant barrier to successful teaching in English.
Preschoolers often struggle with self-regulation, which impacts their ability to maintain attention According to Diamond (2013), their emotional and behavioral control is still developing As a result, when they encounter distractions in their learning environment, it can be challenging for them to concentrate effectively.
The learning environment significantly impacts preschoolers' ability to focus, as highlighted in a study by Raver, Blair, & Willoughby (2013) published in Developmental Psychology An unstable environment characterized by noise and disruptions can diminish attention, leading to decreased learning performance and increased stress and tension in children.
4.1.2 Vocabulary Acquisition and Retention among Preschool Children
Table 3 Vocabulary acquisition and retention among preschool children
The data in Table 3 reveals that a significant 73.54% of respondents agreed or strongly agreed that vocabulary acquisition and retention pose challenges in teaching English to preschool children, highlighting the difficulties faced by educators and parents Remarkably, no participants disagreed with this assertion, while 26.66% remained neutral These results underscore the importance of addressing vocabulary development in early childhood education.
Children between the ages of 3 and 6 experience significant language development, predominantly in their native language, which can hinder their ability to learn a second language, such as English Factors such as limited memory, short attention spans, and other developmental traits pose challenges for vocabulary retention and usage in young learners This article explores the factors influencing vocabulary acquisition in preschoolers, relevant research findings, and effective strategies to improve their capacity to learn new words.
Preschool children primarily learn language through daily exposure to their native tongue, but when introduced to a new language like English, they encounter unfamiliar words and sounds Research by Gathercole and Baddeley (1993) indicates that young children's memory is predominantly short-term and heavily relies on visual and auditory cues, making it easier for them to learn new vocabulary with the aid of visual supports or repeated sounds However, due to their underdeveloped long-term memory, children may quickly forget new words unless they are regularly reviewed.
Preschoolers typically have a short attention span, focusing on learning activities for only 10-15 minutes This poses a challenge for teaching English vocabulary, as educators and parents must frequently adapt their teaching methods to keep children engaged Failing to do so can lead to a loss of focus and retention of what they have learned.
Teaching English vocabulary to preschool children presents significant challenges due to their short-term memory limitations Young learners can only retain new information briefly, making it crucial to reinforce vocabulary through repetition and practical usage Research by Eow et al (2010) highlights that preschoolers can effectively retain new words in the short term when engaged in repeated activities and reviews.
Preschool children often struggle with focus, which can hinder their vocabulary acquisition Due to distractions from peers and environmental noises, it is essential for teachers to implement engaging and dynamic learning activities Incorporating methods such as singing, dancing, and interactive word games can effectively capture children's attention, fostering an environment conducive to vocabulary development.
A positive learning environment is essential for young children's vocabulary retention, as it fosters confidence and engagement According to Ellis (2016), creating a friendly, pressure-free atmosphere allows children to better absorb and retain new vocabulary By ensuring a relaxed setting, teachers and parents can encourage children to explore and experiment with words, ultimately enhancing their language skills.
4.1.3 Shyness and Hesitation in Speaking English among Preschool Children
Table 4 The shyness and hesitation in speaking English among preschool children
The data presented in Table 4 indicates that a substantial majority of respondents (56.67%) either agreed or strongly agreed with the statement regarding
―The shyness and hesitation in speaking English among preschool children " (item
Lack of Specialized Reference Materials in Teaching English to
Table 11 Lack of Specialized Reference Materials in Teaching English to
In Vietnam's globalized era, prioritizing English education for preschool-aged children is essential for enhancing their communication skills and critical thinking However, English teachers in early childhood education face significant challenges due to a scarcity of specialized reference materials, which adversely affects teaching quality and children's language development.
The data from Table 11 reveals that an overwhelming 93.33% of respondents agreed or strongly agreed that children have a limited attention span during English lessons, which they believe poses challenges in teaching this age group Remarkably, none of the participants disagreed with this statement, while 6.67% remained neutral, neither supporting nor opposing the assertion.
In recent years, the teaching of English to preschool children in Vietnam has gained significant attention; however, the curriculum and learning materials remain poorly coordinated and unsuitable A 2021 report by the Ministry of Education and Training highlights that many preschool English teachers lack adequate resources for effective instruction, resulting in a considerable amount of time and effort spent on sourcing teaching materials.
- The State of Material Shortage: In reality, reference materials for teaching
Teaching English to preschool children is often constrained due to the limited availability of age-appropriate resources Most existing textbooks cater to older students, featuring content and methods that are not suitable for young learners Research by Nguyen Thi B (2020) highlights that the scarcity of reference materials hampers teachers' ability to create effective lesson plans, leading to inadequate knowledge transfer to preschoolers.
Teachers face significant challenges in sourcing appropriate teaching materials, often relying on unofficial sources, which leads to inconsistent quality and a lack of systematic approaches in education According to research by Dang Van C (2022), this situation negatively impacts children's learning outcomes and reduces teachers' motivation to instruct effectively Additionally, developing a cohesive curriculum poses further challenges for educators.
An effective curriculum requires well-defined objectives and a variety of learning activities However, the absence of specialized reference materials poses significant challenges in curriculum design Research by Le Van D (2021) indicates that many educators feel unable to develop engaging and interesting learning activities due to insufficient resources, highlighting a critical gap in interactive activities.
To effectively teach English to children, educators must foster an interactive learning environment that incorporates games, singing, and acting However, a shortage of reference materials hampers the organization of these engaging activities According to research by Tran Thi M (2020), children demonstrate improved English learning outcomes through interactive methods, yet teachers frequently struggle to access the necessary resources to facilitate these approaches This lack of materials can negatively impact children's language development.
The absence of specialized reference materials poses challenges for educators and significantly affects children's language development As language is the primary means of communication, insufficient learning resources limit children's exposure to English, hindering their ability to acquire essential language skills.
- Language Acquisition Ability: According to research by Nguyen Van T
In 2023, it is essential for children to be immersed in a rich linguistic environment to foster natural language development A lack of adequate resources and effective teaching strategies can result in disinterest and decreased motivation to learn English Consequently, this may hinder their ability to acquire fundamental language skills, including pronunciation, vocabulary, and grammar.
The absence of specialized reference materials can have lasting effects on children's educational outcomes, hindering their communication and learning abilities Insufficient language skills developed in early childhood can lead to challenges in understanding other subjects that rely on language proficiency According to research by Do Thi H (2022), children who do not receive proper English instruction may face difficulties across various academic areas.
- Lack of Support from Authorities
A significant challenge in English education is the inadequate support from authorities in supplying necessary materials and training for teachers Many educators express feelings of insecurity in teaching English, primarily due to their limited knowledge and skills (Ministry of Education and Training, 2022) The situation is further complicated for preschool teachers, who often lack formal training in English teaching methodologies and access to specialized reference materials.
The insufficient support from educational authorities has resulted in teachers lacking the essential knowledge and skills to effectively teach English A survey conducted by the Ministry of Education and Training in 2021 revealed that many educators feel unconfident in teaching English to preschool children due to inadequate formal training.
The inconsistency in educational policies significantly hinders the effectiveness of English language instruction for children Public schools frequently face budget constraints that limit their ability to acquire essential teaching materials and equipment, whereas private schools generally have greater access to resources This disparity leads to a notable difference in the quality of education provided across various regions.
The absence of specialized reference materials for teaching English to preschool children presents considerable challenges for educators, adversely affecting both the quality of instruction and the language development of young learners To address this issue, it is essential to secure significant investment and support from authorities, while encouraging teachers to actively seek and utilize suitable learning resources.
Methods of teaching English to preschool children as perceived by EFL
Due to the length limitations of the thesis, in the section proposing teaching methods, I will only present four methods that have the highest recommendation rates, which are:
Total Physical Response (TPR), developed by Professor James Asher in the 1960s, is a language teaching method that combines listening and physical action to facilitate natural language learning This approach is particularly beneficial for teaching English to preschool children, offering significant advantages that enhance their learning experience.
Table 12 Total Physical Response (TPR)
Table 12 reveals that 90% of respondents agreed or strongly agreed with the effectiveness of "Total Physical Response (TPR)" in teaching English to preschoolers, while none disagreed or strongly disagreed Additionally, 10% of participants remained neutral regarding this teaching method.
I am teaching the Jolly Phonics program to preschoolers, a systematic phonics approach that helps children learn letter sounds and combinations through enjoyable activities This method utilizes a multi-sensory approach, enabling children to recognize and write letters while connecting them with sounds through songs, actions, and stories, which enhances their retention and understanding.
Figure 1 Action of sound /s/ in Jolly Phonics
To effectively teach the sound /s/, incorporating a simple action can aid children's memory retention For instance, using hand movements that mimic a snake's rolling motion or moving hands back and forth can enhance their learning experience.
Total Physical Response (TPR) enhances children's language acquisition by integrating physical activities, which aids in the retention of vocabulary and sentence structures Engaging in actions that correspond to words or commands allows children's brains to process and remember information more effectively According to Asher's research (1969), the combination of language with physical movement significantly boosts memory and learning, particularly during crucial language development phases.
TPR (Total Physical Response) is an effective technique for helping young children memorize and recognize basic sounds in language By associating sounds, such as /s/, with corresponding actions, children can more easily remember and identify these sounds in various words.
TPR (Total Physical Response) enhances vocabulary acquisition while fostering essential communication skills By engaging in interactive activities, children can practice speaking English in a natural and relaxed environment Research by Krashen supports the effectiveness of this approach in language learning.
(1982), using language in real-life situations helps children become more confident in their communication abilities Participating in group activities and following commands through action creates a positive learning environment
The Total Physical Response (TPR) method effectively engages preschool children in learning English through games and enjoyable activities, fostering excitement and active participation Research by Nuraeni (2019) demonstrates that implementing TPR at Panti Asuhan Yauma significantly improved student engagement and garnered positive feedback during lessons.
Additionally, research by Paramita (2022) shows that the application of the TPR method successfully increased student motivation and participation in learning English vocabulary
Creating a comfortable and enjoyable learning environment through TPR activities helps children absorb knowledge more easily."
Incorporating hand actions while pronouncing the sound /s/ not only helps children stay focused during lessons but also fosters active engagement and creates a fun, collaborative learning environment.
Total Physical Response (TPR) enhances children's English language acquisition while simultaneously fostering their physical skills Engaging in activities such as jumping and running not only aids in language learning but also promotes overall physical development According to a report by the National Institute for Educational Research (2020), integrating learning with physical activity boosts health and enhances children's cognitive abilities.
Total Physical Response (TPR) fosters interaction among teachers and students, as well as peer-to-peer engagement Group activities promote collaborative learning, enabling children to develop essential social skills According to Vygotsky's research (1978), social interaction is crucial for children's language and cognitive development TPR cultivates an environment that encourages communication and collaboration, ultimately enhancing children's language proficiency.
Total Physical Response (TPR) is ideal for preschool children, as it aligns with their preference for experiential learning through playful and physical activities According to research by McGee and Ivanova (2018), hands-on learning not only enhances knowledge retention but also promotes creativity and problem-solving abilities in young learners.
The Total Physical Response (TPR) method offers significant benefits for teaching English to preschool children, including improved language comprehension, enhanced communication skills, and increased motivation for learning By integrating physical actions with language, TPR facilitates natural English acquisition while also promoting the overall development of young learners.
Music is a valuable asset in education, particularly in teaching languages to young children Incorporating songs and melodies into English lessons for preschoolers provides essential advantages, including fostering language development and boosting engagement and motivation for learning.
The data presented in Table 13 indicates that a substantial majority of respondents (100%) either agreed or strongly agreed with using music in teaching English to preschool children provides numerous significant benefits
Incorporating music into language learning significantly boosts vocabulary retention in preschool children, according to research A study by Davood Madani and Mahboobeh M Nasrabadi (2017) focused on teaching English vocabulary through songs to preschool learners in Aligoodarz, Iran The findings revealed that children who learned vocabulary via songs retained the information better than those who used traditional teaching methods.
Chapter Summary
Surveys and research conducted by EFL teachers of preschool children reveal significant challenges in teaching English to young learners, including developmental characteristics, lesson organization complexities, and a lack of tailored training resources To address these issues, educators suggest effective strategies that create a stimulating and enjoyable learning environment, aiming to engage the interest and curiosity of preschoolers.