MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY VO THI THANH KHUONG ACADEMIC DIFFICULTIES EFL TEACHERS FACE IN TEACHING ENGLISH TO ETHNIC PRIMARY STUDENTS Field: Theory and Me
INTRODUCTION
Rationale
In today's rapidly evolving society, English has emerged as a crucial tool for communication and information exchange, particularly among citizens engaged in international interactions However, ethnic minority students in Vietnam, mainly from mountainous areas, encounter significant obstacles such as insufficient educational resources, poor rural infrastructure, unsafe transportation, frequent natural disasters, and a lack of awareness about the importance of education These challenges hinder effective learning environments and contribute to varied comprehension levels, knowledge backgrounds, learning styles, and cognitive abilities among students Consequently, these factors complicate their ability to grasp concepts, improve pronunciation, acquire vocabulary, and achieve overall language proficiency in English.
(2009) were poor institutional conditions, ineffective instructional methods, and socio-cultural and economic issues Similarly, Nguyen (2011) and Pham
Resource limitations and a shortage of trained instructors are key barriers to the academic advancement of ethnic students, as noted in 2017 Socio-economic disparities exacerbate this disengagement by limiting access to essential educational resources, including language support programs and extracurricular activities, as highlighted by Finn in 1997.
In addition, there will be additional challenges in learning English in
In Vietnam, teaching English to minority students whose native language is not Vietnamese presents significant challenges due to the multilingual nature of classrooms, leading to decreased motivation and interest among learners (Rasheed, 2017; Khan, 2021; Yulia, 2013) As globalization emphasizes the importance of English for national competitiveness, especially in enhancing the labor force (Tran, 2014), the Vietnamese education system has made English a compulsory subject from third grade since 2012 Despite government initiatives, the quality of English instruction in rural and mountainous areas remains inadequate (Pham, 2016) This research aims to analyze the academic obstacles faced by teachers when instructing ethnic minority students, focusing on classroom-related issues rather than external socio-economic factors By addressing these academic challenges, EFL educators can develop targeted strategies to meet the linguistic and educational needs of ethnic minority students, ultimately improving their academic success.
By addressing academic challenges, EFL instructors can deepen their understanding of language acquisition and cultural factors that influence learning, which enhances their professional growth and effectiveness in diverse classrooms Prioritizing these challenges allows EFL educators to create equitable learning environments, ensuring that ethnic minority students have fair access to educational resources and opportunities, ultimately helping to reduce disparities in academic achievement.
Research aim and objectives
The study aims to examine the areas where the EFL teachers in Kongchro district find difficult when teaching ethnic minority students and recommendations for addressing the challenges
In order to achieve this aim, the researcher tries to fulfill the following objectives:
- To explore the difficulties that teachers face during their teaching for Kongchro's ethnic minority elementary school kids
- To discover the perceptions of EFL teachers in Kongchro primary schools about what they did to overcome those challenges.
Research Questions
To accomplish the aforementioned aim and objectives, the researcher tries to provide answers to the following questions:
1 What are the academic difficulties that teachers have to deal with when teaching ethnic group students in Kongchro district’s primary schools?
2 What can be done by teachers to tackle those difficulties, as perceived by the investigated teachers?
Scope of the Study
This research was conducted in primary schools within the remote Kongchro district of Gia Lai Province, focusing on a sample of 24 teachers who educate ethnic minority students Due to limitations in time and resources, the study employed descriptive methods using interviews, questionnaires, and observations, which meant that not all challenges faced by teachers were explored Instead, the research concentrated on key academic difficulties encountered by these educators when teaching English to students in grades 3, 4, and 5.
16 schools were invited to complete the questionnaire and participate in the researcher's interviews.
Significance of the Study
Kongchro's elementary schools are crucial for post-primary education, with students' academic success heavily reliant on their English proficiency This study aims to identify the challenges faced by local ethnic group students in understanding English and suggests effective strategies for teachers and students to enhance their skills It serves as a vital reminder to primary school administrators about improving English performance and contributes to developing language strategies that can elevate English instruction in elementary schools Additionally, the findings may provide a basis for future research in this area.
Definitions of Terms 5 _ 1.7 Outline of the project report
Academic difficulties hinder students from achieving success due to poor educational planning, limited resources, and ineffective policies Key challenges include unequal access to quality education, language barriers, and a lack of personalized support systems, all of which impede students' ability to meet academic standards.
Ethnic primary children, belonging to minority groups, face distinctive educational challenges tied to their cultural and linguistic backgrounds These challenges often manifest as difficulties in accessing educational resources, disparities in educational expectations, and the influence of socio-economic factors on their learning experiences.
1.7 Outline of the project report
This thesis comprises four sections, beginning with an introduction that outlines the study's background, issue statement, purpose, aims, objectives, research questions, significance, limitations, key term definitions, delimitations, and fundamental assumptions Chapter two offers a comprehensive literature review, summarizing existing research and establishing the study's conceptual and theoretical framework The research methodology is detailed in Chapter three, covering research design, target and sample populations, sample selection and size, research tools, validity and reliability of instruments, data collection methods, data analysis, and ethical considerations Finally, Chapter four presents the findings and discussions, utilizing descriptive and inferential statistics to report results aligned with the study variables, while Chapter five concludes with a summary of findings, conclusions, and recommendations.
LITERATURE REVIEW
Non–academic difficulties
The exploration of socioeconomic and cultural barriers in English language instruction highlights the complex challenges faced by educators McKinney (2013) noted that socioeconomic inequalities exacerbate these issues, particularly for disadvantaged ethnic groups These individuals often lack essential resources, hindering their language acquisition and academic progress Consequently, students from minority backgrounds struggle to access equal opportunities for academic success within the educational system.
Lareau's (2011) significant study highlights the detrimental effects of financial hardships on English language acquisition Children from economically disadvantaged backgrounds often lack vital resources, hindering their ability to engage fully in language learning This situation exacerbates academic performance disparities and perpetuates cycles of inequality.
Recent studies highlight the complex socioeconomic and cultural challenges in English language education Smith (2020) conducted qualitative research examining the experiences of English language instructors in resource-limited environments, uncovering the intricate relationship between socioeconomic factors and teaching methodologies.
Research in Vietnam, particularly a study by Le (2014), has identified significant socioeconomic challenges faced by ethnic minority students The findings indicate that limited access to educational resources severely hinders their academic progress Specifically, children from economically disadvantaged backgrounds often lack essential learning materials and tools necessary for effectively developing language skills.
Nguyen (2016) explored the impact of socioeconomic and cultural factors on language learning experiences in Vietnam, highlighting that addressing these challenges requires a multifaceted approach This approach should include legislative reforms and community initiatives aimed at ensuring equitable access to educational resources and culturally relevant teaching methods.
Rhalmi (2014) emphasized the difficulties presented by cultural disparities in language acquisition, pointing out that terminology associated with specific cultural settings might be especially bewildering for learners
Effective translation of idiomatic expressions and culturally significant terms requires an understanding of their cultural context To enhance the language skills and academic success of students from ethnic minority backgrounds, it is essential to address the challenges posed by language and culture Research by Lee (2016a) and García (2018a) emphasizes the importance of culturally responsive teaching methods that acknowledge the diverse linguistic backgrounds of students By incorporating students' native languages and cultural experiences into the curriculum, educators can create more inclusive and effective learning environments, ultimately boosting language proficiency and academic performance.
Teachers play a vital role in managing cultural differences in the classroom By employing diverse teaching methods, they create an inclusive and supportive learning environment According to García (2014), the use of culturally sensitive teaching strategies can significantly enhance student engagement and academic success Additionally, Rodriguez (2018) explored how cultural capital influences language learning achievements among students from ethnic minority backgrounds, providing valuable insights into the complex dynamics of language acquisition across various cultural contexts.
2.1.2 Language Anxiety and Self-Esteem
Kannan (2009) emphasized the significance of language anxiety and self-esteem in the language learning process Additionally, the World Bank (2009) pointed out that stereotypes can negatively influence minorities, undermining their self-esteem and confidence, which may restrict their participation in society Moreover, learners' attitudes play a crucial role in language acquisition, as positive attitudes can greatly enhance the effectiveness of learning a new language.
Anxiety plays a crucial role in hindering language acquisition, as highlighted by Krashen (1985), who noted that it raises emotional barriers and slows skill progression Similarly, MacIntyre (1991) pointed out the negative impact of language anxiety on proficiency, asserting that it ultimately obstructs the learning process Crookall (1991) expanded on this by suggesting that language anxiety can negatively affect self-esteem and confidence, further complicating the challenges faced by language learners.
Kannan (2009) identified worry as a major obstacle for English as a second language learners, diminishing their abilities and confidence Similarly, Kampraded (2012) highlighted how anxiety significantly impedes language acquisition, particularly among young learners who fear ridicule from peers or teachers for making mistakes.
Supplementary research in Vietnam highlights the significant impact of language anxiety and self-esteem on ethnic minority students A study by Phan (2015) focused on the psychological factors influencing language acquisition among these pupils in the Central Highlands, revealing a high prevalence of anxiety and low self-esteem that negatively affected their English language mastery and academic performance To address these challenges, Phan advocated for the implementation of supportive teaching strategies aimed at alleviating anxiety and enhancing confidence among learners from ethnic minority backgrounds.
Nguyen (2017) explored the relationship between self-esteem and academic achievement in students from Vietnamese ethnic minority communities The study found that children with high self-worth tend to engage more actively in classroom activities and achieve better academic results.
2.1.3 Impact of Discrimination, Stereotyping ,and Biases
In Vietnam's educational system, stereotypes, prejudice, and misconceptions about ethnic minorities significantly hinder students' academic success The persistent association of academic performance among ethnic minority children with racial inequality highlights the detrimental effects of discrimination and stereotyping in schools Such negative environments contribute to feelings of exclusion and low self-esteem, ultimately obstructing their educational achievements.
Minority students often face negative stereotypes that lead to judgments about their academic abilities, resulting in feelings of inadequacy and decreased motivation to learn Experiences of prejudice can foster alienation, making it even more challenging for ethnic minority students to acquire new language skills Therefore, educators must recognize the impact of bias and stereotyping on students' self-esteem and motivation Creating inclusive and supportive educational environments is essential for promoting the academic success and well-being of all students, irrespective of their ethnic backgrounds.
Research indicates that ethnic injustice can lead individuals to undervalue education, negatively affecting academic performance (Schmader, 2001b) Wong (2003b) found that discrimination significantly impacts the academic and psychological well-being of ethnic minority children When these children encounter prejudice from teachers and peers, they often experience lower self-esteem regarding their academic abilities, reduced appreciation for educational achievements, heightened mental barriers, and a lack of enthusiasm for learning.
Academic difficulties
2.2.1 Individual Differences in Language Learning
Sleeter (2001) highlighted that students from minority groups often experience increased vulnerability due to their numerical minority status in classrooms, resulting in feelings of unease To address this issue, it is crucial to foster inclusive educational environments that emphasize the value and respect of all students Supporting this, Swain (2005) and Long (1983) advocated for such settings, noting that they enhance language skills and promote long-term retention for language learners.
Learners possess unique aptitudes and abilities that significantly shape their educational experiences The National Education Association's Education Policy and Practice Report (2007) highlighted variations in language acquisition difficulty among students, influenced by factors like aptitude Research indicates a link between intelligence and language learning capabilities, with some scholars suggesting that intellectually gifted students may excel in acquiring languages (Banks, 2008) Additionally, students' prior experiences, learning styles, and other factors play a crucial role in their learning behaviors and academic success.
Research has shown that cognitive styles, such as field dependence versus field independence, along with personality traits like openness and resilience, significantly impact learners' choices and outcomes in language acquisition (Oxford, 1993; Guild, 1994) Additionally, Skehan (1991) argued that specific learner aptitudes, particularly in phonological processing, play a crucial role in determining proficiency in complex areas of language, including grammar and pronunciation.
Research indicates that individuals who experience ethnic injustice often undervalue education, negatively impacting their academic performance (Schmader, 2001b) Additionally, a study by Wong (2003b) found that ethnic minority children facing discrimination from teachers and peers tend to have lower self-esteem regarding their academic abilities, reduced appreciation for academic success, increased mental challenges, and diminished enthusiasm for learning.
2.2.2 Resource Limitations and Language Practice Opportunities
Inadequate resources and limited opportunities for language practice significantly hinder the language acquisition process Research by Duff (1997) and Wright (2010) highlights the challenges posed by the lack of resources, which restricts learners' chances to engage in meaningful language practice This issue is exacerbated by instructional methods that briefly use English before transitioning to the local or national language for teaching (Canagarajah, 2011; Haneda, 2005) Consequently, students struggle to retain what they learn in English sessions due to insufficient opportunities for review and practice (Lyster, 2007).
Hall (2012) found that incorporating students' mother tongues in English language schools can be beneficial in some contexts, but it often hinders the immersive environment essential for effective language acquisition This lack of immersion is particularly detrimental in resource-limited settings, where opportunities to practice English outside the classroom are scarce.
Baker (2013) highlights the importance of a comprehensive curriculum that integrates language practice with content-based learning, noting that without sufficient resources like multimedia tools and well-qualified teachers, students struggle to achieve language proficiency Similarly, Gass (2008) argues that engagement and meaningful communication are essential for language acquisition, yet these elements are often lacking in resource-limited environments.
Recent research highlights the challenges of resource constraints in language instruction Richards (2015) found that limited resources in schools hinder regular language practice, significantly affecting children's language skill development Additionally, Norton (2011) revealed that students in resource-poor environments often lack social contacts, which are crucial for effective language acquisition.
The findings underscore the importance of creating inclusive language learning environments that offer ample opportunities for intentional language practice Swain (2005) and Long (1983) advocate for such settings, emphasizing their critical role in enhancing language learners' proficiency and information retention To effectively implement these strategies, it is essential to invest in educational infrastructure, provide thorough teacher training, and develop pedagogical methods that encourage language use both inside and outside the classroom.
2.2.3 Linguistic Obstacles and Language Proficiency
Language barriers significantly impact language proficiency and academic success, especially for students from ethnic minority groups Research indicates that students who learn in their native language tend to perform better academically than those facing language challenges (Hayes, 1993; Frischenschlager, 2005; Chur-Hansen, 1997) This highlights the unique struggles ethnic minority students face in understanding and expressing themselves in English Ramos (2018) noted that language obstacles are particularly pronounced in environments where English is the primary language of instruction, leading to misunderstandings and hindered learning for students reliant on their native languages Furthermore, Krashen (1985) argued that differences in linguistic structures between a learner's first and second languages can complicate the learning process, as students may inadvertently apply grammatical or phonological rules from their native language to English, resulting in errors.
Research by García (2014) and Li (2018) highlights significant language barriers stemming from inconsistencies between native languages and English, affecting pronunciation, sentence structure, and meaning Chun (2016) pointed out that these disparities can severely impact language fluency and academic success Additionally, Ramos (2018) noted that such linguistic obstacles hinder effective communication and learning, particularly in settings where English is the primary language of instruction.
The language acquisition process for learners from ethnic minority groups is significantly shaped by sociocultural factors According to Nasir (2019), societal perceptions, cultural norms, and community expectations can exacerbate the challenges faced by these students Such influences may lead to feelings of isolation and alienation, further hindering their ability to learn a new language and achieve academic success.
Bilingual education programs have proven to be effective in enhancing language skills and academic success among students from ethnic minority backgrounds (Miller, 2020) Additionally, language support services, including tutoring and language labs, play a crucial role in alleviating the challenges posed by language barriers, thereby improving students' overall learning experiences (Smith, 2021).
Teacher biases and expectations significantly shape the educational experiences and outcomes for students from ethnic minority backgrounds Research by Schmader (2001a) indicates that those who experience ethnic injustice often undervalue education, negatively impacting their academic performance Additionally, Wong (2003a) found that ethnic minority children facing discrimination from teachers and peers tend to have lower self-perceptions of their academic abilities, place less importance on academic success, experience heightened mental health challenges, and show reduced interest in education.
Continuous professional development focused on recognizing and mitigating biases can help educators foster positive expectations for all students According to research by McKown (2008), training teachers to identify their biases and set high expectations significantly enhances the academic performance of ethnic minority students.
2.2.5 Language Planning and Government Policy
Chapter summary
To sum up, this chapter has investigated the academic and non- academic obstacles associated with teaching English to students from ethnic minority backgrounds, with an emphasis on academic challenges
This article reviews relevant research on the challenges ethnic minority students face in acquiring English as a second language, drawing on Brown's (2007) theory It highlights the need for tailored strategies, including culturally responsive teaching, targeted teacher training, and supportive language policies, to address these academic obstacles Despite some research on broader issues, there is a lack of studies focusing specifically on the academic challenges of teaching English to ethnic minority students in remote areas like Gia Lai This study aims to fill that gap by examining the unique challenges faced by EFL instructors in the Kongchro district.
METHODOLOGY
Research Approach
This investigation utilized both qualitative and quantitative methods to gather data through questionnaires and classroom observations According to Kothari (2004), a research questionnaire comprises a series of questions organized systematically, incorporating close-ended questions related to the research variables Specifically, a survey questionnaire was administered to 24 teachers of grades 3, 4, and 5 to identify their challenges in assisting ethnic minority students in learning English Respondents provided feedback using a Likert scale, which ensured objectivity and allowed ample time for comprehension before responding Additionally, qualitative methods, including classroom observations and interviews, were employed to further explore the obstacles in English teaching and effective coping strategies This mixed-method approach enabled the researcher to gather accurate and reliable descriptive data to address the study's questions.
Research design
This study utilized a mixed-method research design to investigate the current state of English teaching and learning at the primary school level in Kongchro district, conducted between October 2024 and November 2024.
Data Collection
3.3.1.1 An Overview of the Research Site
Kongchro town, located in Gia Lai province of Vietnam's Central Highlands, is home to a diverse population, with over 63.11% belonging to ethnic minority groups, primarily Bahnar and Jrai The region faces significant challenges in daily life and educational development, particularly in teaching foreign languages such as English Although English is a mandatory subject for national final exams, it often receives insufficient attention in the local education system.
3.3.1.2 Materials for Teaching and Learning
In terms of instructional materials, Tieng Anh 3, published by Vietnam
Education Publishing House Limited Company offers English textbooks, Tieng Anh 4 and 5, published by the Ministry of Education and Training, designed for teaching English to elementary students The curriculum consists of 20 theme-based units, divided into two terms with 10 units each, culminating in a final exam at the end of each term Each unit features a title and three lessons that focus on language skills, integrating grammar, vocabulary, and pronunciation to enhance overall language proficiency While these textbooks aim to elevate English instruction standards in Vietnamese elementary schools, many students from ethnic minorities find them challenging, often struggling to grasp new vocabulary and grammar concepts within a single lesson.
3.3.2.1 Research Setting - General Information about Ethnic Minority Groups in Gia Lai Province
- Ethnic Minority Population Dynamics in Gia Lai Province
Gia Lai province, located in Vietnam's Central Highlands, is home to a rich tapestry of ethnic diversity, with 44 different ethnic minority groups comprising over 700,000 individuals—almost half of the province's total population This region features a variety of landscapes, including plateaus, lowlands, and valleys, which contribute to its vibrant cultural heritage.
Ethnic composition of Gia Lai's population (2023)
The Kinh Other Ethnic groups
According to a 2023 study by the Vietnam News Agency, Gia Lai province is home to 44 distinct ethnic groups, including the Jarai, Bahnar, and Ede communities, which collectively represent 46.23% of the population and significantly contribute to the region's cultural diversity and socio-economic development.
KongChro, recognized as one of the most challenging regions in the province, is home to thirteen ethnic groups, with ethnic minorities constituting 74.21% of the population The Bahnar people represent the majority at 67%, while other groups include Jrai, Muong, Tay, Nung, and Dao The local population relies significantly on agricultural production for their livelihoods; however, the low income generated from this sector contributes to a high poverty rate in the area.
Figure 3.1 Ethnic composition of Gia Lai's population (2023)
(Adapted from Gia Lai improves living conditions for ethnic groups through national target programme, Vietnam News Agency)
Figure 3.2 Ethnic composition of Kongchro district's population (2023)
(Adapted from KôngChro ưu tiên đầu tư phát triển vùng dân tộc thiểu số, Báo
Local authorities in Gia Lai province, located in Vietnam's Central Highlands, emphasize the importance of education for ethnic minorities Research conducted by Trinh (2019) and the Gia Lai Provincial Department of Education and Training (2021) highlights the current educational landscape for these communities Despite progress, challenges remain, including limited access to schools in remote areas, a shortage of qualified teachers, and low student retention rates.
- The current state of teaching English in Gia Lai
The People's Committee of Gia Lai province has announced a plan to continue implementing the project "Teaching and Learning Foreign Languages in the National Education System for the Period 2022-2025," with the goal of enhancing foreign language education within the region's schools.
Ethnic composition of Kongchro district's population (2023)
The Bahnar, Kinh, and other ethnic groups are adapting to new guidelines from the Ministry of Education and Training (MOET) regarding the teaching and learning of foreign languages in their schools, aligning their practices with current educational trends.
In the 2020-2021 academic year, primary schools in the province implemented the elective English program for grades 3, 4, and 5, with approximately 57.1% of students participating The following year, 34.2% of primary students enrolled in the 10-year English program The objective was to include all third graders in the English program by the 2022-2023 school year, in line with the 2018 General Education Program (GEP) By the 2025-2026 school year, the aim is to have all students in grades three to six enrolled in the English program, adhering to the established educational framework.
Table 3.1 Comparison table of 10-year English teaching and learning targets and actual rates for the 2021-2022 school year
No Level Targets in Plan
Actual rate for school year 2021 -
(Source: Plan 2301/KH-UBND in 2022 on continuing to implement the Project “Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân” period
The study involves twenty-four female English teachers, aged 25 to 40, who are currently instructing ethnic minority students in grades 3 to 5 These educators possess degrees in foreign languages or have completed an English in-service training course, with teaching experience varying from three to over ten years The diversity in age, gender, educational qualifications, and teaching experience among the participants is expected to enhance the trustworthiness and validity of the study.
Figure 3.3 Ages of the EFL teachers in primary schools in Kongchro district
The ages of teachers range from 24 to 37 years, with the most common age being 34, accounting for 17.4% of the group A significant number of teachers are in their late twenties and early thirties, particularly at ages 27 and 31, each representing 13% of the population Other represented ages include 24, 25, 28, 29, 30, and 32.
33, 35, and 37, are present, though in smaller percentages, underscoring the variation in age distribution among the teaching staff
Table 3.2 Ages of the EFL teachers in primary schools in Kongchro district
The gender distribution in the data indicates that 100% of the surveyed teachers are female, with no male teachers present c Qualifications:
Table 3.3 Educational qualifications of EFL teachers in primary schools in
The survey reveals that an overwhelming 95.83% of teachers hold a bachelor's degree, highlighting it as the standard qualification for the profession In contrast, only 4.17% of instructors possess a master's degree, according to the research findings.
Figure 3.4 Distribution of teaching experience among surveyed teachers in
The findings reveal that a substantial majority of educators (79.17%) possess between 1 and 5 years of teaching experience, indicating a more youthful and less experienced profession A limited percentage of instructors (12.5%) have
5 to 10 years of experience, while just 8.33% have more than 10 years of teaching experience, signifying that experienced teachers are in the minority.
Data-gathering instruments
Questionnaires are a highly effective quantitative research method, allowing researchers to pose specific written questions to respondents According to Cohen (2018), they enable the collection of data from a large number of participants simultaneously, eliminating the need for the researcher to be physically present Additionally, questionnaires provide respondents with a safe space to express their opinions and needs candidly, free from the fear of judgment by peers.
A study was conducted involving 24 English teachers with varying years of experience, utilizing questionnaires to explore the challenges faced by ethnic minority pupils in learning English The researcher provided assistance to ensure clarity in understanding the questions The questionnaire focused on three critical factors believed to contribute to students' difficulties: their backgrounds, living conditions, and instructional methods The aim was to assess the significance of English language learning for these students and identify the common obstacles they encounter.
Cohen (2018) highlighted that interviews are an effective qualitative research method, allowing participants to engage through various sensory modalities, which can reveal insights not captured in surveys Bhattacharya (2017) noted that in-depth interviews are among the most frequently used qualitative techniques In this study, the researcher conducted 15-minute one-on-one interviews with 24 teachers responsible for grades 3, 4, and 5 at a remote mountain school To elicit valuable information, the interviewer used a structured set of questions aimed at exploring the educators' perspectives on their profession, daily routines, teaching experiences, and methods for instructing English to students from minority groups.
Observation is a powerful research tool that provides "live" data from natural social settings, allowing researchers to gather more accurate information than traditional methods like questionnaires and interviews (Cohen, 2018) However, it is essential for researchers to define specific behaviors to monitor and to remain unobtrusive during the observation to minimize bias Utilizing a five-point scale for evaluating observed behaviors (Cohen et al., 2007) enhances the reliability of the findings In this study, the researcher observed three classes from teachers in both a town center and poorer communes in Kongchro district, focusing on grades 3, 4, and 5 Each class was filmed during a 35-minute observation period, capturing teacher performance, student attitudes, participation, interactions, and the overall learning environment, thereby ensuring the collection of trustworthy data.
Data analysis
The researcher chose Microsoft Excel as a research tool due to its effectiveness in evaluating and presenting data through tables, diagrams, and charts Excel is particularly valuable for statistical and scientific analysis of large data sets, enabling variance analysis and chi-square testing with its statistical formulas and charting capabilities With extensive experience in data categorization and analysis using Excel, the researcher will gather and evaluate data based on questionnaire responses, supplemented by classroom observations and interviews as primary data-gathering methods for the study.
The quality of qualitative data analysis relies heavily on the researcher's ability, vision, and integrity The analytical process begins during data collection, allowing researchers to refine questions, formulate hypotheses, and explore new areas of inquiry This approach enables the identification of unexpected or negative cases, as emphasized by Hatch (2002), who noted that interpretation of interview data is crucial in qualitative research Through inferences and insights, researchers develop a deeper understanding of the phenomena under study, aiming to connect interpretation with factual data for meaningful results In this study, the collected data was coded and verified, then analyzed using descriptive statistical methods, with results presented in tables and figures Descriptive statistics, including frequencies and percentages, were used to analyze interview and observation data Microsoft Excel facilitated the calculation of mean scores and standard deviations, ensuring accurate evaluation Mean scores reflected the central tendency of participants' responses, while standard deviations provided insights into the variability and consistency of the data.
- Stage 1: Thoroughly examine the finalized questionnaires to confirm that all inquiries have been addressed and that the offered replies are valuable and meaningful
- Stage 2: Count and calculate data for statistics
- Stage 3: Examine the acquired data and display it in tables and figures for enhanced clarity
- Stage 1: Examine the notes and tapes from the interviews to confirm that no information from the interviewees has been overlooked
- Stage 2: Summarize the gathered data and evaluate it in connection with the two research questions
- Stage 1: Gather information from the Observation Checklist
- Stage 2: Summarize the collected data and classify it into distinct degrees, from not at all to a very great deal of
- Stage 3: Examine the structured data and evaluate the results.
Chapter summary
Chapter 3 outlines the research methodology, including the approach, data collection methods, and analysis procedures, which facilitate a systematic exploration of the academic challenges faced by ethnic minority students in learning English The subsequent chapter will present the study's findings and discussions.
FINDINGS AND DISCUSSION
Results and discussion from the questionnaires for EFL teachers
4.1.1 Factors that Cause Difficulties for EFL Teachers in Teaching English to Ethnic Minority Students in Primary Schools
The author conducted a study involving 12 statements designed for EFL teachers to gather insights into the challenges they encounter when teaching ethnic minority children in primary schools in Kongchro town Participants rated their agreement with each statement on a scale from 1 to 5 This section highlights the key findings from the investigation.
Statement 1: Individual differences in learning styles among ethnic students
A significant majority of teachers, 75%, held a neutral view regarding the challenges of accommodating diverse learning styles among ethnic students, while only 25% acknowledged that these differences create issues This lack of clear consensus highlights the uncertainty and ambiguity in educators' perspectives on the matter.
Statement 2 Insufficient resources (e.g., textbooks, technology) for teaching English
Table 4.1 Teacher perspectives on the impact of insufficient resources on teaching English
A significant majority of participants, specifically 54.17%, believe that insufficient resources hinder effective teaching, while 37.50% remained neutral, and only 8.33% disagreed Notably, there was no strong consensus among educators, as none expressed significant agreement or disagreement with this viewpoint.
Statement 3 Limited opportunities to practice English outside of the classroom
Table 4.2 Teacher perspectives on limited opportunities for practicing
Figure 4.1 Teacher perspectives on accommodating individual learning styles among ethnic students
A significant 91.67% of teachers strongly believe that the lack of opportunities for practicing English outside the classroom poses a major challenge, while an additional 8.33% also agree, resulting in a unanimous acknowledgment of this issue.
Statement 4 Linguistic obstacles, such as complex phonetics and pronunciation rules in English
A significant 50% of teachers strongly believe that linguistic barriers, particularly complex phonetics, impede effective teaching Additionally, 33.33% of teachers expressed agreement with this viewpoint, while 16.67% remained neutral Notably, there were no dissenting opinions, highlighting a widespread acknowledgment of the challenges posed by language in the educational environment.
Statement 5 Diverse English grammar structures (e.g., tenses and forms) Table 4.3 Teacher perspectives on challenges posed by diverse English grammar structures
Figure 4.2 Teacher perspectives on linguistic obstacles in teaching English
A substantial 87.5% of teachers acknowledged that the variety of English grammatical structures, such as tenses and forms, poses significant challenges Additionally, 12.5% of educators also agreed with this viewpoint Importantly, there were no neutral or dissenting opinions, indicating a unanimous recognition among teachers of the difficulties associated with diverse grammar structures.
Statement 6: EFL teacher expectations and potential biases
Table 4.4 Teacher perspectives on the impact of EFL teacher expectations and potential biases
A survey of teachers revealed that 87.5% believe that EFL teacher expectations and potential biases affect students' ability to learn English effectively Additionally, 12.5% of the respondents agreed with this perspective, while none of the educators disagreed or expressed strong disagreement or agreement.
Statement 7 Lack of support from the current language planning and government policies for ethnic minority children
A substantial 83.33% of teachers believe that current language planning and government policies provide inadequate support for ethnic minority students, with an additional 16.67% strongly agreeing Notably, all respondents shared this view, as none expressed neutrality or disagreement, highlighting a widespread concern among educators regarding the lack of effective assistance from existing policies.
Statement 8 Lack of targeted and specialized training for EFL teachers
Table 4.5 Teacher perspectives on the lack of targeted and specialized training for EFL teachers
Figure 4.3 Teacher perspectives on the lack of support from language planning and government policies for ethnic minority students
Figure 4.4 Teacher perspectives on challenges due to extensive vocabulary requirements for English
A significant 70.83% of instructors (17 respondents) identified the lack of targeted and specialized training for EFL teachers as a major concern, with an additional 29.17% (7 respondents) expressing strong agreement Notably, there were no neutral or negative responses, highlighting a shared apprehension among educators regarding insufficient training opportunities.
Statement 9 Irregular English sound patterns
Table 4.6 Teacher perspectives on challenges posed by irregular English sound patterns
A recent survey indicated that 83.33% of participants recognized irregular English phonetic patterns as a challenge, with 8.33% of teachers strongly agreeing Additionally, 8.33% of respondents remained neutral on the issue, while no teachers expressed disagreement, highlighting the widespread acknowledgment of these irregular sound patterns as a significant obstacle in their teaching practices.
Statement 10 The extensive vocabulary required for English
Regarding vocabulary challenges, 22 teachers (91.67%) concurred that the extensive vocabulary necessary for English presents substantial challenges, while 2 teachers (8.33%) strongly agreed The consensus emphasizes the significant challenge of teaching a broad vocabulary
Statement 11 Unsuitable current pedagogical methods for ethnic minority children
Table 4.7 Teacher perspectives on unsuitable current pedagogical methods for ethnic minority students
A significant majority of teachers, 83.33%, believe that current educational methods are insufficient for effectively teaching ethnic minority students, with an additional 16.67% expressing strong agreement This consensus highlights the urgent need for tailored pedagogical approaches that address the unique requirements of these learners, revealing a gap between existing instructional strategies and the specific needs of ethnic minority pupils.
Statement 12 Lack of school planning and support for English improvement
Table 4.8 Teacher perspectives on lack of school planning and support for
19 teachers (79.17%) agreed that there is insufficient school planning and assistance for enhancing English proficiency among ethnic minority pupils, and
5 teachers (20.83%) strongly agreed The findings indicate a notable agreement among educators that the lack of thorough school planning and institutional support poses considerable obstacles to the successful instruction of English
The study reveals critical challenges faced by EFL teachers in educating ethnic minority students, including a lack of resources, limited opportunities for practice outside the classroom, and language barriers like complex phonetics and grammar Teachers pointed out the need for specialized training, better governmental support, and more effective teaching methods tailored to the unique needs of these students Additionally, poor school planning and institutional backing were noted as significant obstacles, highlighting the urgent need to address these issues effectively.
4.1.2 Effective Solutions for Teaching English to Ethnic Minority Students
Statement 1: Individualized and general learning plans should be incorporated by EFL teachers to accommodate the diverse learning styles of ethnic students
23 instructors (95.83%) assessed the integration of individualized and general learning plans as "Effective," whereas just one teacher (4.16%) remained
Most instructors prioritize individualized learning; however, there is still room for improvement to better meet the specific needs of ethnic students, as indicated by the lack of ratings for "Very Effective."
Statement 2: Material sources like textbooks, guidebooks, and libraries should be diversified
Table 4.9 Teacher perspectives on the diversity and sufficiency of resources for English instruction
A survey of educators revealed that 58.33% rated the diversity of resources—such as textbooks, guides, and libraries—as "Neutral," while 41.67% deemed them "Effective." This indicates a general consensus on the potential benefits of a wider array of resources, yet lingering doubts remain regarding their actual impact, possibly due to insufficient access for ethnic students.
Figure 4.5 Teacher perspectives on the effectiveness of individualized and general learning plans for ethnic students
Statement 3: More extra activities, such as English clubs or community programs should be carried out to provide English outside the classroom
Table 4.10 Teacher perspectives on the need for extracurricular activities to support English learning
In a recent survey of teachers, 75% expressed a "Neutral" opinion on the effectiveness of extracurricular activities like English clubs and community programs, while 25% deemed them "Effective." This predominant neutrality suggests that these initiatives may currently lack significant impact or that their implementation is insufficient to drive meaningful change.
Statement 4: More targeted phonetic and pronunciation exercises should be implemented by EFL teachers to help ethnic minority students overcome prosodic challenges in English
Figure 4.6 Teacher perspectives on the effectiveness of targeted phonetic and pronunciation exercises for ethnic minority students
20 educators (or 83.33% of the total) gave the targeted phonetic and pronunciation activities a rating of "Effective," with 2 more rating them as
"Very Effective" and 2 as "Neutral." Although it may be enhanced or highlighted further, this suggests that focused pronunciation instruction has considerable support
Statement 5: Grammar instruction/lessons that are suitable for ethnic students’ language backgrounds should be designed by EFL teachers
Table 4.11 Teacher perspectives on the effectiveness of tailored grammar instruction for ethnic students
A predominant 95.83% of teachers judged the opinion of tailoring grammar teachings to accommodate the linguistic backgrounds of ethnic children as "Very Effective," whereas 4.16% of teachers ranked it as
Results and discussion from the teachers’ interviews
Question 1 Among the difficulties mentioned above, which are the three most difficult ones?
Interviews with 24 teachers highlighted the three major challenges in teaching English to ethnic minority students A significant 87.5% of teachers, or 21 out of 24, pointed to the limited opportunities for students to practice English outside the classroom as the primary difficulty Educators noted that students often struggle to enhance their language skills in real-world contexts due to a lack of environments conducive to applying their knowledge.
A significant challenge faced by EFL facilitators is the lack of specialized training for teaching ethnic minority students, as highlighted by 83.3% of teachers They reported that the training courses they attended failed to prepare them for the unique linguistic and cultural needs of these students, resulting in difficulties in effectively delivering tailored lessons.
Diverse English grammar structures (e.g., tenses and forms) (Statement
5) were reported as the third toughest challenge by 10 teachers (41.7%) The complexity of English grammar was a challenge, particularly for ethnic minority students who may not have had enough exposure to such structures, according to teachers This frequently led to challenges in understanding and implementing grammar rules in various contexts, which further impeded students' language proficiency
Question 2 Among the solutions mentioned above, which are the three most effective ones?
Interviews revealed effective strategies for improving English instruction for ethnic minority students, with 70.8% of teachers identifying tailored grammar instruction as the key solution Educators emphasized the importance of aligning grammar lessons with students' existing language skills to enhance understanding and facilitate better learning outcomes.
Seventy percent of EFL teachers emphasized the importance of ongoing specialized training to enhance their communicative competencies They recognized that continuous professional development is essential for equipping them with the skills needed to address the unique challenges faced by ethnic minority students, including adapting communication strategies and understanding cultural contexts.
A scaffolded vocabulary curriculum was identified as the third most effective solution by 66.7% of teachers, highlighting its importance in education This strategy allows for the gradual introduction of essential vocabulary tailored to the English proficiency levels of ethnic students Educators believe that this scaffolded approach enhances students' vocabulary acquisition, ultimately fostering their overall language development.
Question 3 Among the difficulties mentioned above, which are the three least difficult ones?
Interviews revealed that many teachers perceived certain challenges in their educational journeys as less daunting Specifically, 66.7% of the 16 teachers surveyed believed that addressing EFL teacher expectations and potential biases was relatively easy This research indicates that most educators do not consider their preconceptions or possible prejudices to significantly affect the learning experiences of ethnic minority children.
A survey of 18 teachers revealed that 75% consider linguistic barriers, such as complex English phonetics and pronunciation norms, to be among the least challenging issues faced by learners Many educators believe that these language obstacles can be effectively addressed through focused instruction and consistent practice, reducing their impact compared to other difficulties.
Fifteen teachers, representing 62.5%, indicated that irregular English sound patterns were among the easier challenges for students They observed that although children may initially struggle with these atypical sound patterns, consistent phonetic practice and time enable them to successfully navigate these difficulties.
Question 4 Among the solutions mentioned above, which are the three least effective ones?
A significant majority of teachers, 79.2%, identified Statement 2 as one of the least effective strategies, emphasizing that the relevance of resources to students' linguistic and cultural backgrounds is crucial for enhancing learning They noted that merely increasing the variety of materials may overwhelm students, especially those from diverse ethnic backgrounds, making it challenging for them to connect the content to their own experiences This disconnect can limit student participation and impede the development of practical language skills.
A significant number of teachers, 20 in total (83.3%), indicated that additional extracurricular activities, such as community service projects and English clubs, are often less effective They raised concerns that these initiatives, especially in rural or underresourced areas, frequently struggle to engage students meaningfully due to logistical challenges and low participation rates.
A significant majority of teachers, 70.8%, expressed that technology-based pronunciation aids and applications were ineffective While they acknowledged the potential benefits of technology, they noted that many resources were not designed with ethnic minority students in mind, often failing to address the specific pronunciation challenges these students encounter.
In conclusion, an analysis of interviews with 24 facilitators reveals the key challenges and effective strategies in teaching English to ethnic minority students The findings emphasize the importance of context-specific solutions, such as specialized training and scaffolded curricula, to address the unique needs of these learners Additionally, while strategies like material diversification and technology integration seem beneficial, their effectiveness relies on customization to meet the specific requirements of ethnic minority students.
These results offer significant guidance for forthcoming policy formulation and educator training initiatives intended to enhance the quality of English teaching for ethnic minority students.
Results and discussion from the observations
Class 3A - Le Hong Phong Primary and Secondary School – Yama Commune (about nearly 2 kilometers from the town center)
Class 4A - Chu Van An Primary School – Kongchro Town
Class 5B - Nguyen Thi Minh Khai Primary School - Kongchro Town
Class 3B - SRo Semi-boarding Ethnic Minority Primary and Secondary School - SRo Commune
Class 4G - Dak Ko Ning Semi-boarding Ethnic Minority Primary and Secondary School – Dak Ko Ning Commune
Class 5A - Yang Nam Semi-Boarding Ethnic Minority Primary and Secondary School - Yang Nam Commune
The observation findings in Kongchro District revealed significant disparities in teacher and pupil behavior, as well as facility conditions, across six classes Classes 3A, 4A, and 5B, situated near the district center, contrasted sharply with classes 3B, 4G, and 5A from remote communes, as assessed on a five-point scale.
Instructors in Classes 4A, 5B, 3B, and 4G demonstrated a modest ability to address unique learning styles, achieving a 50% success rate based on observations In contrast, teachers in Classes 3A and 5A exhibited a stronger capacity to effectively manage these variations This indicates a notable difference in instructors' capabilities to meet diverse student needs based on their specific classroom environments.
Teachers in Classes 3A, 4A, and 5B effectively utilized available resources, such as textbooks and technology, while those in Classes 3B, 4G, and 5A faced greater challenges This pattern suggests that access to educational resources is more restricted in remote areas.
Teachers implemented interactive classroom activities to enhance students' English speaking and listening skills, demonstrating their commitment to fostering student engagement across all classes, regardless of location.
Furthermore, teachers gave clear and accessible phonetic and pronunciation teaching instruction in all observed periods This regular guidance assisted pupils in overcoming linguistic challenges associated with pronunciation
Teachers across all six classrooms adapted their grammar instruction to align with the linguistic backgrounds of ethnic students by simplifying complex explanations This adjustment is essential for effectively addressing the unique language challenges faced by ethnic minority students.
Teachers establish equitable standards for all students, minimizing biases in the classroom Regardless of their location, educators in both urban and rural areas work diligently to foster a balanced and inclusive learning environment.
Instructors across all classrooms consistently adapted their teaching methods to provide equitable learning experiences for students, effectively compensating for the limitations of language policy support.
Nevertheless, when evaluating the evidence of specialized training for instructing ethnic minority children, educators across all classes exhibited minimal evidence of such training
Teachers effectively implemented strategies to tackle irregular English sound patterns, demonstrating a consistent approach across all classes This support highlights their awareness of the specific pronunciation challenges faced by ethnic students.
Vocabulary instruction proved highly effective in Classes 3A, 4A, and 5B, whereas Classes 4G and 5A faced challenges in effectively introducing and reinforcing extensive vocabulary This variation suggests a potential gap in resources and support available in urban areas compared to rural ones.
The teachers' pedagogical methods were regularly modified to accommodate ethnic pupils in all observed classes, facilitating comprehension and guaranteeing balanced access to the subject
Students across all classes actively engaged in classroom activities, such as role plays and group work, which enhanced their English practice This level of participation reflects the effectiveness of the teachers' methodologies.
Overall, students responded positively to phonetic and pronunciation instruction, although Class 4G experienced more challenges, possibly due to resource limitations In contrast, students in Classes 3A, 4A, and 5B demonstrated a better understanding of grammatical structures compared to those in Classes 4G and 5A, who faced more difficulties.
Students in various courses demonstrated diverse learning preferences, prompting teachers to adapt their methods accordingly Confidence in using large language models varied among students, with Classes 4G and 5A showing lower confidence levels compared to their peers in the central region.
Students in Classes 3A, 4A, and 5B demonstrated greater confidence in using English to tackle irregular sound patterns compared to their peers in remote areas This suggests that improved access to educational resources in central regions positively impacted their confidence in English usage.
The condition of educational facilities significantly impacts English language acquisition outcomes Courses 3A, 4A, and 5B received higher ratings for resource availability and adequacy, while distant classes like 3B, 4G, and 5A faced more challenges Central classes were better equipped to meet diverse learning needs, and the facilities in these courses effectively supported various teaching methods, including multimedia and interactive technologies, unlike their distant counterparts.
The research emphasizes the disparities in teaching and learning conditions between urban and rural regions, highlighting the necessity for focused interventions to enhance resource accessibility, provide specialized teacher training, and ensure that educational facilities accommodate a variety of teaching methods across all locations.
