Luận văn an exploratory study on teachers’ opinions about math and english integrated teaching and learning program at an education center in hanoi

ÁN EXPLORATORY STUDY ON TEACHERS’ OPINIONS ABOUT MATH AND ENGLISH INTEGRATED TEACHING AND LEARNING PROGRAM AT AN EDUCATISON CENTER IN HANOT Nghiên cứu thăm dỏ ý kiến giáo viên về chươn

Teaching and learning complex Math themes in English

Most participants (71.43%) agreed that "It is hard to teach complex Math knowledge in English," with a high mean score of nearly 4.1, due to the lack of foundational combined Math and English knowledge in early grades Schools starting this program from grades 2 to 7 face difficulties as students often lack the necessary background, making it challenging to teach advanced math topics in English All six interviewees acknowledged resorting to Vietnamese when students struggled to understand complex exercises explained in English, highlighting language limitations For instance, T1 mentioned, "There are some problems, you know, the students are extremely difficult even in Vietnamese, so after explaining in English, I switch back to Vietnamese," indicating that Vietnamese is more effective for complicated topics Similarly, T6 stated, "In test prep classes, when explaining advanced exercises in English once or twice doesn’t work, I use Vietnamese to make it easier for students." Furthermore, students themselves prefer speaking in Vietnamese when trying to explain solutions to complex problems they lack sufficient vocabulary for, underscoring the language barrier in teaching complex mathematics in English.

According to Bonnet (2004), learners frequently revert to their native language, German, due to limited foreign language proficiency and difficulty understanding concepts in German His study highlights that language gaps and conceptual misunderstandings contribute to learners' reliance on their mother tongue, impacting overall language acquisition success.

The use of Vietnamese in the MEITL program is not detrimental, as L1 (native language) plays a crucial role in learning foreign languages According to Yadav, "the L1 is a resource which learners use both consciously and subconsciously to help them arrange and re-arrange the L2 data in the input and to perform as best as they can." This highlights the valuable support that the native language provides in language acquisition and learning success.

2014) According to Ellis (1995), transfer is a natural part of the L2 learning process However, overusing [.1 (Vietnamese in this case) will affect negatively on

English learning The teachers should consider language codeswitching, reasonably to help leamers achieve both content and language objectives in each lesson

4.3.7 Time allocating and English grammar and structure teaching

The most notable finding from the data is that 100% of participants agreed that managing the line for Huglish grammar in the MEITT program posed a significant challenge Due to limited time and the extensive knowledge required to cover both Math and English simultaneously, English grammar and structures received less instructional time Teachers universally expressed concerns about the lack of time in class for the MEITT program, with all respondents highlighting time constraints However, this does not suggest that English grammar and structures were entirely neglected in the program.

6 loachers interviewed said they did spend Lime for grarumar (Ihough nol much)

‘The grammar was learnt not according to the sequence of grammar items but to the

Students learn essential English language structures related to math themes, such as singular and plural nouns, comparatives, superlatives for adjectives, present simple tense, and present perfect tense For example, teachers cover topics like comparisons of size, length, height, and dimensions of objects, integrating math-related vocabulary into language lessons Additionally, lessons include theoretical explanations of sentence structures in English and practical applications, such as expressing solutions to word problems in math, focusing on correct verb tenses and verb conjugations to help students accurately present their reasoning.

This article discusses the importance of teaching comparatives and superlatives related to size, weight, and height, helping students improve their descriptive language skills It emphasizes the focus on verb tense and subject-verb agreement to ensure students can accurately solve word problems and present their solutions Additionally, students inquire about language structures for articulating their thoughts and presenting their work, highlighting the connection between language development and content understanding These findings align with Coyle’s (2005) Triptych model, which identifies three key language areas in CLIL lessons: language for presenting basic concepts, language for operating within a foreign language environment, and unanticipated language that emerges during the learning process.

The MEITI program effectively helps students develop their English skills through active use of the language in practical contexts During the course, learners and teachers collaboratively analyze essential grammar points, focus on language skills related to math topics, and incorporate diverse activities to promote effective English usage Students also learn and internalize key language structures necessary for the course However, it is important to note that students' overall language outcomes, particularly in grammar, remain only satisfactory due to the limited amount of time available for instruction.

4.4, The teachers’ recommendations ta improve MEITL program’s effectiveness

Detailed analysis of the results shows that apart from the benefits, the

The MEITL program continues to encounter significant implementation challenges in Vietnam's current context Recognizing these difficulties, teachers consistently propose practical recommendations to address the issues and enhance the program's overall effectiveness.

4.4.1, Raising public awareness of CLIL program in general, MEITL in particular

During interviews, teachers admitted feeling quite stressed due to strict parental expectations Many parents expect their children to fully understand every problem in English Math textbooks, sometimes bringing advanced books from various sources and demanding their kids translate or complete all exercises When students struggle to do so, parents often express dissatisfaction with the teaching program and educators, deeming it useless This situation makes it difficult for teachers to individually explain these issues to each parent.

That the program has been implememed as the top-down policy in several schools leads to the parents and students’ unwillingness apply this approach T2 and

3 also felt discouraged and uncomfortable when hearing the parents, or even the teachers of other subject saying “thdi gian hoc toan Tiéng, Vist cén không đủ nữa là

Many students and parents perceive integrated Math and English learning as unnecessary and a waste of time, believing that focusing solely on these subjects is sufficient This attitude is influenced by teachers and parents who consider integration efforts ineffective, leading students to view the combined subjects as less important Consequently, students often show low cooperation and motivation in classes that adopt integrated Math and English teaching methods.

To ensure effective implementation of the new approach, teachers recommend increased conferences with parents and students to explain its objectives, benefits, and process It is essential that school administrators, teachers, parents, and students have a thorough understanding of the program, recognizing that students achieve much more than just Math knowledge and English skills The Math and English integration goes beyond simply combining the two subjects or translating Math instruction into English; it offers unique learning opportunities During these conferences, the potential benefits and opportunities provided by the program should be clearly communicated to foster support and engagement.

Understanding the employment program process is essential for all stakeholders, as it requires more than just a week, month, or even a semester to see results Effective support for learners throughout the program is crucial to achieving desired outcomes It is important to discuss and plan how to support learners in fulfilling the program to ensure successful implementation and administration.

Nguyễn Thi Thuy Linh (2016) highlighted that a major challenge in implementing CLIL in Vietnam stems from the public’s limited understanding of its theories and practices She emphasized that teachers and students' readiness, as well as effective implementation, are hindered by this lack of awareness To address this issue, she recommended providing stakeholders with clearer explanations of CLIL’s purposes, noting that they would be more willing to adopt the approach if they understood its benefits and objectives (Nguyen Thi Thuy Linh, 2016: 33).

Interviews revealed that TL was criticized for including too many exercises in the book, leaving insufficient time for learners to develop their communication and intercultural communication skills.

Therefore, it was recommended by all the interviewees that the number of excreises should be reduced so that they could spend more elass time om oral skills

Enhancing intercultural knowledge through targeted exercises in the coursebook is essential for helping students understand the similarities and differences among diverse global cultures These activities enable learners to develop effective communication skills necessary for thriving in multicultural environments Incorporating such content ensures students are better prepared to navigate and succeed in a interconnected, diverse world.

114 also hoped to separate books into advanced level and mainstream level

CONCLUSION 3.1, Summary

The benefits of MEITL program, as perceived by the teachers

‘The data analysis has specified 5 dimensions the program benefit: context, content, language, learning, and culture The outstanding benefits categorized in 5 dimensions are summarized as follows:

The MEITL program plays a vital role in promoting globalization by enhancing the profile of Vietnamese schools and providing valuable opportunities for international knowledge and cultural exchange It enables students to access international certifications in Math and English, strengthening their academic credentials Moreover, the program emphasizes the implementation of the CLIL (Content and Language Integrated Learning) approach, serving as a fundamental model for modern education in Vietnam.

Content (Math): the MLITL program provides in depth Math knowledge for the advanced student, instructs the students to access Math knowledge im

English; prepares for future study, it trains skills for working life (problem solving skill, presentation skill, group working skill, ete)

Language (English): the program helps to improve leamers” overall English competence; develops learners’ oral communication skill develops awareness of

Doth L1 and CLIL language, develops self-confidence as a language leamer and communicator; introduces the using and learning of Linglish

The MELI'L program enhances learner motivation overall and complements individual learning strategies to support academic success It effectively develops cognitive skills, fostering a positive attitude towards both language and math learning Additionally, MELI'L diversifies teaching methods and approaches, enriching classroom practice and promoting a more engaging and effective learning environment.

Culture: the MEITL program provides chances for learning about specific neighboring counines, and introduces wider cultural context (though not many)

5.1.2 The challenges of MEITL program, as perceived by the teachers

Despite the benefits of the BENOLILS program, several challenges remain in its implementation These include difficulties in designing effective tasks, balancing English and Math instruction, and adapting the program for students with low English proficiency Additionally, teaching complex Math topics, managing time allocation, and addressing grammar instruction present significant hurdles for educators.

5.1.3 The teachers’ recommendations concerning improving the MEITT program’s effectiveness

Teachers recommend several strategies to enhance the effectiveness of the MEITL program, including increasing public awareness of its objectives, benefits, challenges, and application process They also suggest modifying course materials to suit different student groups and reorganizing classes by grouping students with similar levels of English proficiency and math knowledge Additionally, the use of ICT hardware and software in teaching and learning is emphasized as a crucial step to improve the program's success.

Recent research highlights the significant benefits and challenges associated with MEITT programs, supporting the framework proposed by Coyle (2005) and aligning with Marsh, Maljers, and Lartiala’s (2001) theories on the dimensions of CLIL.

Denefits and difficultics can be used as good cxamples to prove the practicality of CLIL theories In another word, CLIL approach with the framewok by Coyle

(2005) can be implemented successfully in the current conext of Vielnar

This study highlights the practical benefits of implementing the MEIL program, emphasizing the importance of considering teachers’ opinions on challenges and suggestions for improvement Policy makers, school administrators, and center managers can use this feedback to make necessary modifications in class size, materials, and parent collaboration processes, ultimately enhancing the effectiveness of the program on a larger scale.

5.3 Limitations and recommendations for further studies

This survey research has several limitations to consider Firstly, data collection relied on questionnaires and interviews, which may introduce bias and may not accurately capture real teaching practices Secondly, the findings do not fully represent the overall benefits and challenges of the MEITL program, limiting the comprehensiveness of the results.

This study highlights several remaining gaps that present valuable opportunities for future research To achieve more comprehensive and objective insights, subsequent studies should utilize a wider range of data collection methods and include a larger sample of interviewees Expanding the scope of data collection will enhance the reliability and validity of findings in similar research areas.

The present study involves the participating of teachers only, there are still other stakeholders that other researchers can examine such as slucderis and policy makers,

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APPENDIX t: QUESTIONNAIRE FOR THE TEACHERS

My name is Do Thi Nham, and I am conducting my MA research titled “An Exploratory Study on Teachers’ Opinions about MATII and UNGLISII Integrated Teaching and Learning Program in an Education Center in Hanoi” (referred to as MEITL) This study aims to analyze the benefits and challenges of the MEITL program I would greatly appreciate your willingness to respond to the questions below to support this research.

Please read every statement carefully and tick (~) on the altematives that you find most suitable

Thank you very much for your cooperation and participation!

Experience in Math and English Integrated Teaching:

|_ Hirst year 2-5 years | More than 5 years

In responding to the statements in this questionaire, please tick (~) on the appropriate choice to indicate your level of agreement, from strongly disagree to strongly agree:

BENEFITS OE MEITL PROGRAM, AS PERCEIVED BY THE

MEITL helps leamers lo access re international certification

3 MEITL enhances the school profile

MEITL provides in-depth knowledge of

MEITT, provides mulliple perspectives Cor the study

6 MEITL prepare for future study,

MEITI program trains skills for working life

MEITL program guides students to access

9 MEITL program helps to improve leamers’

“overall Bnglish compelence ¡o METL program devdlops oral communication skill a MEITL program develops awareness of

— CLILlanguage ja MBIIL program developd self-confidence

~ asa language learner and communicator

B MEITI program introduces the using and leaming of Linglish

H MEITI program improves learners’ motivation in general,

16 MEITL program develops cognitive skills

MEITL program fosters positive attitude

18 MEITL program fosters positive attitude towards Math learning

MEITL program divarsifics methods and

2p METL pgma builds intercultural knowledge

1 MEITI program develops intercultural communication skills

MULL program provides chances for

22 leaming about specific neighboring countries

MIITL program introduces wider cultural context

CHALLENGES OF MEITL PROGRAM, AS PERCEIVED BY

THE tò A It takes time to design MEITL tasks

Teachers lack time to deliver both Math and

35 Lnglish It is difficult to collect content materials for

2„ (It takes much time to adapt content materials for MEITL course

It is hard to balance between teaching Math 2% knowledge and — teaching — English knowledge

It is hard to make the program effective to

29 the students with low level of English competence

It is hard to manage time for Grammar in

30 MEITL program gy 128 hard to make the program effective to

_ the primary students vo It i hard to use English to teach the

APPENDIX 2: GUIDING QUESTIONS FOR THE INTERVIEWS

1 Bạn có thế giới thiệu đôi chút về bản thân được không a? ie)

(Can you introduce about yourself?)

Từ quả trình di dạy của bạn, bạn thấy chương trình nảy mang lại những lợi ich gia?

(rom your own teaching experiencing, can you tell me the benefits of this program?)

Có khó khăn gì giáo viên, trung tâm gặp phải trong quá trình triển khai chương trỡnh đến cỏc nhà trường khụng ứ?

Ban cé dễ xuất gì dễ giúp chương trình hiệu quả hơn ?

(Do you have any recommendations for improving the programs effectiveness)

APPENINX 3: RESULTS FROM THE QUESTIONNAIRES

Disagree Neutral Agree Strongly agree

MEITL helps learners to access

4 om |3 95% |7 3334 11 524% fl 4484 knowledge of Math

5 04 l6 285% |14 66.7% 1 48% |0 o% perspectives for the Math topics

6 | MBIT prepare for future study 0 |0 0% 1 191% 13 618% [4 191%

MEITL program trains skills for

8 lo access Math knowledge in om l0 0% 0 0 9 429 |13 571%

C | Language (English) 00% |? 19% |31 29.5% 63 60.0% |9 8.6% g | MBTTT rogram helps improve learners’ œveral lo 0% 0 0% 2 95% 18 85.7% |1 — 48%

12 | confidence as a language learmer 0% 1 4.8% 8 38.0% 9 429% |3 143% and communicator

13 0% 0 0 3 11 66.7% |3 191% using and learning of English

15 MEITI, program complements 0% 2 95% 5 23.8% 12 57.2% |2 95% individual stralogies

19 | methods and approaches to|0 | 0% 0 0% 9 0% 14 667% |7 33.3% classroom practice

22 | chances for leaming about|Q |OW 1 48% |8 381% 11 533% |1 48% specific neighboring, countries

Th takes time to designs METTT

Teachers lack time to deliver

25 |both Imowledge Maths and Enghsh|9 | 0% 00 0 0% 16 76.2% |5 238%

It is difficult to collect content materials [or MEITL course 4.8% 14 bì 0%

It takes much time to adapt content materials for MEITL course

It is hard to balance between teaching and leaming Math and teaching English

It is hard to make the program effective to the students with low level of English compelence

Tt is hard to manage time for

Grammar in MLITL program om 0% 0% 1429% w 0% 14.39 13 61.90% bà

It is hard to make the program offective to the primary students 57.1% 8 38.1% 4.8% 0 0% ụ 0%

It is hard to use English to teach the complex content in Maths Ow 4.8% tờ tì 4.8% 14 667% w tà a

Câu | Giáo viên 1 (TI) Giáo viên 2 (T2) Giáo viên 3 (T3) hồi

Minh đã tốt nghiệp thạc sĩ tại trường đại học Vietoria, chuyên ngành lý luận và phương pháp giảng dạy bộ môn Tiếng Anh, thể hiện rõ năng lực và đam mê trong lĩnh vực giáo dục ngôn ngữ.

-Minh đã tham gia giảng đạy chương, trình tích hợp Teán Tiếng Anh được

-Minh chú yếu dạy đối tượng học sinh tiểu học (khết 1, 2, 3) đại học Victoria chuyên ngành lý luận và phương pháp giảng dạy bộ môn Tiếng Anh

-Mình đã tham gia giảng đạy chương trình tích hợp Toán Tiếng

-Minh chủ yếu dạy đối tượng học sinh tiểu hoc (tir khdi 1 đến khối

3), gà lớp sơ bản lẫn lớp năng cao học Sư phạm Hà Nội chuyên ngành sự phạm Toán Tiếng Ảnh

-Minh dã tham gia giảng đạy chương trình tích hợp Toản Tiếng Anh được

-Mink day ca hoe sinh tiểu học lẫn học sinh trung học cơ sở (từ khối 3 đến khối 8) ky

Đầu tiên, khi học sinh tiếp xúc với môn học này, các em sẽ có cơ hội trải nghiệm việc học Tiếng Anh một cách sinh động và thực tế Trong các tiết học, giáo viên thường tổ chức nhiều hoạt động giúp học sinh dễ tiếp cận, chia sẻ ý kiến và suy nghĩ của mình với cô và các bạn Nhiều học sinh sau khi rời khỏi lớp vẫn còn nhớ và nói lại các thuật ngữ tiếng Anh đã học, thể hiện sự hứng thú và khả năng ghi nhớ tốt.

Minh rất chú trọng đến ngôn ngữ cơ thể trong giao tiếp, giúp học sinh học theo để diễn đạt khi gặp khó từ tiếng Anh Các bạn học sinh còn sử dụng từ tiếng Anh trong giờ học để giải quyết các bài tập lập luận, từ đó vận dụng linh hoạt từ ngữ trong thực tế Sự kết hợp giữa ngôn ngữ cơ thể và từ vựng tiếng Anh giúp các em tăng khả năng giao tiếp tự tin và hiệu quả hơn.

- Tiếp cận môn Toán bằng Tiếng Anh, học nhiều hơn các dạng Toán, cách tư dưy của nước ngoài, cách tiếp cận Toán ở nước ngoài Ví đụ khi dạy

Việt thì sẽ đọc để bài, cho hs suy oán có lời văn ở tiếng nghĩ và đề ra hưởng giải quyết

Nhung ở Toán †.a thí chia ra từng

‘butec 16 rang hon: xác định yêu cầu dé bai, tim từ khoá, xác định cách lảm, trinh bảy, kiểm tra lại

-Học sinh từ lớp 3 trở lên sẽ đưa nhiên kiên thức nâng cao hon

Phát triển năng lực tiếng Anh là mục tiêu quan trọng, nhưng do hạn chế về thời gian, phần lớn sẽ tập trung vào việc chuẩn bị các bài thi, khiến ít thời gian còn lại để luyện tập kỹ năng thực hành.

-Học sinh được trang bị kiến thức

Implications

Recent research highlights the numerous benefits and challenges of implementing Mobile English Immersive Technology Teaching (MEITT) programs, emphasizing their potential to enhance language learning These findings support Coyle's (2005) framework for effective language education, alongside Marsh, Maljers, and Lartiala’s (2001) dimensions of Content and Language Integrated Learning (CLIL) Overall, the study underscores the importance of carefully addressing challenges to maximize the positive impact of MEITT in educational settings.

Denefits and difficultics can be used as good cxamples to prove the practicality of CLIL theories In another word, CLIL approach with the framewok by Coyle

(2005) can be implemented successfully in the current conext of Vielnar

This study offers practical insights for policymakers, school administrators, and center managers implementing the MEIL program Incorporating teachers’ opinions on challenges and suggestions can help refine classroom size, materials, and parent collaboration processes These modifications can lead to improved program outcomes and greater success when scaling the MEIL program across larger educational settings.

Limitations and recommendations for further studies

This survey research has several limitations worth noting Firstly, the reliance on questionnaires and interviews as data collection tools may introduce bias, as responses might not accurately reflect actual teaching practices Secondly, the findings do not provide a comprehensive view of the entire MEITL program’s benefits and challenges, limiting the overall understanding of its effectiveness and impact.

This study highlights several gaps that remain unaddressed, opening new avenues for future research To achieve more comprehensive insights, future studies should utilize additional data collection instruments and involve a larger number of interviewees Expanding the scope of data collection will help produce more objective and reliable results, advancing understanding in this area.