04051002166 classroom management techniques in english classes at public primary schools in thanh hoa efl teachers’ and students’ perspectives
INTRODUCTION
Rationale of the research
Effective classroom management is essential for creating a positive learning environment Implementing various techniques can help ensure classes run smoothly and enhance students' positive behaviors While effective management benefits both students and teachers, it poses challenges, particularly in language-learning classrooms where foreign languages serve as both the medium and content According to Linse and Nunan (2005), EFL teachers face unique difficulties, and once control is lost, regaining it becomes increasingly difficult (Moskowitz & Hayman).
Effective classroom management is crucial, as students' academic engagement significantly declines when teachers spend time correcting disruptive behaviors (Berliner, 1988) Instructors also encounter various challenges, including managing hyperactive students, maintaining order, sustaining attention, and addressing the diverse needs of learners (Putra et al., 2022).
Effective lesson delivery requires teachers to possess and master practical classroom management skills As noted by Jones and Jones (2016, p.133), classroom management techniques encompass a variety of strategies that help maintain an orderly learning environment A uniform approach is not suitable, especially in primary English language classes, where young learners display diverse attitudes, behaviors, and self-regulation abilities, highlighting the need for customized management techniques (Huang, 2011).
Classroom management in Vietnamese primary English language teaching encounters distinct challenges, including overcrowded classrooms, limited resources, and diverse student abilities, which hinder effective management strategies (Huong, 2022) Additionally, research by Hung and Huong (2018) indicates that Vietnamese primary students frequently experience anxiety during English-speaking activities, stemming from inadequate classroom organization and insufficient encouragement.
Ha and Uyen (2020) highlighted the challenges teachers face in managing inclusive classrooms, especially with students who have ADHD or ASD, stemming from insufficient training in differentiated classroom management Their findings reveal significant research gaps in teacher preparation and support for effective classroom behavior management during English lessons.
Many Vietnamese EFL teachers often depend on traditional disciplinary methods, such as strict seating arrangements, instead of embracing more student-centered and motivational approaches (Ha & Uyen, 2020) Although some educators are trying to incorporate interactive strategies like games and group tasks, they frequently encounter institutional and cultural barriers that limit their effectiveness in managing large, mixed-ability classrooms.
Research on how Vietnamese EFL teachers manage primary English classrooms and students' perceptions of these techniques is limited, especially in provincial areas like Thanh Hoa, where public schools face significant constraints This gap underscores the need for a study that examines both teachers' and students' perspectives to gain insights into the effectiveness and practicality of various classroom management strategies in real-world settings.
This study, titled “Classroom Management Techniques in English Classes at Public Primary Schools in Thanh Hoa: EFL Teachers’ and Students’ Perspectives,” aims to address existing gaps in the field It seeks to offer valuable insights that can enhance teacher training, curriculum development, and local policy improvements, ultimately contributing to the overall quality of English education throughout Vietnam.
Scope of the research
This study examines the perspectives of EFL primary school teachers and students in Thanh Hoa Province regarding classroom management techniques specifically used in English classes It intentionally excludes discussions on teaching specific English skills or overall curriculum design, allowing for a concentrated analysis of classroom management dynamics within English language learning environments.
Aims and objectives of the research
The research seeks to pinpoint frequently used classroom management techniques and assess their effectiveness in English classes within public primary schools in several districts of Thanh Hoa Province
The objectives of this study are outlined as follows:
- To explore the classroom management techniques frequently utilized by EFL teachers in English classes
- To examine how these techniques affect the teaching and learning English for young learners.
Research questions
Based on the rationale, the aim, and the objectives stated above, the research is conducted to address following two questions:
1 What classroom management techniques are frequently used by EFL teachers in English classes?
2 What are teachers’ and students’ perceptions on classroom management techniques used in teaching and learning English for young learners?
Research methodology
The research employed a survey method to gather data through questionnaires, involving 108 EFL primary school teachers and 161 students This study aimed to explore the classroom management techniques utilized in English classes.
Significance of the research
This study offers significant insights into English language teaching by analyzing classroom management practices from the viewpoints of both teachers and students, specifically in Vietnam's primary education context It is relevant for educators, valuable for researchers, and provides important pedagogical implications for enhancing classroom dynamics.
The findings aim to help EFL teachers gain a deeper understanding of effective classroom management by integrating student feedback By identifying and assessing commonly used strategies, the study offers empirical evidence to inform better pedagogical choices, potentially enhancing classroom environments, increasing learner engagement, and improving instructional outcomes Additionally, the insights provide practical guidance for teachers to adapt and refine their management practices to meet diverse classroom conditions and learner needs.
This study investigates students' views on classroom management practices, focusing on strategies that promote their engagement and behavior for their benefit By understanding students' perspectives, educators can create a supportive and well-organized classroom environment, ultimately enhancing the learning experience for all students.
This study offers researchers a deep understanding of classroom management dynamics in EFL settings, particularly in primary schools By addressing a gap in the literature on classroom management practices in primary English lessons in Thanh Hoa, this research contributes significantly to the academic field The findings also serve as a foundation for further studies and professional development in English language instruction and classroom management.
Structure of the thesis
This study contains five chapters Each chapter contains relevant explanations related to the topic discussed
Chapter 1: Introduction presents a brief description of the study It covers the rationale, scope, aims and objectives, research questions, research methodology, significance, and study outline
Chapter 2: Literature Review provides theoretical knowledge and a review of previous studies as a basis for the study First, key terms are defined Additionally, a working theoretical framework is explained to build a foundation for the design of a survey questionnaire Several previous studies are reported to indicate the study’s approach as well
Chapter 3: Research Methodology discusses the methodology utilised to achieve the study’s aim It also describes the research setting and the study participants Finally, it presents the instruments for data collection and the procedure for data analysis
Chapter 4: Findings and Discussions describes and analyzes the data collected from the survey questionnaires distributed to teachers and students
Chapter 5: Conclusions summarises all the main issues before proposing some implications for classroom management techniques in English classes at public primary schools In addition, certain limitations of the study are pointed out Last but not least, the recommendations are provided for future research
Chapter 1 introduces the study’s background, emphasizing the importance and challenges of classroom management in primary EFL contexts, particularly in Vietnamese public schools It outlines the research rationale, objectives, and scope, focusing on techniques used by EFL teachers and perceived by both teachers and students The study addresses a research gap in provincial settings like Thanh Hoa The chapter also details the research questions, methodology, and significance, establishing the foundation for the thesis’s subsequent chapters
LITERATURE REVIEW
Teaching English to young learners
Young learners, defined as foreign language learners aged 7-12, play a crucial role in English instruction in elementary schools, as noted by Slattery and Willis (2001) The importance of early language acquisition has become increasingly recognized by educators for its significant impact on a child's cognitive development and future academic success.
Young learners are characterized by their curiosity, energy, and sensitivity to adult approval They learn holistically through experiences that engage their emotions, actions, and senses According to Piaget’s theory of cognitive development, children in this age group are in the concrete operational stage, which means they benefit most from hands-on activities, visual aids, and interactive tasks Consequently, language instruction should focus on meaningful contexts, visual support, and regular language recycling.
Young learners greatly benefit from social interaction, which boosts their motivation and aids in language acquisition (Vygotsky, 1978) Engaging in cooperative learning activities, such as group work and pair tasks, helps them enhance their linguistic and social skills Additionally, emotional support and positive reinforcement are crucial, as children's self-esteem and willingness to participate can be easily influenced.
7 the classroom atmosphere (Pinter, 2006) Thus, teachers must create a safe, structured, and engaging environment that fosters risk-taking and curiosity in language use
2.1.2 Methods of teaching English to young learners
Teaching English to young learners requires a thoughtful combination of educational techniques tailored to their specific needs and characteristics This section outlines key methods, supported by various research studies, that are essential for effectively teaching English to children.
To effectively engage young learners with short attention spans and high energy levels, it is essential to incorporate interactive activities into lessons Harmer (2007) emphasizes the importance of games, role-plays, storytelling, and group projects in boosting student enthusiasm and engagement in language learning Interactive games not only provide a fun way to study but also facilitate social interaction and meaningful language practice Additionally, immersive storytelling exercises have been shown to improve language acquisition and comprehension among young learners (Miller & Smith, 2018).
Incorporation of visuals and realia
Visual aids and real-world objects play a crucial role in enhancing language comprehension and retention among young learners According to the dual coding theory by Clark and Paivio (1991), utilizing both verbal and visual channels significantly improves understanding and memory Flashcards and tangible objects can effectively illustrate abstract concepts during vocabulary lessons Additionally, incorporating realia, such as toys and household items, into language training provides young learners with authentic and meaningful learning experiences (Hwang & Wu).
Contextualizing lessons in meaningful settings is crucial for enhancing language comprehension and retention According to Nation (2001), providing learners with rich and relevant materials enables them to make connections and deepen their understanding.
Establishing connections between new vocabulary and familiar concepts enhances young learners' understanding and retention of terms Utilizing everyday language and well-known activities provides contextual cues that facilitate learning (Nation, 2001) Additionally, Schmitt (2008) highlights the benefits of contextualizing language input and engaging learners with authentic resources, such as stories and films, to promote meaningful language use.
Practical language lessons for young learners must address diverse needs, interests, and learning styles According to Tomlinson (1999), differentiated instruction is crucial, requiring the customization of lesson plans and resources to meet each student's unique needs To ensure all learners can engage and succeed, it is vital to offer opportunities for practicing English through various modalities, including visual, auditory, kinesthetic, and tactile methods Additionally, Reid (2016) emphasizes the significance of flexible grouping strategies, such as pair work and small group activities, to accommodate different learning preferences and skill levels.
Authentic communication tasks are essential in English lessons, offering young learners the chance to engage in meaningful language use and enhance their speaking skills Swain (1985) highlighted the importance of communication activities that foster negotiation and interpersonal interaction By engaging in debates, role-plays, and group discussions, students can practice speaking authentically, boosting their fluency and confidence Additionally, incorporating task-based language teaching approaches, which focus on meaningful communication and problem-solving, is beneficial for language training in young learners (Ellis, 2003).
The scaffolding theory, proposed by Vygotsky in 1978, emphasizes the importance of guidance and support in enhancing young learners' English language skills This approach demonstrates that students facing difficult tasks can greatly benefit from structured assistance, leading to improved proficiency.
To support young learners in their educational journey, it is essential to introduce related terms before presenting new subjects, as this enhances comprehension Providing examples and models, as suggested by Vygotsky (1978), can further aid understanding Additionally, employing scaffolding techniques such as think-aloud and guided practice, emphasized by Gibbons (2002), is crucial for helping students develop conceptual understanding and effectively apply their knowledge.
Integrating evaluation in English classrooms is essential for tracking student progress and providing constructive feedback Formative assessment strategies, such as self-evaluation and observation, help teachers understand students' knowledge and tailor their instruction (Black & Wiliam, 1998) Allowing students to assess their public speaking skills fosters self-control and metacognitive awareness, enabling them to set improvement goals (Black & Wiliam, 1998) Additionally, Cameron (2001) highlights the importance of delivering timely and personalized feedback to help students grasp expectations and pinpoint areas needing enhancement.
The effectiveness of teaching strategies in English classes is significantly influenced by classroom management Young learners often exhibit short attention spans and high energy levels, making the learning environment dynamic and unpredictable Engaging activities such as games, storytelling, and group tasks can effectively capture students' attention, but their success relies on proper management techniques that maintain order, ease transitions, and encourage cooperation.
Effective English teaching hinges on key elements like differentiated instruction, scaffolding, contextualized input, and authentic communication, all of which depend on a well-managed classroom environment For instance, implementing realia or group storytelling activities necessitates proficient management of materials, time, and student interactions Without strong management skills, even the best-designed tasks may struggle to engage learners meaningfully.
In addition, young learners require structure to feel secure, yet also freedom to explore language through interaction Striking this balance is a core task of classroom
Classroom management techniques for teaching and learning English
This article is divided into three key sections: an overview of classroom management, a theoretical framework for managing English classrooms for young learners, and an evaluation of the effects of different classroom management strategies on teaching and learning outcomes.
A classroom is a dynamic educational environment where teaching and learning interactions take place within a structured framework (Brophy, 2006) It transcends mere physical space, embodying social and complex elements that shape the learning experience (Doyle, 2006; Weinstein, 2014) This perspective emphasizes the importance of structured interactions between teachers and students in fostering an effective learning atmosphere.
Classroom management is essential for creating a positive learning environment, as highlighted by Eggen and Kauchak (1994), who emphasize the establishment of routines and adherence to norms while addressing student misbehavior Marzano et al (2003) further stress the need for both proactive and reactive strategies, advocating for clear expectations to be set in advance and prompt responses to disruptions Emmer and Sabornie (2015) define classroom management as the intentional coordination of instructional strategies, organizational structures, and behavioral interventions, underscoring its role in fostering an effective educational atmosphere.
Effective classroom management, as highlighted by Marzano et al (2003), integrates proactive strategies like establishing clear rules and planning engaging lessons with reactive techniques such as redirecting misbehavior For instance, during an English lesson that includes group role-play or a vocabulary game, it is crucial for students to grasp behavioral expectations and classroom procedures to foster a supportive learning environment.
11 participate meaningfully Without such groundwork, lessons can become chaotic or ineffective
Effective classroom management is essential in teaching English to young learners, as it ensures that critical instructional components like differentiated instruction, visual aids, and authentic communication are accessible to all students By implementing effective routines, seating arrangements, and reinforcement strategies, teachers can support learners with diverse abilities, attention spans, and learning preferences Moreover, strong classroom management allows educators to balance structure and creativity, as well as control and autonomy, which are vital when teaching a foreign language to young learners.
Classroom management encompasses the establishment of emotional safety, which is crucial for fostering positive teacher-student relationships This is particularly important in English learning environments, where students may feel vulnerable when using a new language.
Effective classroom management is essential in language teaching for young learners, as it facilitates interactive, communicative, and student-centered instruction By maintaining order and fostering a sense of community, it allows all students to engage meaningfully with lesson content Consequently, discussions on English teaching methods should prioritize management strategies that cater to the developmental and linguistic needs of children.
Over the years, various classroom management frameworks have been developed to support effective teaching and learning Each model emphasises different management dimensions— behavioural control, social interaction, and instructional planning
Kounin’s Model (1970) – Focus on Preventive Discipline
Kounin’s Classroom Management Theory is a foundational model that emphasizes proactive strategies to prevent misbehavior through concepts like overlapping, momentum, and group focus While it offers valuable insights into teacher awareness and management techniques, critics argue that it is too centered on teacher behaviors and does not adequately address the promotion of student autonomy or emotional development.
Weinstein, 2006) Additionally, the model does not sufficiently address classroom dynamics’ instructional or relational aspects, particularly important in language classrooms for young learners
Canter’s Assertive Discipline (1976) – Control-Oriented Framework
Canters and Canter’s Assertive Discipline Model focuses on teacher authority and establishes clear consequences for misbehavior, emphasizing a structured approach that prioritizes control and rule enforcement While it provides clarity and consistency, its behaviorist nature has faced criticism for being overly rigid and favoring compliance over student engagement and intrinsic motivation (Charles, 2011) In primary EFL settings, where relationship-building, creativity, and learner autonomy are essential, this top-down method may not create the collaborative and emotionally supportive environment necessary for young language learners.
Marzano’s Classroom Management Framework (2003) – Instruction-Focused
Marzano et al (2003) introduce a balanced framework that integrates rules, procedures, teacher-student relationships, and mental awareness Although comprehensive, the model's strong focus on instructional strategies may restrict its applicability in research centered on behavioral and interpersonal dynamics in classroom management Additionally, the broad categories outlined by Marzano may lack the specificity needed for a thorough analysis of EFL classroom techniques from various perspectives (Simonsen et al., 2008).
Wubbels’ (2011) classroom management framework provides a holistic view of classroom dynamics by categorizing techniques into six interrelated approaches This model is particularly effective for analyzing English classrooms with young learners as it integrates both proactive and reactive strategies, offering a balanced perspective Additionally, it acknowledges the importance of pedagogy, emotional intelligence, and social interaction, which are essential for young learners acquiring a second language Furthermore, the framework facilitates the categorization of teacher and student behavior across multiple dimensions, allowing for more nuanced data interpretation.
Wubbels’ model is widely recognized as highly relevant in multicultural and language education contexts, as it offers deeper insights into classroom dynamics compared to models that focus solely on behavior or instruction While other frameworks may address specific elements of classroom management, such as discipline or preventive strategies, Wubbels’ (2011) framework captures the intricate interplay of pedagogical, behavioral, and relational factors essential for effective English language instruction for young learners Thus, it stands out as the most appropriate theoretical foundation for this research.
This study explores classroom management techniques in primary EFL classrooms using Wubbels' (2011) framework, which categorizes management into six approaches: behavioural, internal control, ecological, discourse-centred, curriculum, and interpersonal This model was chosen as the theoretical framework for its comprehensive nature and relevance to effective classroom management.
Wubbels’ framework is a holistic and multidimensional approach that effectively analyzes the complexities of classroom dynamics Unlike traditional models that focus solely on behavior control or instructional organization, Wubbels’ model integrates proactive and reactive strategies, addressing emotional, social, cognitive, and instructional elements of teaching This comprehensive approach is especially crucial in primary English classrooms, where managing young learners necessitates fostering engagement, autonomy, emotional support, and a positive learning environment rather than merely enforcing rules.
This model is particularly significant in the context of English as a Foreign Language (EFL) in Vietnamese primary schools, where challenges like large class sizes, mixed-ability learners, and limited instructional time are prevalent Wubbels’ framework enables both researchers and educators to explore the simultaneous application of various strategies, such as the use of visual aids, relationship building, and rule-setting, making it highly relevant to actual classroom dynamics Additionally, prior research has effectively utilized this framework in various educational environments, validating its adaptability and effectiveness.
Review of previous studies
In recent years, extensive research has examined classroom management strategies in English as a Foreign Language (EFL) contexts, particularly in Vietnam These studies highlight effective teaching techniques, the factors shaping classroom environments, and the effects of management practices on student engagement and learning outcomes However, the majority of this research primarily reflects teachers' perspectives, with limited studies considering both teachers and students, especially in public primary schools in Vietnam.
A notable convergence across international and Vietnamese contexts is the emphasis on environmental organization, student engagement, and teacher-student
Effective classroom management hinges on strong relationships, as emphasized by various international studies (Diniatulhaq et al., 2020; Soraya et al., 2022; Putra et al., 2022) Key strategies such as thoughtful seating arrangements, clear rule establishment, efficient time management, and engaging interactive group work are essential These approaches not only foster classroom order but also significantly boost learner satisfaction and participation, especially among young learners.
Soraya et al (2022) highlighted that student-friendly classroom arrangements, like semicircle seating and structured group tasks, enhance discipline and motivation in English learning Similarly, Putra et al (2022) pointed out the importance of individualized attention and adaptable lessons for managing hyperactive learners and diverse classroom dynamics, which are prevalent in primary EFL settings These insights illustrate the increasing acknowledgment of learner diversity in global classrooms and the transition from teacher-centered to learner-centered management practices.
Review-based studies, such as Yasin et al (2022), synthesize various strategies for language learning, highlighting essential elements like student participation, engagement, and communication styles, including teacher talk and exploratory talk These factors are crucial for providing authentic opportunities for English use in the classroom However, most international research primarily targets secondary or junior high education, with limited exploration of how these strategies apply to young learners aged 7–12, who need a more structured and developmentally suitable approach.
International studies often incorporate theoretical models like ecological or curriculum-centered frameworks, but they frequently lack localization Classroom management strategies effective in one cultural context may not produce the same outcomes elsewhere due to variations in class size, curriculum goals, and teacher training This underscores the need for context-specific research that explores the effectiveness of strategies in particular educational settings, such as public primary schools in Vietnam Additionally, Vietnamese studies highlight the significance of clear instructions and supportive teacher interactions.
Research highlights the importance of inclusive techniques and flexible, student-centered approaches for diverse learners, particularly those with ADHD or ASD These studies emphasize the need to address emotional, behavioral, and linguistic needs A common theme across Indonesia, Malaysia, and Vietnam is the significant impact of teacher feedback and interpersonal connections, showcasing how empathy, encouragement, and clear guidance can effectively manage student behavior and enhance academic performance.
International research on classroom management often explores strategic and theoretical frameworks, while Vietnamese studies focus on practical challenges like large class sizes and behavioral disruptions Many Vietnamese studies adopt a problem-solution approach, detailing teachers' responses to specific issues, but they often lack a structured theoretical framework and generalizability Notably, there is a scarcity of research examining classroom management in the context of English language instruction for young learners in public primary schools, particularly from both teacher and student perspectives.
Research highlights the significance of classroom management techniques in English as a Foreign Language (EFL) contexts; however, there is a scarcity of studies that integrate international frameworks with the specific realities of Vietnam, especially in regions like Thanh Hoa Furthermore, there is a lack of systematic evaluations assessing the effectiveness of various management approaches—behavioral, ecological, and curriculum-centered—in primary English classrooms.
Students' perspectives are often overlooked in current research, particularly regarding the impact of various classroom management techniques on their motivation, comfort, and language learning results This highlights the necessity for thorough comparative studies that incorporate both teacher strategies and student experiences.
30 experiences, grounded in a multi-dimensional framework such as Wubbels’ (2011) model
A significant limitation in Vietnamese primary education is the absence of contextualized frameworks that address the challenges of large class sizes, textbook-driven instruction, and exam pressure Most studies in Vietnam tend to focus on surface-level issues or suggest short-term solutions, neglecting a systematic evaluation of the long-term effects of various classroom management strategies on student engagement and language acquisition Furthermore, while international literature often examines classroom management within broader pedagogical frameworks, Vietnamese research seldom connects management practices to child development theories or language learning outcomes.
This study seeks to address existing gaps by examining the implementation and perception of various classroom management techniques in public primary English classes from both teacher and student perspectives By combining a robust theoretical framework with localized data, the research aims to provide practical and scalable insights for English as a Foreign Language (EFL) teaching in Vietnam, contributing to future policy and professional development efforts.
This chapter discusses the essential components for effectively teaching English to young learners, providing key concepts and an overview of classroom management It recommends a theoretical framework for English classes and examines the impact of various approaches on teaching and learning A solid understanding of this theory is crucial for addressing the research questions Additionally, it references related studies conducted both internationally and in Vietnam Finally, the chapter highlights the rationale for this study, emphasizing the scarcity of research on classroom management techniques from the perspectives of educators and students in public primary schools, particularly in Vietnam.
RESEARCH METHODOLOGY
Research design
The study utilized the survey research method for its practicality and efficiency in gathering diverse data quickly As noted by Check and Schutt (2012, as cited in Ponto, 2015), this method involves obtaining information from a sample of individuals through structured questions, making it ideal for examining behavioral patterns, opinions, and attitudes, particularly regarding teachers' and students' views on classroom management.
This study employs a quantitative approach to statistically analyze structured data, ensuring objectivity and reliability in assessing trends and group differences According to Singleton and Straits (2009), quantitative methods are particularly effective in identifying and describing human behavior in educational settings, including the impact of classroom management techniques on teaching effectiveness and student engagement in EFL classrooms.
To enhance the validity of the questionnaire, factor analysis and Cronbach’s Alpha were utilized to assess the reliability of the survey items and confirm the construct validity of various dimensions, including behavioral, ecological, and interpersonal aspects This approach effectively groups related items, ensuring that the instrument accurately represents the theoretical framework, specifically Wubbels’ (2011) six-dimensional model of classroom management.
The study employed inferential statistical techniques, including an independent samples t-test, to explore potential differences in classroom management perceptions between male and female teachers, going beyond basic descriptive statistics like percentages and means.
32 students) Besides, a one-way ANOVA was applied to assess whether teachers with different years of experience or students in different grade levels (Grades 3, 4, and 5) perceived classroom management strategies differently.
Research setting and participants
This study focuses on public primary schools in Thanh Hoa province, Vietnam, where English is a compulsory subject starting in grade 3 Students receive four English instruction periods weekly, totaling 140 periods per academic year The curriculum is based on the official English textbook series from the Vietnamese Ministry of Education and Training, aimed at enhancing proficiency in listening, speaking, reading, and writing Emphasis is primarily placed on listening and speaking skills to establish a strong foundation for English communication.
The English teachers involved in this study are qualified graduates with degrees in English language teaching from accredited Vietnamese universities They have participated in professional training programs and workshops focused on English teaching methodologies Despite encountering challenges like large class sizes and diverse student motivation levels, these educators are committed to employing effective classroom management techniques that foster a supportive learning environment and promote active student engagement in English lessons.
This setting provides a relevant and insightful context for investigating classroom management techniques, as it reflects the real challenges and practices of EFL instruction in Vietnamese primary schools
This research engaged 108 English teachers from public primary schools in various districts of Thanh Hoa province The selection of teachers was conducted through random sampling to guarantee a representative distribution across schools with diverse student populations.
33 teaching conditions Given that most primary schools in this region employ only one or two English teachers, this sample captures a wide range of classroom experiences and instructional styles
All participating teachers possessed a minimum of a bachelor’s degree in English language teaching or a related field, with many having completed in-service training programs from the Ministry of Education and Training (MOET) Additionally, each teacher had at least one year of teaching experience, equipping them with essential knowledge of classroom management practices and pedagogical approaches suitable for young EFL learners.
The researcher engaged teachers via official school channels, with assistance from local education departments and school administrators An invitation letter and survey details were sent to each principal, who facilitated the distribution of the questionnaire to English teaching staff Participation was voluntary, and teachers were guaranteed that their responses would be kept confidential and used exclusively for academic research.
The sample size in this study meets and slightly falls short of the minimum requirements for reliable regression analyses and scale reliability tests According to Green (1991), the minimum sample size for testing individual predictors in regression analysis is calculated using the formula N ≥ 104 + m, where m represents the number of independent variables With six independent variables related to various classroom management approaches, the minimum required sample size is 110 Despite the current sample size of 108 being slightly below this threshold, it is still adequate for conducting factor analysis and descriptive statistics, which are essential for data interpretation in this research.
Furthermore, Hair et al (2014) recommend a minimum sample size of 50, with
For reliability testing, a sample size of 100 or more is preferred The teacher sample meets these criteria, ensuring the reliability and validity of the analysis Table 3.1 below summarizes the demographic characteristics of the teacher sample.
Characteristics of the teacher sample
The sample Characteristics Options Frequency Percent
> 15 21 19.4% The average number of students in English classes
The study surveyed 108 teachers, revealing a nearly equal gender distribution, with female teachers slightly surpassing their male counterparts at 50.9% Additionally, the age profile of the respondents was diverse, with 28.7% of teachers aged between 31 and 40, and an equal percentage in the 41–50 age range.
The teaching workforce in Vietnamese public schools is characterized by a substantial mid-career representation, with most teachers having 5–10 years (29.6%) or 10–15 years (26.9%) of experience A smaller segment, 19.4%, boasts over 15 years of teaching experience In terms of class size, the majority of teachers reported managing classes of 30–40 students (38.9%), followed by those with 20–30 students (33.3%) and more than 40 students (27.8%), highlighting the prevalent large-classroom environment in these schools.
A total of 161 students from Grades 3 to 5 were randomly selected from various classes in participating schools for the study This method ensured a diverse collection of student perspectives across different grade levels and learning environments, while also being practical for classroom administration.
The student sample size meets the recommendations of Hair et al (2014), which advocate for sample sizes exceeding 100 for effective factor analysis This larger sample is crucial due to the cognitive and developmental differences among young learners, as it improves the generalizability of findings across various student populations in the Vietnamese primary EFL context.
The questionnaire was carefully designed for young learners aged 8 to 11, using simple and age-appropriate Vietnamese to ensure clarity To enhance comprehension, questions were read aloud by the teacher or researcher, with examples provided for abstract concepts like "rules" and "feedback." This approach aligns with research on child-centered survey design, supporting the reliability of the responses from young participants.
Research indicates that even young learners, despite their limited awareness, can provide reliable and meaningful responses when well-structured, scaffolded questionnaires are administered in a supportive environment (Greig & Taylor).
The inclusion of a large sample size significantly boosts the reliability and generalizability of data, particularly in exploratory analyses like factor analysis Hair et al (2014) suggest that a sample size of 100 or more is ideal for these statistical methods, and with 161 students in the study, this criterion is comfortably met.
Before data collection, informed consent was obtained from the guardians of the students, and verbal assent was sought from the students themselves Participation was voluntary, with clear communication from both teachers and the researcher that students could skip questions or withdraw at any time without penalty To ensure privacy and well-being, all data were anonymized and coded to eliminate identifying information.
36 questionnaires were administered in a non-pressuring classroom setting, supervised by the classroom teacher to provide emotional support
As a result, the data reflect a diverse but balanced sample of gender, age, teaching experience, class size, and grade levels (Table 3.2)
Characteristics of the student sample
The sample Characteristics Options Frequency Percent
Data collection instruments
This research utilized a quantitative survey approach to gather data on the classroom management strategies employed by EFL teachers and how these are perceived by students in public primary schools throughout various districts in Thanh Hoa province The data collection process was meticulously crafted and executed to uphold validity, reliability, and ethical standards.
Two thematically aligned questionnaires were created for EFL teachers and primary school students, based on the theoretical framework from Chapter 2 This framework is particularly informed by Wubbels’ (2011) model, which identifies six essential classroom management approaches: behavioral, internal control, ecological, curriculum, discourse-centered, and interpersonal.
The item pool for the instruments was created by synthesizing classroom management literature and adapting it to the Vietnamese primary EFL context Items were developed in both English and Vietnamese for clarity To ensure content validity, an expert in English Language Teaching (ELT) reviewed both questionnaires, offering feedback on item clarity, theoretical alignment, and cultural appropriateness.
Prior to full deployment, the questionnaires were tested with a representative sample of 10 EFL primary teachers and 20 students from Grades 3 to 5 in Thanh Hoa Participants provided feedback on the questionnaires regarding wording, comprehension, and difficulty As a result of student input, the confusing item about class discussions was removed, and minor adjustments were made to enhance simplicity and readability for primary students.
After revisions, the final instruments were administered to the entire sample with
A total of 108 EFL teachers and 161 students participated in the study, with approximately five learners randomly selected from each class in Grades 3, 4, and 5 The teachers' questionnaire utilized Likert-scale items to assess the frequency and perceived effectiveness of management strategies, while the student questionnaire was crafted with simplified language, visual aids, and concise statements appropriate for young learners Data collection occurred in person during scheduled school visits, with teachers completing their questionnaires independently Students filled out their questionnaires in their English classrooms, receiving assistance from teachers and supervision from researchers to ensure comprehension and accurate responses.
All participants were made aware of the study's purpose and their rights Written consent was obtained from all teachers, while parental consent and student assent were secured for students prior to data collection The research adhered to ethical guidelines, ensuring anonymity, voluntary participation, and proper data handling.
38 confidentiality In general, this structured data collection process ensured that the instruments were appropriate, the responses were reliable, and the results were robust enough to inform meaningful educational implications.
Data analysis procedure
After collecting data, the responses from teachers' and students' questionnaires were analyzed using quantitative techniques This analysis focused on identifying the frequency of classroom management strategies employed by EFL teachers and evaluating their perceived effects on teaching and learning outcomes from both teachers' and students' viewpoints.
Data were coded and entered into Microsoft Excel before being exported to SPSS version 26 for statistical analysis Descriptive and inferential statistics, including means, frequencies, standard deviations, and Cronbach’s Alpha, were calculated to summarize classroom management techniques across six approaches: behavioral, internal control, ecological, discourse-centered, curriculum, and interpersonal The analyses revealed the most frequently employed techniques and their distribution among participants.
Factor analysis was performed to evaluate the construct validity and reliability of both questionnaires, utilizing Cronbach’s Alpha The results of the factor analysis for the items in the teacher’s questionnaire are presented in Table 3.2.
Results of Cronbach’s Alpha (Teachers’ Perceptions)
Behavioral approach (TBA): Cronbach’s Alpha = 0.766
Internal control (TIC): Cronbach’s Alpha = 0.822
Ecological approach (TEA): Cronbach’s Alpha = 0.850
Discourse-centred approach (TDC): Cronbach’s Alpha = 0.896
Curriculum approach (TCA): Cronbach’s Alpha = 0.833
Interpersonal approach (TIA): Cronbach’s Alpha = 0.714
The internal consistency of the teacher questionnaire, evaluated through Cronbach’s Alpha, demonstrated acceptable to excellent reliability across six classroom management approaches, as indicated in Table 3.2, following the guidelines of George and Mallery.
According to research from 2003, alpha values exceeding 0.70 are deemed acceptable, while those above 0.80 are regarded as good These findings confirm that the questionnaire effectively measures teachers' perceptions of classroom management techniques across various dimensions.
Results of Cronbach’s Alpha (Students’ Perceptions)
Behavioral approach (SBA): Cronbach’s Alpha = 0.731
Internal control (SIC): Cronbach’s Alpha = 0.786
Ecological approach (SEA): Cronbach’s Alpha = 0.784
Discourse-centred approach (SDC): Cronbach’s Alpha = 0.756
Curriculum approach (SCA): Cronbach’s Alpha = 0.742
Interpersonal approach (SIA): Cronbach’s Alpha = 0.791
The results from the students' questionnaire, as presented in Table 3.3, indicate that all six classroom management constructs exhibited acceptable to good reliability, with alpha values between 0.731 and 0.791 According to George and Mallery (2003), alpha values exceeding 0.70 are deemed satisfactory for exploratory research Thus, the questionnaire is confirmed as a reliable tool for assessing young learners' perceptions of different classroom management techniques.
During the analysis, we ensured the validity and reliability of the data by adapting questionnaire items from established theoretical frameworks and conducting pilot tests prior to distribution, which enhanced clarity and consistency.
Chapter 4 presents a detailed analysis of the classroom management practices employed by EFL teachers in primary schools, highlighting their implications for effective English language teaching.
This chapter outlines the methodology used to investigate classroom management techniques in English classes at public primary schools in Thanh Hoa, detailing the research design, educational setting, and participant demographics It highlights the use of survey questionnaires as the primary data collection tool and describes the data analysis procedures conducted with SPSS for quantitative interpretation The study aims to offer reliable insights into effective classroom management practices in EFL contexts through structured instruments and systematic analysis The following chapter will present the findings and discussion in detail.
