Rationale
The monolingual approach dominates English as a Foreign Language (EFL) teaching, yet recent studies indicate it may not be the best method, particularly when teachers and students share Vietnamese as their first language The debate over the use of L1 in EFL classrooms continues, with some institutions allowing its use while others enforce strict English-only policies Additionally, some schools encourage English instruction but do not impose strict regulations on language use, permitting L1 in classroom settings Perspectives on the use of L1 vary among teachers and students, highlighting the complexity of language instruction in EFL environments.
My experience in teaching English at a high school highlights a common issue: policymakers and educators often enforce a monolingual approach, neglecting the advantages of incorporating students' first language (L1) in lessons In formal evaluations, L1 is frequently prohibited, yet in practice, Vietnamese is often used due to students' proficiency levels and a focus on exam preparation Despite numerous studies advocating for the use of learners' mother tongue (Schweers 1999; Swain & Lapkin 2000; Burden 2001; Prodromou 2002; Tang 2002; Al-Nofaie 2010), the exclusion of L1 is based on unexamined assumptions (Auerbach 1993) Overall, it seems reasonable to conduct high school English classes primarily in English, while also recognizing the potential benefits of integrating L1.
2 only However, whether this policy enhances effective learning or not is still a question
Despite recent research highlighting the use of mother tongue in English as a Foreign Language (EFL) classrooms, there is a notable lack of studies examining the role of L1 and students' perspectives in the Vietnamese context Previous research, such as Kim Anh's (2010) work, primarily focused on university teachers' attitudes towards using Vietnamese in English instruction, leaving a gap regarding students' views, particularly at Tien Lang High School This paper aims to address this gap, emphasizing the importance of considering learners' voices, as both students and teachers are crucial stakeholders in the teaching and learning process, which is essential for making informed pedagogical decisions.
This study focuses on English as a Foreign Language (EFL) classrooms in a high school where both teachers and students are encouraged to communicate exclusively in English However, during formal evaluations, the use of English is intentionally restricted Educational policymakers advocate that immersive English classes increase students' exposure to the target language, aligning with the principles of the Natural Approach (Krashen, 1981).
Aims and objectives of the study
Given the limited research on the L1/L2 issue within the Vietnamese context, I am inspired to conduct further investigations into the attitudes of Vietnamese students regarding the use of Vietnamese in English as a Foreign Language (EFL) classrooms.
With the above aim, the objectives of the study are as followed:
Explore whether or not Ss support both T’s use and Ss’ use of L1 in L2 classes, their reasons and in which contexts they prefer using L1
Investigate the differences of Ss’ attitudes towards the use of L1 in L2 classrooms according to their language proficiency levels
Research questions
Basing on the given aims and objectives, the study finds the answers to following questions:
1 What are Tien Lang students’ attitudes towards the use of Vietnamese in EFL classrooms?
1.1 What are Tien Lang students’ attitudes towards teachers’ use of Vietnamese in EFL classrooms?
1.2 What are Tien Lang students’ attitudes towards students’ use of Vietnamese in EFL classrooms?
2 What are high-achievers’ attitudes towards using Vietnamese in EFL classrooms compared to those of low-achievers?
2.1 What are high-achievers’ attitudes towards teachers’ use of Vietnamese in EFL classrooms compared to those of low-achievers?
2.2 What are high-achievers’ attitudes towards students’ use of Vietnamese in EFL classrooms compared to those of low-achievers?
In this study, the term 'attitudes' describes the participants' tendencies to accept or reject ideas, reflecting their favorable or unfavorable feelings towards specific beliefs (Gay, Mills & Airasian, 2006).
The methodology of the study
The methods applied in this study are both quantitative and qualitative The data come from questionnaire and audio record for interview section
The study involved 91 randomly selected grade 11 students from Tien Lang High School For the second research question, these students were categorized into two groups based on their English proficiency levels, determined by their end-of-semester test scores: low-achievers, scoring below 5.5.
4 high-achievers (above 8.0) They at first fill out the questionnaire, and then ten of them take part in an interview
The survey questionnaire serves as a vital tool for gathering information and evidence for the study, while the interview section helps clarify students' responses All insights, comments, recommendations, and conclusions presented in the study are derived from thorough data analysis.
The scope of the study
A study conducted at Tien Lang High School in Hai Phong examined the attitudes of 11th-grade students towards the use of their mother tongue by both teachers and students in English as a Foreign Language (EFL) classrooms Due to time constraints, the research specifically focused on whether students with varying levels of English proficiency held differing views on this topic The participants included non-English major students from two classes, 11B2 and 11B8.
The significance of the study
This study aims to assist teachers and educators in understanding students' attitudes toward the use of Vietnamese in English lessons, shedding light on why students may or may not support the use of their first language in English classrooms It also explores the contexts in which students prefer to use their mother tongue over English By gaining these insights, educators can adopt more effective teaching methods that enhance students' language learning, ultimately leading to improved English language skills Additionally, students will gain clarity on their own attitudes toward learning English, which may empower them to further develop their language abilities.
Design of the paper
The current thesis paper includes three main parts Part one is introduction
Part two of the article comprises three key chapters: a literature review, methodology, and results and discussions The concluding section addresses implications for educators and curriculum developers, outlines the study's limitations, and offers suggestions for future research.
Attitudes
Definition of attitudes
Attitudes can be defined in various ways, with researchers in psychology and education, particularly in language learning, offering diverse interpretations that reflect different contexts and perspectives (Alhmali, 2007, cited in Alzwari H., 2012).
According to Lambert (1987), an attitude is defined as a consistent way of thinking, feeling, and reacting to people, groups, social issues, or events in the environment It is highly variable among individuals and can change over time Attitudes contribute to one's perception of self, others, and the surrounding culture (Brown, 1980).
According to Gardner (1985), an attitude is an evaluative response to a specific referent or attitude object, shaped by an individual's beliefs and opinions This connection between attitude and personal values influences decision-making across various aspects of life, including both academic and informal settings (Padwick, 2010).
Wenden (1991) expands on Gardner's argument by providing a comprehensive definition of the concept of attitude, which consists of three interrelated components: cognitive, affective, and behavioral The cognitive component encompasses an individual's beliefs and thoughts about the attitude object, while the affective component pertains to their feelings and emotions, indicating whether they like or dislike it Lastly, the behavioral component reflects how these attitudes influence a person's actions and behaviors.
All in all, Wenden’s definition (1991) shows out an overall and clear view on
“attitude” with three main components, which the researcher bases on to design a survey questionnaire afterwards
Language attitude and effects of language attitude
To successfully master a second language, students require not only mental competence and language skills but also positive attitudes and perceptions towards the target language (Gardner and Lambert, 1972) According to Baker (1992), attitudes towards a language play a crucial role in its restoration, preservation, decay, or death (as cited in Abidin, 2012) Furthermore, De Bot et al (2005) emphasize that high motivation and positive attitudes significantly enhance the second language learning process.
The learning process is seen as a transformative experience that positively impacts an individual's personality across emotional, psychomotor, and cognitive domains When a person learns a specific subject, their thinking and behavior evolve, leading to a shift in beliefs and perspectives.
The learning process encompasses not only cognitive elements but also significant social and psychological dimensions Attitudes play a crucial role in this process, influencing behavior, mental operations, and emotional responses.
1.2.1 Effect of attitude on behavior
Attitude significantly influences behavior, impacting how individuals respond in various situations Successful language learning enhances learners' identification with native speakers, leading them to adopt behaviors characteristic of the target language community As noted by Kara (2009) in Abidin (2012: 123), this connection is crucial for effective language acquisition.
Positive attitudes significantly influence students' engagement in their studies, fostering a deeper commitment to learning These students actively immerse themselves in their coursework, demonstrating a strong desire to solve problems and acquire practical skills for everyday life Additionally, they are emotionally invested in their education, which enhances their overall learning experience.
1.2.2 Effect of attitude on mental operation
Abidin (2012) emphasizes that language learners' beliefs about their acquired knowledge and understanding during the learning process are linked to the cognitive aspect of attitude This cognitive aspect can be broken down into four key steps: connecting prior knowledge with new information, creating new knowledge, verifying this new knowledge, and applying it across various situations.
1.2.3 Effect of attitude on affection
Feng and Chen (2009), as referenced by Abidin (2012), emphasize that the learning process is inherently emotional, influenced by various emotional factors that engage both teachers and students These emotional interactions yield diverse outcomes, shaping learners' attitudes towards their environment and the objects of their study Research by Choy and Troudi (2006), also cited in Abidin (2012), supports the notion that the emotions and inner feelings of foreign language learners significantly impact their perspectives and attitudes towards the target language.
This study mainly focuses on the effect of attitude on behaviors, mental operation and affection.
Use of mother tongue in EFL classrooms
Monolingual approach
The monolingual approach emphasizes the exclusive use of the target language (L2) in educational settings, minimizing the use of the first language (L1) to enhance exposure to L2 This approach aligns with Krashen’s Input Hypothesis, which argues that avoiding L1 maximizes learners' exposure to the target language, crucial in EFL contexts where opportunities for L2 interaction are limited Turnbull (2001) highlights that using L1 can diminish students' chances to practice L2, while Cook (2001) supports the idea that promoting classroom interaction in L2 fosters a naturally communicative environment for learners, ultimately improving their language proficiency.
Throughout the history, a number of teaching methods have been developed Some methods are in line with the use of L1, others exclude learners’ first language use
In the sixteenth century, the Grammar Translation Method (GTM) emerged, necessitating the use of the first language (L1) by both teachers and students in English as a Foreign Language (EFL) classrooms This approach focused on translating sentences and clarifying grammar concepts.
The Direct Method and Audiolingual Method are two language teaching approaches that discourage the use of the first language (L1) The Direct Method emphasizes associating words directly with their meanings, promoting immersion without reliance on L1 Similarly, the Audiolingual Method focuses on repetitive drills and patterns, also minimizing L1 usage to enhance language acquisition.
2.1.2 The weaknesses of monolingual approach
Although there are a number of researchers and linguists supporting the monolingual approach, it has been also received a huge of considerable criticism and opposition
Firstly, most L1 opponents argue that language learning by adults is similar to language acquisition by children, and their reason is that both L1 children and L2
Research indicates that the belief that learners have no prior knowledge of a new language is inaccurate, as age significantly influences the language learning process (Elmetwally, 2012) Bley-Vroman (1990) identifies five key differences between first language (L1) acquisition in children and second language (L2) learning in adults Firstly, adults lose the innate ability to acquire language that children possess Secondly, adults often rely on their L1 when learning L2, whereas children approach language learning without any previous language knowledge Additionally, adults typically have limited exposure to L2, as their learning is often restricted to formal educational settings Furthermore, children benefit from social factors like motivation and personal situations that may not be available to adults Despite these challenges, adults possess more advanced cognitive abilities, which can aid their learning process.
Brown (2007) highlights the distinct differences in the language learning processes of children and adults, noting that children acquire two languages simultaneously, whereas adults approach language learning in a more systematic manner Adults often rely on their first language (L1) knowledge to navigate challenges in learning a second language (L2), indicating that their mother tongue remains a constant presence in their minds, even during English as a Foreign Language (EFL) or English as a Second Language (ESL) classes (Wechsler, 1997) This interplay between L1 and L2 significantly influences the overall L2 learning experience.
Learning a foreign language as a child may not mirror the process of first language acquisition, yet it is widely believed that children have an advantage over adults in this area This notion is supported by the Critical Period Hypothesis, which suggests that optimal foreign language learning takes place before puberty (Cameron, 2001).
One significant limitation of the monolingual approach is its impracticality, particularly since many English teachers are non-native speakers who may not possess the same level of proficiency in the language.
Last but not least, monolingual approach fails to differentiate between English as a second language (ESL) and English as a foreign language (EFL)
ESL (English as a Second Language) is focused on teaching English in environments where it is essential for daily life, particularly in countries like Canada, the USA, and Australia, where English is integral to education, business, and government (Richards & Schmidt, 2002) Conversely, EFL (English as a Foreign Language) is utilized in settings where English is not the primary means of communication, typically within formal classroom environments (Abbott, 2001) In ESL contexts, learners often come from diverse linguistic backgrounds and must use English to interact in the broader community, while EFL learners primarily engage with English in academic settings, limiting its use in their daily lives This distinction necessitates different effective teaching strategies tailored to each learning environment.
In summary, the monolingual approach to teaching English has faced significant criticism due to insufficient evidence supporting its effectiveness Consequently, the following section will delve into the advantages of the bilingual approach.
Bilingual approach
The bilingual approach, introduced by Dodson in 1967, enables students to alternate between their first language (L1) and second language (L2) This method is beneficial for three key reasons: it fosters a comfortable classroom environment, enhances students' understanding, and optimizes the use of class time (Tsukamoto, 2011:147).
In the evolution of second language (L2) teaching, the New Current Method emerged alongside the Grammar-Translation Method (GTM), advocating a balanced integration of first language (L1) and L2 in educational settings Effective language learning through codeswitching should be both systematic and purposeful, as highlighted by Alnofaie.
2010) Moreover, a recent study by Raschka et al (2009) in a Taiwanese classroom concludes that ‘code switching’ is a ‘frequent strategic device’ used by highly communicative competent teachers
However, the balance between L1 and L2 does not avoid problems More methods appear to limit the use of L1 in the EFL contexts They are Communicative
In Communicative Language Teaching (CLT) classrooms, the first language (L1) is utilized primarily for specific situations, such as giving instructions Task-based learning encourages learners to employ various communication tools in the second language (L2), including gestures and copying from task sheets, while translation is suggested as a last resort according to Prabhu (1987) Some perspectives highlight the advantages of integrating L1 in L2 learning environments However, Chavez (2002) found that students often do not favor the simultaneous use of both L1 and L2 in their language learning process.
‘classroom is not real context for L2 social culture’ (as cited in Alnofaie, 2010)
Prodromou (2000), Atkinson (1987), and Cook (2001) conduct studies on the use of L1 and students’ attitudes towards using L1 in L2 classrooms They all agree that L1 is very benefit for students to:
To explain difficult concepts or vocabulary items
To motivate students in classes (To joke around with students)
To help students feel more comfortable and confident
To explain difficult grammar points
To explain the relationship between English and Vietnamese
Cook (2001) recommends the use of students' mother tongue in pair or group work, as it facilitates task explanation, role negotiation, and understanding verification among peers Utilizing L1 allows learners to communicate more effectively and enhances their collaborative learning experience.
2.2.2 The weaknesses of bilingual approach
Although bilingual approach is useful for teaching L2 in many ways, there are still some weaknesses of this method, as followed:
The focus is on the grammatical structures not on the day-to-day conversation
The teacher must be proficient in L1 and L2
It does not follow any set theory
Students become dependent on their mother tongue
The methods and procedures are not different
A possible disadvantage of the method is that if the teacher is not imaginative enough, this method may degenerate into the Grammar Translation Method with all the attendant drawbacks
Whereas, the Bilingual Method is useful at the secondary stage, the Direct Method is more useful than the Bilingual Method at the primary stage
Related studies
The role of mother tongue in learning English
Recent studies highlight the significant role of L1 in L2 learning, with Mattioli (2004) noting its value in fostering socio-cognitive processes and creating a positive learning environment (Kavaliauskienė, 2009) Incorporating L1 into lessons can enhance classroom dynamics and provide learners with a sense of security, validating their experiences (Schweers, 1999) Additionally, Swain & Lapkin (2000) emphasize that L1 can aid in task management, attention focus, and interpersonal interactions Storch & Wigglesworth (2003) further suggest that L1 is useful for clarifying tasks and discussing vocabulary during collaborative activities.
While incorporating mother tongue in second language (L2) classrooms can offer certain benefits, it may also reduce students' chances to practice their L2 skills According to Swain and Lapkin (2000), allowing the use of the first language (L1) can be beneficial for learners, but it is essential to balance this with opportunities for L2 practice.
14 language classrooms However, it should not “be actively encouraged as it may substitute for, rather than support, second language learning” (Lapkin, 2000: 268)
Exploiting the mother tongue in second language (L2) learning can impede learners' autonomy in foreign language communication (Cianflone, 2009) While Atkinson (1987) supports the use of L1, he cautions against its excessive reliance The bilingual approach posits that L1 serves as a valuable resource that enhances the learning process Therefore, educators must weigh the advantages and disadvantages of incorporating the mother tongue to optimize students' success in acquiring L2.
Research suggests that L1 can serve as an effective learning tool, yet there is a need to investigate the perspectives of both learners and teachers Decisions regarding the adoption of monolingual or bilingual approaches have often been made without considering their insights As those directly impacted by these choices, understanding their perceptions of L1 usage in English classrooms is essential The following section will explore studies that focus on these views.
Students’ and teachers’ attitudes towards using L1 in English classrooms
3.2.1 Studies on students’ attitudes towards using L1 in L2 classrooms
A study by Prodromou (2002) examined the perceptions of 300 Greek students regarding the use of their native language (L1) in learning English, revealing that beginners are more favorable towards using Greek in the classroom compared to intermediate and advanced learners Beginners accepted L1 for grammar explanations, clarifying L1 and L2 rules, and checking comprehension Conversely, a similar study by Nazary (2008) in Iran found that all proficiency levels exhibited negative attitudes toward using Farsi, with intermediate students showing the most resistance, favoring exclusive exposure to English instead.
This study challenges previous research by Schweers (1999), Burden (2001), Tang (2002), and Prodromou (2002), as it reveals that surveyed students perceive limited value in using their first language (L1) for understanding new vocabulary and grammar Supporting Prodromou's findings, Mouhanna (2009) indicates that students with higher English proficiency levels tend to rely less on their L1.
A study by Brooks-Lewis (2009) investigates adult learners' perceptions of using their native language, Spanish, in English classrooms The findings reveal that learners have an overwhelmingly positive attitude toward the inclusion of their first language (L1), as they believe it facilitates easier English learning This approach serves as a valuable tool for promoting a learner-centered methodology, encouraging students to actively engage in their language learning experience.
Research indicates that understanding students' perceptions of using their first language (L1) in second language (L2) classes is crucial for educators However, the appropriate frequency of L1 usage is often overlooked, impacting students' exposure to the target language This highlights the need for both teachers and students to be mindful of when to utilize L1 and when to engage in L2 The following section will delve into the attitudes of both students and teachers regarding this balance.
3.2.2 Studies on both Sts’ and Ts’ attitudes toward using L1 in English classrooms
Burden (2001) explores the necessity of using Japanese in English classes, revealing a consensus among both teachers and students on the significance of incorporating the first language (L1) in target language (TL) instruction The findings show that both groups support the use of L1 for explaining new vocabulary, providing instructions, teaching grammar, and assessing comprehension.
Tang (2002) investigates the attitudes of students and teachers regarding the use of Chinese in English as a foreign language classes The findings reveal that both groups have a favorable view of incorporating the first language (L1) to clarify complex grammatical rules, explain difficult vocabulary, and practice new phrases and expressions The researcher suggests that a judicious use of L1 can enhance the learning experience.
“assist in the teaching and learning process”
According to Al-Nofaie (2010), both Arabic teachers and students support the minimal use of their native language during the English learning and teaching process They favor using Arabic primarily for providing exam instructions, translating new vocabulary, and drawing comparisons between English and Arabic.
Research indicates that both students and teachers favor the use of the first language (L1) in second language (L2) classrooms, despite varying contexts Most surveyed students advocate for L1 integration by both educators and learners, with the exception of Nazary (2008) Participants believe L1 is beneficial in various classroom scenarios, such as teaching grammar, explaining new vocabulary, comparing L1 and L2, and assessing comprehension Additionally, the studies reveal a disparity in attitudes toward L1 based on English proficiency levels, with lower-achieving students showing more positive attitudes toward L1 usage compared to their higher-achieving counterparts.
On the other hand, almost all teachers have positive attitudes to the use of mother tongue but in a limited way to avoid interference in teaching and learning English
This chapter outlines the theoretical foundations of monolingual and bilingual approaches, along with empirical research on the significance of L1 and the attitudes of both students and teachers towards its inclusion The following section will detail the methodology utilized in this study, including the context, participants, data collection tools, study execution steps, and data analysis methods.
The setting of the study
Tien Lang High School, established in 1961 in Tien Lang town, Hai Phong, is the first high school in the area and ranks among the top three high schools in the city With 41 classes and nearly 1,500 students, the school annually selects two gifted classes from lower secondary schools through competitive exams in natural and social sciences Students in the 11th grade, aged 16 to 18, have typically learned English for several years, with most mastering basic grammar and vocabulary Notably, those in the social science classes demonstrate the highest proficiency levels compared to their non-gifted and natural science peers, highlighting a significant gap in language skills among these groups.
Subjects of the study
The study was conducted in a high school in Hai Phong, i.e Tien Lang High School For selecting participants, a random sampling was applied They included
To select students for interviews, a Stratified Sampling method was employed, which serves as a mini-representation of the population (Sommer, 2006) Students were categorized based on their English proficiency levels, determined by their end-of-semester test scores: low-achievers (below 5.5) and high-achievers (above 8.0) This approach ensured that the sample included participants from both strata for comparative analysis Ultimately, ten students were chosen for interviews, comprising five from each proficiency level.
Instruments of collecting data
Both quantitative and qualitative methods were employed in order to reduce potential limitations of relying on a single approach and enhance confidence in the collected data as recommended by Nunan (1992)
Data was collected using two instruments: a questionnaire and interviews The questionnaire was adapted from the studies of Elmetwally Elmenshawy (2012) and Wafa Al Sharaeai (2012) to align with the research objectives and facilitate student comprehension A Likert-type scale was utilized for its reliability, flexibility, and ease of construction, requiring no statistical assumptions or judges (Karavas-Doukas, 1996) This scale offers accurate, measurable quantitative data that is easy to analyze, measuring both the direction and intensity of attitudes by allowing respondents to express their level of agreement or disagreement with various statements (Albaum).
1997) The reliability in terms of Cronbach’s α for the items 1 – 7 was 0.707; items
9 – 18 was 0.7; items 19 – 25 was 0.8; items 27 – 34 was 0.71, which achieved the reliability coefficient of 0.7 recommended in most social science research situations (Santos, 1999)
The use of semi-structured interviews in this study provides researchers with valuable insights into interviewees' perceptions, attitudes, and feelings This interview format combines the flexibility of unstructured interviews with the focused direction of structured surveys, allowing for the collection of rich qualitative data (Schensul, Schensul & Le Compete, 1999) Semi-structured interviews include pre-formulated, open-ended questions aimed at exploring various factors within a specific research area (Brown, 2001) Unlike traditional questionnaires, they enable researchers to delve deeper and gather spontaneous, truthful responses, enhancing the overall quality of the data collected (Brown, 2001).
Data collection
Before delivering the questionnaire, a pilot was carried out in order to obtain
In preparation for the actual survey, it is crucial to estimate expected response rates, assess data quality, and ensure the validity and clarity of the questionnaire by correcting any inappropriate or ambiguous questions Additionally, grouping and sequencing questions in a logical order is essential (Silman & Macfarlane, 2001) The pilot study indicated that the average completion time for the survey was between 15 to 20 minutes.
In mid-July, a questionnaire was distributed to 91 students at Tien Lang High School The researcher visited two selected classes to clarify any questions the students had while completing the survey.
The researcher aimed to prevent students from copying each other's answers and clarify the questionnaire's requirements The questionnaire was structured into two parts to assess students' attitudes toward the use of Vietnamese by both teachers and students in English classrooms, utilizing a five-point Likert scale However, this scale presents challenges, particularly in interpreting the midpoint, which may indicate a lack of clear opinion or interest The first part collected demographic information, including age, gender, and 11th-grade English final marks, alongside eighteen items regarding attitudes toward teachers' use of Vietnamese The second part focused on students' perceptions of their own use of L1 in L2 classes, featuring sixteen items The questionnaire reflects how students express their preferences for using Vietnamese, their comfort level with its use, and their choices regarding its application in specific learning situations.
In order to accommodate students’ different levels of English proficiency, the questionnaire was translated into Vietnamese On each questionnaire item,
‘strongly agree’ and ‘agree’ both reflected students’ support and vice versa
To gain deeper insights into student responses from the questionnaire, the researcher conducted semi-structured interviews, with audio recordings made with the students' consent These interviews clarified students' attitudes and feelings, providing additional information not captured in the questionnaires According to Nunan (1992), this interview format offers interviewers significant flexibility, as questions can be prepared in advance, enhancing the interviewer's competence Furthermore, semi-structured interviews empower informants to articulate their views in their own words, yielding reliable and relevant data.
Data analysis
The study comprised thirty-four items categorized into two main sections The first section, which includes eighteen items, examines students' attitudes toward teachers' use of their mother tongue in English as a Foreign Language (EFL) classes, further divided into three subgroups: general attitudes, frequency of Vietnamese usage by teachers, and preferred learning occasions for its use The second section focuses on students' attitudes towards their own use of their first language (L1) in second language (L2) classes, consisting of sixteen items, also divided into three subgroups: general attitudes towards L1 use, frequency of L1 usage by students, and preferred learning occasions for its use Data analysis employed a central tendency counting method, with frequency counts applied to responses from closed-ended questions, while qualitative responses from specific items were integrated with the quantitative data for a comprehensive understanding.
Participants' responses to positive statements were coded on a scale from 1 to 5, where 1 represented "strongly disagree" and 5 indicated "strongly agree." Consequently, a higher score reflects more favorable attitudes towards the use of L1.
In L2 classes, participants rated the frequency of Vietnamese usage on a scale from 1 to 5, where 1 represents "never" and 5 indicates "every time." A higher score signifies more frequent use of Vietnamese by both teachers and students during English lessons Consequently, participants' responses varied between the maximum score of 5 and the minimum score of 1.
After coding all 34 items, average scores for both low and high achievers were calculated, with scores ranging from 1 to 5, where a score of 3 indicated neutrality Scores above 3 suggested a favorable attitude towards the questionnaire To assess significant differences in attitudes between the two groups, Mann Whitney U-tests were conducted at an alpha level of 05 Additionally, qualitative responses from participants were analyzed alongside the quantitative data for items 8 and 26.
A qualitative analysis was conducted to explore participants' responses to open-ended interview questions regarding their preferences for using their mother tongue in second language (L2) classes This analysis aimed to gather insights into students' reasons for their choices and identify specific learning situations where they support the use of their first language.
On one hand, for the positive statements, participants’ responses were analyzed as followed: “I prefer…”, “ Vietnamese should be used frequently…”,
“I like… ” or “I do like…” On the other hand, for the negative statements, participants’ responses should be “I feel difficult in…”, “I do not prefer….”, or
CHAPTER THREE: RESULTS AND DISCUSSIONS
Results
What are Tien Lang students’ attitudes towards students’ use of
1.2 What are Tien Lang students’ attitudes towards students’ use of Vietnamese in EFL classrooms?
2 What are high-achievers’ attitudes towards using Vietnamese in EFL classrooms compared to those of low-achievers?
What are high-achievers’ attitudes towards teachers’ use of Vietnamese in
in EFL classrooms compared to those of low-achievers?
2.2 What are high-achievers’ attitudes towards students’ use of Vietnamese in EFL classrooms compared to those of low-achievers?
In this study, 'attitudes' refer to the participants' inclination to either accept or reject ideas, reflecting their favorable or unfavorable feelings towards specific beliefs (Gay, Mills & Airasian, 2006).
4 The methodology of the study
The methods applied in this study are both quantitative and qualitative The data come from questionnaire and audio record for interview section
The study involved 91 randomly selected grade 11 students from Tien Lang High School For the second research question, these students were categorized into two groups based on their English proficiency levels, determined by their end-of-semester test scores: low-achievers, scoring below 5.5.
4 high-achievers (above 8.0) They at first fill out the questionnaire, and then ten of them take part in an interview
The survey questionnaire serves as a vital tool for gathering information and evidence for the study, while the interview section aims to clarify specific student responses All insights, remarks, recommendations, assumptions, and conclusions presented in the study are derived from thorough data analysis.
5 The scope of the study
A study at Tien Lang High School in Hai Phong investigated the attitudes of 11th-grade students towards the use of their mother tongue by both teachers and peers in English as a Foreign Language (EFL) classrooms The research specifically focused on whether students with varying levels of English proficiency held differing views on this topic Participants included non-English major students from two classes, 11B2 and 11B8.
6 The significance of the study
This study aims to help teachers and educators understand students' attitudes toward using Vietnamese in English lessons, revealing the reasons behind their support or opposition to their first language in the classroom By identifying the contexts in which students prefer to use their mother tongue, educators can adopt more effective teaching methods that enhance language learning Ultimately, this understanding may lead to improved English language skills for students, while also allowing them to gain insights into their own attitudes toward learning the target language, thereby increasing their chances of developing proficiency in English.
The current thesis paper includes three main parts Part one is introduction
Part two of the article encompasses three key chapters: a literature review, methodology, and results and discussions The concluding section addresses implications for educators and curriculum developers, outlines the study's limitations, and offers suggestions for future research.
Attitudes can be defined in various ways, particularly in the realms of psychology and education Researchers emphasize that definitions of attitudes vary, reflecting diverse meanings based on different contexts and perspectives (Alhmali, 2007, cited in Alzwari H., 2012).
An attitude is defined as a consistent way of thinking, feeling, and reacting to people, groups, social issues, or events in the environment (Lambert, 1973, 1987) It varies significantly from person to person and can change over time (Lambert, 1987, cited in Porkaew K., 2004) Attitudes contribute to an individual's perception of themselves, others, and the culture they inhabit (Brown, 1980).
According to Gardner (1985), an attitude is an evaluative response to a specific referent or attitude object, shaped by an individual's beliefs and opinions This connection between attitude, values, and beliefs influences decision-making across various contexts, including both academic and informal settings (Padwick, 2010).
Wenden (1991) builds on Gardner’s argument to provide a comprehensive definition of the concept of attitude, which he categorizes into three interrelated components: cognitive, affective, and behavioral The cognitive component encompasses beliefs and thoughts regarding the attitude object, while the affective component pertains to the individual's feelings and emotions, indicating whether they have a positive or negative disposition Lastly, the behavioral component reflects how these attitudes influence an individual's actions and behaviors.
All in all, Wenden’s definition (1991) shows out an overall and clear view on
“attitude” with three main components, which the researcher bases on to design a survey questionnaire afterwards
1.2 Language attitude and effects of language attitude
Mastering a second language requires not only mental competence and language skills but also positive attitudes and perceptions towards the target language (Gardner & Lambert, 1972) According to Baker (1992), attitudes towards a language play a crucial role in its restoration, preservation, decay, or death (as cited in Abidin, 2012) Furthermore, De Bot et al (2005) emphasize that high motivation and positive attitudes among students significantly enhance the second language learning process.
The learning process is seen as a transformative experience that positively impacts an individual's personality across emotional, psychomotor, and cognitive domains When a person learns a specific subject, their thinking and behavior evolve, leading to a shift in beliefs and perspectives.
The learning process encompasses not only cognitive elements but also significant social and psychological dimensions Attitudes play a crucial role in this process, influencing behavior, mental operations, and emotional responses.
1.2.1 Effect of attitude on behavior
Attitude significantly influences behavior, particularly in how individuals respond in specific situations Successful language learning enhances learners' identification with native speakers, leading them to adopt behaviors characteristic of the target language community As noted by Kara (2009) in Abidin (2012: 123), this process is crucial for effective communication and integration within that cultural context.
A positive attitude fosters positive behaviors in students, encouraging them to immerse themselves in their studies and pursue deeper learning These students demonstrate a greater willingness to tackle problems, seek out essential knowledge and skills for everyday life, and engage emotionally in their educational experiences.
1.2.2 Effect of attitude on mental operation
Students’ interview
RQ1: What are Tien Lang students’ attitudes towards the use of Vietnamese in EFL classrooms?
This section analyzes the qualitative data gathered from interviews with 10 Grade 11 students, focusing on their perceptions of using Vietnamese in English classrooms The findings are presented in relation to the previously stated research questions and reflect the diverse levels of English proficiency among the student participants.
To gather essential data for the study, interviews were conducted with five high achievers and five low achievers using a set of pre-formulated, open-ended questions, as outlined in Appendix 3 This approach allowed for a deeper exploration of the participants' experiences and insights.
A recent survey revealed that 80% of students believe English teachers should incorporate Vietnamese in their lessons, particularly benefiting lower-level learners Many students expressed that exclusive use of English makes it challenging to stay engaged, with one stating, “I feel it is difficult to follow what is going on in class when my teacher uses English only I sit doing NOTHING I stop following the teacher … and start daydreaming.” This highlights the importance of bilingual instruction to enhance focus and comprehension in the classroom.
However, the other two interviewees said that using Vietnamese excessively discouraged students to use the target language and drove them not to pay attention
T: In your opinion, do you prefer teacher to use Vietnamese in English classrooms? Why?
S: In my opinion, I do not prefer my teacher to use Vietnamese too much in English classes Because I think that I do not have many chances to practice English if using Vietnamese So, I take as many chances as possible to speak English
Students of varying English proficiency levels unanimously agreed that incorporating Vietnamese can enhance the learning experience by aiding in the introduction of new vocabulary and complex grammar rules They found Vietnamese particularly useful for translating exercises, collaborating in group or pair work, clarifying English word meanings, explaining tasks to peers, and negotiating roles within their projects.
T: In your opinion, when do you prefer teacher/students to use Vietnamese in English classes? With whom?
S: I think, there are some learning occasions teachers should use Vietnamese like introducing new vocabulary as well as difficult grammar rules because I find it difficult to learn grammar in English Sometimes, I cannot understand what the teacher means because my vocabulary is not large enough to understand the lesson
In fact, I like to talk Vietnamese with my classmates to save time and my teacher if I cannot express my ideas
RQ2 What are high-achievers’ attitudes towards using Vietnamese in EFL classrooms compared to those of low-achievers?
Analysis of interviews with ten participants reveals that low-level students exhibit a more favorable attitude towards the use of Vietnamese in English classrooms compared to high achievers These students reported feeling more at ease and less intimidated when Vietnamese was incorporated into lessons Most interviewees agreed that using Vietnamese 'sometimes' facilitated their understanding and helped them keep pace with the lesson However, two participants expressed the belief that the use of the first language (L1) should be avoided altogether.
41 almost never be used in class because in English lessons, students had to take chances to practice English as much as possible
In terms of learning occasions, while low achievers supported L1 use in motivating students in classes, high achievers were not sure whether it was necessary or not
T: In your opinion, when do you prefer teacher/students to use Vietnamese in English classes? With whom?
High achievers: I’m not sure In some cases, I found it very helpful But in others, I don’t To me, using Vietnamese or not do not affect my learning
I support the use of Vietnamese in various learning situations, such as introducing vocabulary and grammar rules, as indicated in the questionnaire My limited English proficiency makes it challenging to grasp lessons when taught solely in English However, it's important to limit the use of Vietnamese since this is an English class, not a Vietnamese class.
This study has shed light on our understanding of students’ attitudes towards the use of L1 from several aspects
A group of students expressed a preference for using their first language (L1) in second language (L2) classes, aligning with previous research by Schweers (1999), Burden (2001), Tang (2002), and Prodromou (2002) Both teachers and students recognize Arabic as a valuable tool that facilitates English language learning and encourages greater classroom participation Despite not feeling anxious about an English-only policy, students feared being ridiculed for making mistakes, which led to their reluctance to use the target language This study further supports Al-Nofaie’s (2010) findings that excessive use of Vietnamese limits learners' exposure to English and reduces their opportunities to practice the target language.
Excessive use of Vietnamese in language learning can demotivate students and hinder their progress in learning a second language (L2), leading to decreased effort and engagement This aligns with Tang's (2002) findings, which suggest that a limited and judicious use of the first language (L1) can be beneficial Therefore, incorporating Vietnamese occasionally in L2 lessons can enhance the learning experience.
Recent research indicates a strong consensus among students on the potential benefits of using Vietnamese in English language classes This finding aligns with existing literature, highlighting the value of incorporating students' native language to enhance learning opportunities.
In the context of this study, utilizing Vietnamese is deemed effective for simplifying complex classroom tasks and clarifying challenging concepts It serves as a valuable tool for introducing new vocabulary, particularly difficult terms and grammar rules Additionally, using Vietnamese can enhance students' understanding by highlighting the similarities and differences between their native language and English.
The study revealed that high achievers and low achievers showed minimal differences, primarily influenced by specific factors and learning situations High achievers generally opposed the use of Vietnamese, believing it hindered their second language (L2) learning and motivation to learn English Conversely, low achievers preferred using Vietnamese, finding it beneficial for motivation, understanding complex instructions, and peer feedback, a perspective not shared by high achievers.