Rationale
In English as a Foreign Language classrooms, opinions on the use of the first language (L1) vary significantly among teachers and students While some institutions enforce strict policies that mandate the exclusive use of English, others adopt a more flexible approach, allowing for L1 use in classroom instructions This divergence reflects the differing perspectives on the role of L1 in enhancing the learning experience.
My experience in observing and teaching English at a high school highlights a prevalent issue where policymakers and educators often enforce a monolingual approach, neglecting the advantages of incorporating students' first language (L1) in English lessons In formal evaluation contexts, the use of L1 is frequently prohibited, yet in practice, Vietnamese is often used more than English due to students' proficiency levels and a focus on examination outcomes Despite numerous studies advocating for the inclusion of L1 in language learning (Schweers 1999; Swain & Lapkin 2000; Burden 2001; Prodromou 2002; Tang 2002; Al-Nofaie 2010), the decision to exclude it is often based on unexamined assumptions (Auerbach 1993, p 29) While it may seem logical to conduct high school English classes entirely in English, the effectiveness of this policy in promoting meaningful learning remains a contentious issue.
Despite recent research highlighting the use of mother tongue in EFL classrooms, there is a lack of studies examining the role of L1 and students' perspectives in the Vietnamese context Notably, Kim Anh's (2010) research focused solely on university teachers' attitudes towards using Vietnamese in English instruction, leaving a significant gap regarding students' views, particularly at Tien Lang High School This paper aims to address this gap in the literature, emphasizing the importance of considering learners' voices as essential stakeholders in the educational process to inform effective pedagogical decisions.
This study explores the dynamics of English as a Foreign Language (EFL) classrooms in a high school setting, 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 for English-only instruction to maximize students' exposure to the target language, aligning with the principles of the Natural Approach (Krashen, 1981).
Aims and objectives of the study
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
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" denotes the participants' inclinations to either accept or reject ideas, reflecting their favorable or unfavorable feelings towards these 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, who were categorized into two groups based on their English proficiency levels derived from their end-of-semester test scores: low-achievers (below 5.5) and high-achievers (above 8.0) Initially, all participants completed a questionnaire, followed by interviews with ten selected students.
The survey questionnaire serves as a primary tool for gathering information and evidence for the study, while the interview section is utilized to 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 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 peers in English as a Foreign Language (EFL) classrooms It also explored whether students with varying levels of English proficiency held different perspectives The participants included non-English major students from two classes, 11B2 and 11B8.
Design of the paper
Part two 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
Definition of attitudes
Attitudes can be defined in various ways, particularly within the realms of psychology and education Researchers emphasize that definitions of attitudes differ based on context and perspective, especially in the context of language learning (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; Lambert, 1987) It varies significantly among individuals and can change over time (Porkaew K., 2004) 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 object or referent, shaped by an individual's beliefs and opinions This definition highlights the connection between attitudes, values, and beliefs, suggesting that they significantly influence decision-making across various activities, both academic and informal (Padwick, 2010).
Wenden (1991) builds on Gardner’s argument to define the concept of attitude as comprising three interconnected components: cognitive, affective, and behavioral The cognitive component encompasses beliefs and thoughts regarding the attitude object, while the affective component captures the individual's 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 & Lambert, 1972) According to Baker (1992), attitudes significantly influence the life cycle of a language, impacting its restoration, preservation, decay, or death (as cited in Abidin, 2012) Furthermore, De Bot et al (2005) emphasize that high motivation and positive attitudes are crucial in facilitating the second language learning process.
The learning process is seen as a transformative experience that positively impacts an individual's personality across emotional, behavioral, and cognitive domains When a person acquires knowledge in a particular subject, it influences their thinking, behavior, and beliefs, leading to a noticeable change in how they perceive and interact with the world.
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, allowing them to adopt behaviors characteristic of the target language community According to Kara (2009), as cited in Abidin (2012: 123), this process is crucial for effective language acquisition.
Positive attitudes foster constructive behaviors in students, encouraging them to immerse themselves in their studies and pursue knowledge actively These engaged learners demonstrate a strong willingness to tackle challenges, acquire practical skills, and connect emotionally with their educational experiences.
1.2.2 Effect of attitude on mental operation
Abidin (2012) emphasizes that language learners' beliefs about their acquired knowledge and understanding are tied to the cognitive aspect of attitude This cognitive attitude can be broken down into four key steps: connecting prior knowledge with new information, generating new insights, verifying this new knowledge, and applying it across various contexts.
1.2.3 Effect of attitude on affection
According to Feng and Chen (2009), as cited in Abidin (2012), the learning process is deeply emotional and influenced by various emotional factors, with teachers and students participating in diverse emotional activities These emotions significantly shape learners' attitudes, indicating their preferences towards different objects and situations Research by Choy and Troudi (2006) further emphasizes that the inner feelings of foreign language learners play a crucial role in shaping 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) to enhance exposure and proficiency, aligning with Krashen's Input Hypothesis, which advocates against the use of the first language (L1) in learning environments In English as a Foreign Language (EFL) contexts, where opportunities to engage with L2 are limited, it is crucial for teachers to create ample chances for students to practice their language skills Turnbull (2001) highlights that reliance on L1 can diminish students' opportunities to engage with L2, while Cook (2001) supports the idea that fostering classroom interaction in L2 promotes a more communicative learning environment.
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 facilitated sentence translation and enhanced the understanding of grammar.
The Direct Method and the Audiolingual Method are two language teaching approaches that discourage the use of the learner's native language (L1) The Direct Method emphasizes direct association of words with their meanings, advocating for immersion without L1 interference Similarly, the Audiolingual Method promotes learning through repetition and drills, further 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
Many L1 opponents claim that adult language learning mirrors children's language acquisition due to the lack of prior knowledge in both groups However, this assertion is contested by numerous researchers who highlight age as a crucial factor in the learning process (Elmetwally, 2012) Bley-Vroman (1990) outlines five key differences between L1 acquisition in children and L2 learning in adults Firstly, adults lose the innate ability to acquire language that children possess Secondly, unlike children, adults depend on their L1 when learning L2 Additionally, adults often have limited exposure to L2, primarily occurring in structured environments like schools, whereas children benefit from more immersive social interactions Furthermore, children are motivated by social factors and personal situations that adults may lack Lastly, despite facing challenges in language learning, adults benefit from more advanced cognitive abilities.
Brown (2007) highlights the contrasting learning processes of children and adults, noting that children acquire two languages simultaneously, while adults approach language learning in a more systematic manner Adults often rely on their first language (L1) to navigate challenges in learning a second language (L2), indicating that the influence of their mother tongue persists even in English as a Foreign Language (EFL) or English as a Second Language (ESL) contexts (Wechsler, 1997) This interplay between L1 and L2 significantly impacts the overall language acquisition process.
Research suggests that children learning a foreign language may experience a different process compared to their first language acquisition It is widely believed that children have an advantage over adults in foreign language learning, a notion supported by the Critical Period Hypothesis, which posits that optimal language acquisition occurs before puberty (Cameron, 2001).
A significant limitation of the monolingual approach is its impracticality, particularly since many English teachers are non-native speakers who do not possess the same level of proficiency in the language (Phillipson 1992: 191-192).
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) involves teaching English in environments where it is essential for daily life, such as in countries like Canada, the USA, and Australia, where English plays a significant role in education, business, and government In contrast, EFL (English as a Foreign Language) refers to the use of English in communities where it is not the primary means of communication, typically within formal classroom settings In ESL contexts, learners often come from diverse linguistic backgrounds and must use English to interact in the broader world, whereas EFL learners have limited opportunities to use English outside the classroom This distinction highlights the need for tailored teaching approaches that effectively address the unique challenges and opportunities presented by each learning context.
In summary, the monolingual approach has faced significant criticism due to a lack of substantial evidence supporting its effectiveness in teaching English Consequently, the following section will delve into the bilingual approach as an alternative method.
Bilingual approach
The bilingual approach, introduced by Dodson in 1967, facilitates students' ability to switch between their first language (L1) and second language (L2) This method is employed for three primary 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), promoting a balanced approach to using both the first language (L1) and the target language (L2) in the classroom Research by Alnofaie emphasizes that effective codeswitching, which enhances language acquisition, should be implemented in a systematic and purposeful manner.
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 use of the first language (L1) is limited to specific situations, such as giving instructions Task-based learning allows learners to utilize various communication tools in the second language (L2), including gestures and copying from task sheets, with translation being a last-resort strategy as suggested by Prabhu (1987) Some studies highlight the advantages of incorporating L1 in L2 classrooms, but Chavez (2002) notes that students generally prefer not to use both languages simultaneously.
‘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
According to Cook (2001), incorporating students' mother tongue (L1) in pair or group work is beneficial, as it allows them to explain tasks, negotiate roles, and verify their understanding and language production with peers.
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 have highlighted 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, offering learners a sense of security and validating their experiences (Schweers, 1999) Furthermore, Swain & Lapkin (2000) emphasize that L1 can effectively aid in task management, attention focus, and interpersonal interactions Additionally, Storch & Wigglesworth (2003) suggest that L1 is beneficial for clarifying and managing joint composition tasks, as well as discussing vocabulary during reconstruction tasks.
Supporting the use of mother tongue in second language (L2) classrooms can present significant drawbacks, particularly by reducing students' chances to practice the target language While Swain and Lapkin (2000) suggest that first language (L1) use should be permitted in L2 settings, they caution against actively promoting it, as it may replace essential second language learning rather than enhance it (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 the first language (L1), he cautions against its excessive reliance The bilingual approach recognizes L1 as a valuable resource that enhances the learning process Therefore, educators must weigh the advantages and disadvantages of using the mother tongue to optimize students' success in acquiring L2.
Research shows that L1 can effectively facilitate learning, but further investigation into the perspectives of learners and teachers is necessary Decisions regarding the adoption of monolingual or bilingual approaches have often overlooked the insights of those directly impacted This section will explore studies that assess learners' and teachers' perceptions of using L1 in English classrooms.
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 have a more favorable attitude towards L1 use in the classroom compared to intermediate and advanced learners Beginners are more open to using Greek for grammar explanations and comprehension checks In contrast, Nazary (2008) conducted research in Iran and found that all proficiency levels of students held negative attitudes towards L1 use, with intermediate students being particularly opposed to it This contrasts with findings from earlier studies by Schweers (1999), Burden (2001), Tang (2002), and Prodromou (2002), where students recognized some value in using L1 for vocabulary and grammar Supporting Prodromou’s findings, Mouhanna (2009) noted that as English proficiency increases, students become less dependent on their native language.
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 towards the inclusion of their L1, believing it facilitates easier English learning This approach supports a learner-centered methodology, encouraging active and conscious participation in the language learning experience.
Research highlights the importance of understanding students' perceptions of using their first language (L1) in second language (L2) classes However, the appropriate frequency of L1 usage is often overlooked, impacting students' exposure to the target language This necessitates a heightened awareness among both teachers and students about 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 issue.
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 teachers and students on the significance of incorporating the first language (L1) in target language (TL) instruction Both groups recognize the value 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 language classes The findings reveal that both groups have a favorable view of incorporating their native language (L1) to address complex grammatical rules, clarify difficult vocabulary, and practice new phrases and expressions The study suggests that a moderate 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 recognize the restricted role of their native language in the English learning process, favoring its use primarily for providing exam instructions, translating new vocabulary, and making comparisons between English and Arabic.
Research indicates a consistent perception among students and teachers regarding the use of L1 in L2 classrooms, despite varying contexts Most surveyed students advocate for the incorporation of L1 by both educators and learners, with the exception of Nazary (2008) Participants believe L1 is beneficial in various classroom scenarios, including grammar instruction, vocabulary explanation, L1-L2 comparisons, and comprehension checks Additionally, the studies reveal a distinction in attitudes based on English proficiency, with lower-achieving students generally favoring the use of L1 more than 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 presents a theoretical framework for both monolingual and bilingual approaches, alongside empirical research on the significance of L1 and the attitudes of students and teachers toward its inclusion The following section will outline the methodology utilized in this study, including the context, participants, data collection tools, the process of conducting the study, and the procedures for data analysis.
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 region, accommodating nearly 1,500 students across 41 classes Each year, the school identifies two classes for gifted students through competitive examinations in natural and social sciences Students in the 11th grade, aged 16 to 18, typically have several years of English language experience, with most mastering basic grammar and vocabulary Notably, students in the social science classes demonstrate a higher proficiency level compared to their peers in non-gifted and natural science classes, highlighting a significant disparity 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 utilized, which serves as a mini-representation of the population (Sommer, 2006) The students were categorized based on their English proficiency levels, with low-achievers scoring below 5.5 and high-achievers above 8.0 This approach ensured that the sample included participants from both proficiency strata, facilitating a 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, adapted from the studies of Elmetwally Elmenshawy (2012) and Wafa Al Sharaeai (2012), was modified and reordered to align with the research objectives, ensuring ease of understanding for students A Likert-type scale was utilized for its reliability, flexibility, and straightforward construction, requiring no statistical assumptions or judges (Karavas-Doukas, 1996) This scale effectively provides accurate, measurable quantitative data that is easy to analyze, while also assessing the direction and intensity of attitudes by inviting respondents to indicate their level of agreement or disagreement with a series of 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 researchers opted for semi-structured interviews to gain an in-depth understanding of the interviewees' perceptions, attitudes, and feelings This interview type effectively combines the flexibility of unstructured interviews with the focused direction of surveys, allowing for the collection of qualitative, textual data (Schensul, Schensul & Le Compete, 1999) By employing a set of pre-formulated, open-ended questions, the semi-structured format aims to identify and analyze various factors contributing to the research area (Brown, 2001) Unlike questionnaires, these interviews enable researchers to probe deeper, yielding rich, spontaneous, and truthful data (Brown, 2001).
Data collection
Prior to administering the questionnaire, a pilot study was conducted to assess expected response rates, data quality, and the validity and clarity of the questions This process involved correcting any ambiguous or inappropriate questions and organizing them into a logical sequence The pilot study indicated that the average completion time for the survey was between 15 to 20 minutes (Silman & Macfarlane, 2001).
In mid-July, a survey 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 ensure that students did not copy each other's answers while clarifying the requirements of the questionnaire, which was divided into two parts The first part assessed students’ attitudes towards the teacher's use of Vietnamese in English classrooms through a five-point Likert scale, while the second part focused on students' perceptions of their own use of Vietnamese Although the scale provides valuable insights, it poses interpretation challenges, particularly with the midpoint, which may indicate a lack of clear opinion or interest (McDonough & McDonough, 1997) The first section included demographic questions and items relating to students' attitudes toward the teacher's use of Vietnamese, while the second section comprised items addressing students' attitudes towards their own L1 usage in L2 classes The questionnaire captured the influence of attitudes on students' feelings, mental processes, and behaviors regarding the use of Vietnamese, highlighting their preferences, comfort levels, and choices in specific learning contexts.
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 enhance understanding of questionnaire responses, the researcher conducted semi-structured interviews with students, with their consent for audio recording These interviews clarified students' attitudes and feelings, providing insights that may not have been captured in the questionnaires The prepared questions offered the researcher flexibility, enabling a competent and organized interview process, while also allowing participants to express their views in their own words, resulting in reliable and relevant data.
Data analysis
The study categorized thirty-four items into two main sections: the first section examines students' attitudes towards teachers' use of their mother tongue in English as a Foreign Language (EFL) classes, comprising eighteen items divided into three subgroups—students' general attitudes, the frequency of teachers' use of Vietnamese, and preferred learning occasions for its use The second section focuses on students' attitudes towards their own use of their first language (L1) in L2 classes, consisting of sixteen items also divided into three subgroups: general attitudes towards their L1 use, frequency of L1 use, and preferred learning occasions for its use Data analysis employed a central tendency counting method, utilizing frequency counts for responses to 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, with 1 indicating "strongly disagree" and 5 indicating "strongly agree," reflecting their attitudes towards the use of L1 in L2 classes A higher score signifies a more positive attitude towards L1 usage For frequency items, responses were also rated from 1 to 5, where 1 means "never" and 5 means "every time," indicating how often Vietnamese is used by both teachers and students in English classes Consequently, participants' responses ranged between the highest score of 5 and the lowest score of 1.
After coding all 34 items, average scores for both low and high achievers were calculated across the entire questionnaire and its sections, with scores ranging from 1 to 5 A score of 3 was designated as neutral, indicating that scores above 3 reflect a favorable attitude To assess significant differences in attitudes between high and low achievers, Mann Whitney U-tests were conducted at an alpha level of 05 Additionally, qualitative responses from participants, particularly from items 8 and 26, were analyzed alongside the quantitative data for a comprehensive understanding.
A qualitative analysis was conducted to explore participants' responses to open-ended interview questions regarding their preferences for using their mother tongue in L2 classes This analysis aimed to uncover the reasons behind students' choices and identify specific learning situations in which they favor 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' describe the participants' inclinations to 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 involves 91 randomly selected grade 11 students from Tien Lang High School, categorized into two groups based on their English proficiency levels as determined by their end-of-semester test scores The low-achievers scored below 5.5, while the high-achievers scored above 8.0 Initially, all participants completed a questionnaire, followed by interviews with ten selected individuals.
The survey questionnaire serves as a tool for gathering information and evidence for the study, while the interview section aims to clarify students' responses to the questionnaire All comments, remarks, recommendations, assumptions, and conclusions presented in the study are derived from the data analysis.
5 The scope of the study
A study at Tien Lang High School in Hai Phong examined the attitudes of 11th-grade students regarding the use of the mother tongue by both teachers and students in English as a Foreign Language (EFL) classrooms Due to time constraints, the research focused on whether students with varying levels of English proficiency held different perspectives Participants included non-English major students from two classes, 11B2 and 11B8.
6 The significance of the study This study can contribute to help teachers and educators to know students’ attitudes toward the use of Vietnamese in English lessons, to understand why their students support or not the use of their first language in English language classrooms, and to understand in which contexts their students prefer to use their mother tongue instead of using English Thanks to it, teachers will be better informed about which methods may facilitate their students’ language learning Therefore, this may lead to the eventual improvement of the students’ English language skills in the classrooms Besides, students themselves could have a better idea and explanation of their attitudes toward learning target language By realizing their own justifications, they may have a better chance to develop their English language skills
7 Design of the paper The current thesis paper includes three main parts Part one is introduction
Part two of the article consists of three key chapters: literature review, methodology, and results and discussions The final section addresses the conclusion, highlighting implications for educators and curriculum developers, outlining the study's limitations, and offering suggestions for future research.
Attitudes can be defined in various ways, particularly in the fields of psychology and education, where researchers emphasize different meanings based on specific 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; Lambert, 1987) It varies significantly between individuals and can change over time (Lambert, 1987; Porkaew K., 2004) Additionally, attitudes contribute to one's self-perception, perceptions of others, and understanding of the surrounding culture (Brown, 1980).
According to Gardner (1985), an attitude is an evaluative response to a specific object or referent, shaped by an individual's beliefs and opinions This connection between attitude and personal values influences decision-making across various activities, both academic and informal (Padwick, 2010).
Wenden (1991) builds on Gardner’s argument to define the concept of attitude, categorizing it into three interconnected components: cognitive, affective, and behavioral The cognitive component encompasses beliefs and thoughts regarding the attitude object, while the affective component captures an individual's feelings and emotions, indicating whether they have a positive or negative disposition 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
1.2 Language attitude and effects of language attitude
To effectively master a second language, students must possess not only mental competence and language skills but also positive attitudes and perceptions toward the target language (Gardner & Lambert, 1972) According to Baker (1992), attitudes toward a language significantly influence its restoration, preservation, and longevity (as cited in Abidin, 2012) Furthermore, De Bot et al (2005) emphasize that high motivation and positive attitudes play a crucial role in facilitating the second language learning process.
The learning process is viewed as a transformative experience that positively impacts an individual's personality across emotional, behavioral, and cognitive domains When a person acquires knowledge in a particular subject, it leads to changes in their thinking, behavior, and beliefs.
The learning process encompasses not only cognitive elements but also 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, shaping how individuals react in various situations Successful language learning enhances learners' connection with native speakers, leading them to adopt behaviors typical of the target language community As noted by Kara (2009), cited in Abidin (2012: 123), this process involves the acquisition of cultural aspects that characterize the members of that community.
Positive attitudes foster positive behaviors in students, encouraging them to immerse themselves in their studies and pursue knowledge actively These students demonstrate a strong willingness to tackle problems, seek valuable information and skills for everyday life, and engage emotionally in their learning experience.
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 aims to analyze and present the qualitative findings from interviews with 10 Grade 11 students, focusing on their perceptions of using Vietnamese in English classrooms The insights gathered are examined in relation to the previously stated research questions and reflect the varying levels of English proficiency among the student participants.
To gather essential data, interviews were conducted using a set of pre-formulated open-ended questions, allowing for a deeper exploration of the experiences of five high achievers and five low achievers.
A significant majority of students, eight out of ten, believe that English teachers should incorporate Vietnamese in their lessons This approach is particularly beneficial for lower-level students, as it helps them maintain focus and better understand the lesson One student expressed frustration with solely English instruction, stating, "I find it difficult to follow what is going on in class when my teacher uses English only I end up doing NOTHING, stop following the teacher, and start daydreaming."
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 using Vietnamese can enhance the learning of new vocabulary and complex grammar rules They found Vietnamese particularly helpful for translating exercises, collaborating in group or pair work, clarifying English word meanings, explaining tasks to peers, and negotiating roles within their groups.
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 data from ten interviews reveals that low-level students exhibit a more positive attitude towards the use of Vietnamese in English classrooms compared to high achievers These students feel more comfortable and less intimidated when their native language is incorporated Most interviewees agree that using Vietnamese occasionally aids comprehension and helps them keep up with lessons However, two participants argue that the use of L1 should be minimal, emphasizing the importance of maximizing English practice during lessons.
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 the teacher uses only English However, it is important to note that Vietnamese should not be the primary language in all instances, as 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 incorporating their first language (L1) in second language (L2) classes, aligning with the findings of Schweers (1999) and others They recognized Arabic as a valuable tool that facilitates English learning and enhances classroom participation Despite not feeling anxious under an English-only policy, students were hesitant to speak for fear of making mistakes and being ridiculed, which contributed to their reluctance to use the target language This study reinforces Al-Nofaie’s (2010) observation that excessive reliance on Vietnamese limits exposure to English, reduces practice opportunities, and can demotivate learners Furthermore, it supports Tang’s (2002) argument for the limited and strategic use of L1, suggesting that Vietnamese should be occasionally integrated into L2 lessons to promote effective learning.
Recent research indicates a strong consensus among students on the advantageous use of Vietnamese in English language classes This finding aligns with existing literature, reinforcing the idea that incorporating students' native language can enhance learning opportunities (Schweers, 1999; Swain).
In the context of this study, utilizing Vietnamese is deemed beneficial for simplifying complex classroom tasks and clarifying challenging concepts It serves as an effective medium for introducing new vocabulary, particularly difficult terms and grammar rules Additionally, employing Vietnamese can enhance students' understanding by highlighting the similarities and differences between their native language and English.
The study indicated minimal differences between high achievers and low achievers, primarily influenced by specific reasons and learning contexts High achievers were generally opposed to using Vietnamese, believing it did not aid their second language (L2) acquisition or enhance their motivation to learn English Conversely, low achievers preferred using Vietnamese, particularly in relation to their English proficiency They recognized the utility of Vietnamese for motivating students, clarifying complex instructions, and facilitating peer feedback, a perspective not echoed by high achievers.