Rationale
English is recognized as a global language, extensively utilized across various sectors such as diplomacy, business, science, and technology It is a compulsory subject in schools worldwide, including Vietnam, where it holds significant importance as the primary foreign language The Vietnamese Ministry of Education and Training has reinforced this by issuing Decision No 1400-QD-TTg on September 30th, emphasizing the necessity of English education in the country's curriculum.
In 2008, a significant initiative was launched to transform English teaching and learning within the national education system, emphasizing the importance of starting English instruction from elementary school, particularly in 1st grade In Hadong, English has been designated as an optional subject for 1st grade students across the district However, this presents a considerable challenge, as many teachers in both the country and Hadong lack the necessary training to effectively teach English to young learners.
Identifying the challenges of teaching English to first-grade students in Hadong district is essential for improving educational outcomes This study, titled "Difficulties in Teaching English for 1st Grade Primary School Students in Hadong District, Hanoi City," aims to uncover these challenges and propose effective solutions By addressing these difficulties, educators can enhance the learning experience for young students.
The aims of the study
- Investigating the areas of difficulty that the teachers in Hadong primary schools are coping with in their daily teaching to grade one students
- Suggesting some solutions to help teachers overcome these difficulties
It is hoped that the findings from the study will bring some benefits to teachers of 1st grade at Hadong primary schools.
The scope of the study
- The 1 st grade children in Hadong district
- The teachers of English of grade one in primary schools in Hadong district
- English for grade one children
The methods of the study
This study explores the challenges faced by grade one teachers in primary schools within Hadong district in teaching English Utilizing both quantitative and qualitative methods, data was gathered through questionnaires directed at grade one teachers and classroom observations The aim is to identify the specific difficulties these educators encounter in their daily teaching practices for first-grade students.
The design of the thesis
The study is organized into six chapters:
Chapter one: Introduction This chapter includes rationale, aims, methods, scope of the study, and design of the thesis
Chapter two: Literaturer review This chapter consists of theoretical background which is relevant to the purpose of the study
Chapter three focuses on the research methodology, providing an overview of the primary schools in Hadong district It outlines the study's subjects, the instruments used for data collection, the procedures followed, and the methods employed for data analysis.
Chapter four: Presentation and analysis of data This chapter presents and analyze the data which have been collected and concluded the findings of the study
Chapter five: Suggested solutions This chapter deals with some suggested solutions to the problems in the findings
Chapter six: Conclusions Summary, limitations as well as suggestions for further studies and reference of the study are included in this chapter
Chapter Two: Literature Review presents essential literature that establishes the theoretical and conceptual framework for the study It begins with an overview of children's characteristics, developmental stages, and learning styles, emphasizing the importance for educators to understand these aspects for effective teaching and learning The chapter then reviews various English teaching methods, focusing on listening, speaking, reading, writing, vocabulary, and pronunciation Additionally, it identifies key elements of classroom management, including classroom organization, lesson planning, preventive strategies for behavioral issues, maintaining a flexible learning environment, and addressing inappropriate behaviors Finally, it discusses teacher-learner dynamics, appropriate disciplinary measures, and external factors influencing classroom management.
Children’s characteristics
In "Teaching English to Children," the authors emphasize the remarkable traits of children, noting their eagerness to express their thoughts and feelings about their experiences They possess the ability to argue their viewpoints and employ logical reasoning alongside vivid imaginations Additionally, children utilize a diverse array of intonation patterns in both their native and second languages However, they tend to have short attention spans, and their understanding is primarily developed through hands-on experiences and sensory engagement (Scott and Ytreberg, 1991).
Young children often struggle to distinguish between fact and fiction, as the boundary between reality and imagination is not clearly defined for them They thrive in playful learning environments, enjoying their activities while perceiving them as meaningful work (Sharon & Woolley, 2004) Although it's commonly believed that children are self-centered until around the age of six or seven and have difficulty seeing others' perspectives, this can lead to reluctance in collaborative efforts They may not fully grasp what is expected of them and are unlikely to admit when they lack understanding.
Young children possess a natural enthusiasm for learning, thriving on positive reinforcement and praise To maintain their motivation and sense of success, it is crucial to acknowledge their efforts Labeling children as failures can have detrimental effects, as they may internalize these negative perceptions (Pyles and Algae, 1970:56).
Children’s stages of development
Socio-emotional Development
According to Nunan (1988), children's social and emotional development is prominent during their early years Initially, some children may exhibit shyness and a lack of initiative, but as they become familiar with their environment, teachers, and classmates, they often gain confidence, form friendships, and engage actively in class activities Conversely, other children may display excessive assertiveness before learning more suitable ways to interact with their peers This period serves as a crucial time for testing and exploring social relationships.
Physical Development
Children exhibit a wide range of physical abilities and skills, with some being more hesitant and cautious when trying new activities, while others readily embrace challenges This variability in physical development is a common trait among children.
Young children are naturally energetic and eager to engage in physical activities like running, swinging, climbing, and jumping They thrive on movement, often experimenting with their strength by manipulating large blocks or boxes Additionally, they develop a sense of rhythm through group activities such as marching, jumping, and clapping to music It’s important to keep these activities short and interactive, as prolonged stillness can be more exhausting and stressful for children than active play.
Sensory development occurs at an uneven pace, with the coordination of the eyes and other senses still maturing During this period, physical growth has decelerated, focusing on consolidating previous gains and enhancing fine motor skills However, excessive emphasis on fine motor tasks like writing, cutting, and making specific visual distinctions can lead to tension and frustration (Pinter, 1997).
Intellectual Development
According to Wood (1981), children have a natural enthusiasm for conversation, which showcases their intellectual growth through an expanding vocabulary and enhanced ability to articulate ideas They are honing their visual and auditory memory, improving their listening skills, and while they can adeptly mimic sounds and intonations from different languages, they still require guidance to differentiate between them Children are particularly eager to learn new words, such as those related to dinosaurs, and concepts like "infinity" and "trillion." They thrive on opportunities to experiment with language, engage in playful rhymes, share jokes, explain concepts to one another, and even engage in friendly debates.
Individual Differences
Understanding children requires more than general characteristics; it necessitates recognizing the unique traits of each individual Normative statements alone fall short of equipping teachers with the specific insights needed for effective instruction Therefore, systematic observations by teachers are essential, as they yield the critical information necessary for tailored planning and support for each child's development.
Children’s learning styles ……………………………… ….…… … ………… 1 Spatial visual style ………………………………… … … .……… 5 5 2 Kinetic style
Language- oriented style
Children are adept at thinking in words, verbalizing concepts, and creating stories and jokes, often demonstrating strong spelling skills They may excel in reading or prefer listening, and they typically have a remarkable memory for names, dates, and trivia Many enjoy word games, use tape recorders, and exhibit musical talent To motivate these children, consider encouraging them to create their own word problems, dictating stories to others, reading aloud together, and recording sessions for playback.
Logical style
Children possess a natural curiosity and a conceptual way of thinking, often exploring patterns and relationships They enjoy engaging with puzzles and understanding how things function, constantly questioning their surroundings From an early age, they demonstrate the ability to perform abstract logical reasoning and can quickly solve math problems in their heads Their interests include strategy games, computer activities, and purposeful experiments, as well as creating unique designs with building blocks and logos.
An overview of English teaching methods for young learners …
Listening skill
Listening is often regarded as the most challenging language skill for learners, primarily due to the pressure to comprehend every single word To effectively develop this skill, teachers play a crucial role, as outlined by Vale and Feunteun (1995) in a series of defined steps.
To effectively prepare students for a listening task, teachers should ensure they comprehend the necessary language and are clear about the task requirements It's essential to reassure students that they don't need to understand every word they hear, fostering a more relaxed and focused listening environment.
The next important step is to encourage pupils to anticipate what they are going to hear
In everyday life, the situation, the speaker, and visual clues all help us to decode oral messages
To enhance students' listening skills, it's beneficial to integrate listening activities within the context of the teaching unit's topic This approach enables students to anticipate potential answers Additionally, teachers can facilitate this process by posing questions and utilizing illustrations, encouraging students to make educated guesses prior to hearing the text.
To enhance comprehension during listening activities, students should focus solely on understanding the message without the distraction of reading, drawing, or writing simultaneously Providing a second opportunity to listen to the text allows those who struggled with the initial task to grasp the content more effectively.
Once the activity is completed, encourage the entire class to share their answers without putting individual students under pressure Instead of confirming the correctness of responses, replay the audio for students to listen for verification If multiple answers arise, list them on the board and play the text again, allowing the class to select the correct one Regardless of their apparent success, always motivate students to listen to the text again to independently verify their answers.
Speaking skill
In "Beginning English with Young Children," Monica and Roger (1983) emphasize that the language input provided to young learners should exceed their expected language output This approach allows for various speaking activities in the early stages that require minimal verbal responses from students As learners progress to higher levels, they are encouraged to engage more deeply with the language, enabling them to manipulate and express themselves in a more personal manner.
In primary schools, speaking activities primarily fall into two categories: mimicking models and engaging in games and pair work The first type involves pupils reproducing songs, chants, and poems from cassette recordings, which aids them in mastering the sounds, rhythms, and intonation of English Conversely, games and pair work, while still based on a model, allow pupils to manipulate the language by providing a degree of choice within a controlled environment.
During the activity, the teacher encourages children to speak as much English as possible while refraining from interrupting to correct mistakes Errors are addressed casually by praising the child's attempt and repeating the statement correctly without emphasizing the mistakes It's essential to consistently offer praise for effort, regardless of the accuracy of their English (Vale and Feunteun, 1995).
Reading skill
When selecting reading materials for children, it is essential to consider both the difficulty level and the engaging qualities of the texts, such as interest and humor This approach encourages children to read for enjoyment and curiosity, similar to their motivations in their native language.
Preparing students for reading tasks is crucial; utilizing illustrations, their prior knowledge, and key vocabulary can enhance their ability to predict the text's content Engaging in discussions and asking questions not only stimulates interest but also encourages language use Ensuring that students grasp essential vocabulary before reading is vital for their comprehension and task completion.
Writing skill
In primary schools, EFL pupils progress from writing isolated words and phrases, to short paragraphs about themselves or about very familiar topics (family, home, hobbies, friends, food, etc.)
Many students at this level lack the linguistic and intellectual skills to write independently, making it essential to focus on developing their language abilities and providing a model for their writing Writing activities should utilize parallel texts and offer simple cues to guide students Typically, these activities are introduced at the end of a unit, ensuring that students have had ample exposure to the necessary language, structures, and vocabulary.
At this stage, students' work will naturally include errors, and it is important for teachers to approach corrections with sensitivity, focusing on key issues rather than insisting that every mistake be pointed out.
Receiving feedback marked in red can be discouraging for students and may hinder their motivation To foster a positive learning environment, it is beneficial to encourage students to identify and correct their own errors during the writing process Additionally, allowing time for students to enhance their written work with decorations and showcasing their efforts in the classroom can further boost their confidence and engagement (Monica and Roger, 1983).
Teaching pronunciation
According to Juel (2003), many English teachers tend to shy away from teaching pronunciation, despite the abundance of textbooks and instructional resources available on various aspects of language teaching This highlights a significant gap in the literature, as there is comparatively limited focus on the methodologies and strategies specifically related to learning English pronunciation.
Teaching pronunciation is essential when instructing a foreign or second language, as our primary objective is to enable students to communicate effectively Clear pronunciation is crucial for ensuring that others can understand what they are saying, which is fundamental for basic communication.
Elley (1989) highlighted that teachers often err by combining pronunciation practice with vocabulary introduction While this approach may benefit students with strong auditory skills or those who speak a related language, it can be inconsistent for learners whose native language is unrelated to the target language.
Teaching vocabulary
According to Templeton (2004), vocabulary knowledge is essential for reading comprehension, making it crucial for educators and caregivers to support young readers in building a substantial "word bank" and developing effective vocabulary learning strategies There are various explicit strategies, which involve intentional and planned instruction, as well as implicit strategies that arise spontaneously as children encounter new words in texts These approaches can be beneficial for readers of all ages.
Classroom management
Organizing the classroom and planning the lesson
Teachers play a crucial role in the classroom by effectively planning lessons and organizing the learning environment To achieve successful classroom management, educators can follow specific steps designed to enhance student engagement and facilitate a productive learning atmosphere.
Try and achieve a warm, friendly, relaxed atmosphere in which young learners feel comfortable, competent and most important secure
The physical organization of the classroom plays a crucial role in enhancing the learning experience Ideally, classrooms should feature easily movable desks and chairs, an open space for activities like songs and games, and a quiet corner dedicated to reading or self-study While such perfect setups are uncommon, it's important to arrange tables and chairs to facilitate pair or group work, as well as to allow students space to interact with the board and move freely around the room Investing five to ten minutes in reorganizing the classroom can significantly improve the effectiveness of activities Additionally, displaying students' work and relevant posters on the walls helps create an engaging and dynamic learning environment.
Creating a stress-free English learning environment for young learners is essential Teachers and parents should avoid pushing them too hard, instead encouraging their attempts to speak English Patience and genuine interest are key when learners hesitate, and mistakes should not be met with blame Recognizing and rewarding their successes with praise fosters motivation, as positive reinforcement encourages repeated behavior and helps establish good habits.
Preventive approaches to classroom behavior problems
Effective classroom management begins with setting clear rules to maintain discipline, which is crucial for both teachers and students At the start of the school year, educators should establish a concise list of expectations during the initial class meetings This list should focus on specific learner behaviors that are essential for achieving lesson goals Additionally, it is important to outline the consequences for rule violations and the rewards for adhering to them, as highlighted by Kounin (1970).
Keeping proper and flexible moving space of lessons
Kounin (1970) discovered that effective classroom managers maintain a brisk lesson pace to minimize inappropriate student behaviors To keep students engaged and prevent boredom, it’s essential to select topics and activities that are both interesting and enjoyable.
He also suggests some other basic suggestions to have better classroom management as follow:
Keep and eyes on different groups at the same time
Be able to be aware of events’ occurring based on observation
Use both verbal and nonverbal skills such as voice control and eye contact
Plan lesson and include varied activities and interactions that keep the learners busy
Motivate the learners by focusing on what they do satisfactorily or well more than what they do badly
Try to create a sense of community in the group
Be fair to all learners, never favoring some over others (Kounin, 1970)
2.5.4 Solutions to student's inappropriate behaviors in classroom
Many teachers tend to dominate classroom discussions due to their role in guiding interactions, but incorporating silence can be a powerful tool for managing student behavior When teachers continuously speak, student engagement often wanes, leading to side conversations However, when teachers suddenly lower their voices, students become curious and attentive, refocusing their attention on the lesson (Archer & Smith, 1999).
When a teacher approaches a specific student during a lesson, it can convey various messages: a physical closeness indicating presence, a signal of disapproval towards the student's behavior, or a gesture of shared interests This strategic use of proximity allows the teacher to effectively manage classroom dynamics and address inappropriate behaviors due to the minimal distance between them and the students (Scott, 1970).
Students who exhibit inappropriate behaviors in class may have underlying reasons for their actions To address this issue effectively, a post-class teacher-learner reference can be beneficial (Smith, 1995) The success of this approach largely hinges on the teacher's demeanor; maintaining a positive and calm attitude, rather than asserting authority, fosters better communication This supportive environment is essential for encouraging behavioral progress in the learner.
Loannou and Pavlou (2000) suggest that teachers may occasionally need to implement punishment for disruptive students; however, it is crucial to avoid humiliating or unreasonable consequences After administering any reprimand, teachers should reintegrate the learner into the group, as this not only benefits the individual student but also maintains the teacher's authority and rapport with the class Two effective forms of punishment can be utilized in such situations.
Temporary isolation involves briefly removing a misbehaving student from class activities, typically for five to ten minutes The isolation area should be simple and uninviting, but it is crucial that this method is not employed as a means of intimidation.
Response cost refers to the removal of reinforcers associated with a specific behavior, such as a teacher taking away a student's water paints for misbehavior In classroom management, typical examples of response cost include the loss of tokens or privileges Many educators believe that implementing response cost strategies is an effective method for reducing inappropriate behaviors among young learners.
―It is also useful to develop your sense of humor, which is usually appreciated by others and can help you face small and sometimes large problems.‖ (Hill, 1985:332)
2.5.7 The factors outside the classroom, which influence the classroom management
The graduation paper by Do, Thi Mai Chi (2008) mentioning factors outside the classroom which influence the classroom management as follow:
Peer relations play a crucial role in a young learner's educational experience, significantly influencing their self-perception and academic success Positive interactions with peers can enhance social skills and reduce feelings of isolation, while negative relationships may lead to anxiety and decreased confidence Furthermore, peer acceptance encourages participation in classroom activities, whereas rejection can result in psychological challenges To foster a supportive environment, teachers should focus on promoting positive relationships through enhanced classroom interaction, cooperation, and open communication.
The relationship between teachers and students is crucial, as it shapes students' attitudes, values, and skills Positive feedback and focused attention from teachers can significantly enhance young learners' performance in the classroom.
Parents' support and encouragement significantly influence young learners' performance, highlighting the importance of their attitudes in classroom management To foster this relationship, many primary schools regularly hold teacher-parent conferences.
Teacher- learner reference
Students may struggle to change inappropriate behaviors in class for various reasons Implementing a teacher-learner conference after class can effectively address these issues (Smith, 1995) The success of such meetings hinges on the teacher's approach; maintaining a positive and calm demeanor, rather than asserting authority, fosters better communication and supports the learner's behavioral improvement.
Proper punishment
Loannou and Pavlou (2000) suggest that teachers may occasionally need to implement punishment for disruptive behavior in the classroom However, it is crucial to avoid humiliating or unreasonable punishments and to ensure that students are reintegrated into the group after receiving discipline This approach is vital not only for the individual learner's well-being but also for maintaining the teacher's credibility with the entire class Two effective types of punishment can be utilized in these situations.
Temporary isolation involves briefly removing a misbehaving student from class activities, typically for five to ten minutes The designated isolation area should be simple and uninviting, ensuring it does not serve to intimidate the learner This approach aims to address behavioral issues without instilling fear in the student.
Response cost refers to the removal of reinforcers associated with a specific behavior For instance, a teacher might confiscate a student's water paints if they are misusing them, such as painting a classmate's hands In classroom management, common forms of response cost include the loss of tokens or privileges Many educators believe that implementing response cost strategies effectively curbs inappropriate behaviors among young learners.
―It is also useful to develop your sense of humor, which is usually appreciated by others and can help you face small and sometimes large problems.‖ (Hill, 1985:332).
The factors outside the classroom, which influence the classroom
The graduation paper by Do, Thi Mai Chi (2008) mentioning factors outside the classroom which influence the classroom management as follow:
Peer relations are crucial in a young learner's education, as they provide reinforcement through attention and approval, serve as models for social comparisons, and shape perceptions of success Positive peer interactions can alleviate social isolation and enhance both social and academic skills, while poor relationships may lead to isolation and psychological issues Accepted students are more likely to engage in classroom activities, whereas those who face rejection often experience anxiety and diminished confidence Additionally, peer prejudice can trigger misbehavior Therefore, educators should focus on fostering positive relationships by promoting interaction, cooperation, and communication in the classroom.
The relationship between teachers and students is crucial in shaping students' attitudes, values, and abilities Positive feedback and focused attention from teachers can significantly enhance young learners' performance in the classroom.
Parents' support and encouragement significantly influence young learners' performance in the classroom To foster this collaboration, primary schools frequently hold regular teacher-parent conferences.
Summary
The author is motivated to explore the challenges of teaching English to children in Hadong district due to a lack of prior research on the subject A thorough understanding of children's needs is crucial for teachers and educators to enhance the effectiveness of their teaching methods This investigation will serve as a foundation for the subsequent chapters.
This chapter outlines the study's context, focusing on twenty primary schools in Hadong and the current state of English instruction for children It examines various textbooks, teaching aids, and the roles of teachers and students within these schools Additionally, it details the data collection instruments and procedures that will serve as the foundation for subsequent chapters.
The setting of the study ………………… … ………………… ……………… 15 1 Teaching materials
Teaching facilities
Teaching facilities significantly influence the English learning process, impacting it both positively and negatively In Hadong and throughout Hanoi, the state of these facilities has been a longstanding concern, with ongoing discussions and no clear resolution in sight.
Mr Pham Xuan Tien, Head of the Primary Education Department at the Ministry of Education and Training, emphasized in 2010 the essential need for basic facilities such as laboratories, CD players, cassettes, and teaching aids in English classes Despite this, many primary schools, both state and private, continue to face a significant shortage of these crucial teaching resources.
Subjects
Teachers
Most of the teachers (25) graduated from universities, the other fifteen teachers graduated from colleges and in – service study where English for children are not their major
Each school typically has a minimum of five first-grade classes, which means that teachers are responsible for instructing multiple classes daily Beyond first grade, educators also teach second, third, fourth, or fifth grades, further expanding their teaching responsibilities.
Teaching English to first graders presents challenges, as educators have primarily focused on grades three to five Although English has been introduced to grades one and two for the past two years, many teachers lack the necessary training to effectively engage young learners This gap in preparation may contribute to the difficulties teachers face in delivering English instruction to first-grade students.
Many teachers in Hadong struggle with pronunciation, as around fifty out of seventy educators exhibit difficulties in articulating words correctly This lack of standard pronunciation can hinder effective communication and language learning in the classroom.
The school students
All 1 st grade school students in Hadong are six years old and the English is very new for them In fact, this is the first time they start study a foreign language As the result, they are very interested in studying English; this may be a favorable condition for teachers after a lot of difficulties They are from all classes of society However, no matter where the children are from, teachers always put the children’s study into a focus.
Instruments for collecting data ….…
This study utilizes questionnaires and classroom observations as primary tools for data collection due to their advantages These methods provide essential quantitative data while allowing all participants the opportunity to express their attitudes.
As a result, the study will be more objective with accurate data
The set of questionnaires was administered to get information concerning these following aspects:
Teachers’ attitudes towards English teaching for young learners
Student’s attitudes towards learning English
English teaching methods to children in Hadong
Professional training courses for teachers
Data collecting procedure
The procedure of collecting data is as follow:
During break time, teachers in Hadong receive a set of questionnaires designed by the researcher, who explains the benefits of the research for their teaching practices This approach encourages the teachers to participate actively in completing the questionnaires, which the researcher collects immediately after they finish.
To enhance the reliability of the questionnaire results, the author conducted a 10-week observational study across ten primary schools, focusing on ten English teachers This approach ensured fair comparisons by observing vocabulary lesson instruction in each of the ten schools.
3.5 The method of analyzing the data
In this study, quantitative and qualitative methods are used to analyze data Particularly, charts and tables are employed to present data collected from questionnaires and classroom observations
In summary, this chapter outlines the current conditions of primary schools in Hadong, focusing on teaching materials, facilities, teachers, and students It also details the data collection instruments, procedures, and analysis methods used in the study, providing valuable insights into the primary education landscape This foundation sets the stage for the subsequent chapter.
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
This chapter provides a comprehensive analysis of the data collected through questionnaires and classroom observations By employing these two primary methods for data collection, it presents the findings derived from the gathered information, along with potential recommendations for improvement.
In this chapter, the collected data will be illustrated on tables and charts Each table or chart is followed by an analysis of the data
4.1 Presentation and analysis of data
4.1.1 Teachers’ opinions towards English teaching to 1st grade - students
Classroom management is widely recognized as a crucial factor in education, particularly for young learners, as it directly impacts their self-control and overall learning outcomes (Ly & Wu, 1999; Campbell, 1990) However, a survey of forty teachers revealed a divergence in opinions, with twenty-one teachers identifying teaching methods as the primary challenge, while sixteen teachers, accounting for forty percent, cited classroom management as their biggest concern Additionally, three teachers highlighted knowledge of their subject, teaching demeanor, and English proficiency as significant issues Ultimately, the main challenges faced by educators are related to English teaching methods and effective classroom management.
Chart 1: The most difficult skills to teach
The diagram illustrates the challenges of teaching English to first-grade students, highlighting that skills such as speaking, storytelling, and vocabulary require a blend of diverse teaching methods and prior knowledge, which these young learners often lack Consequently, despite teachers' best efforts, achieving educational goals remains a significant struggle Additionally, the data from question 3 reflects varied opinions among educators regarding the feasibility of teaching English at this grade level.
Feasibility of teaching English to 1st grade students
A significant 92.5% of teachers believe that teaching English to first-grade children is feasible, aligning with Scovel's assertion that "young children are the best second language learners" (1999:56) In contrast, only 7.5% of educators feel that this approach is not viable.
Many believe that young students are too immature to effectively learn a foreign language due to their limited reading, writing, and speaking skills However, I argue that teaching English to young learners is entirely feasible with a well-structured program that emphasizes their strengths, particularly in pronunciation and speaking.
4.1.2 Children’s attitudes on learning English
At the age of six, all students are entering preschool without prior exposure to English, making it their first experience with a foreign language This situation places additional demands on primary teachers, who must dedicate extra time and effort to support their students' learning However, the positive feedback from questions five and seven indicates that students have a favorable attitude towards the textbook and are enthusiastic about learning English.
5 How do the children like the textbook? 24 60 16 40 a Really b Rather c A little d Not at all
7 To what extent do the children like studying English? 32 80 8 20 a Not at all b A little c Really d Quite
Table 1: Students' attitudes on learning English
Table 1 indicates that a majority of students enjoy colorful books filled with vibrant images Supporting this view, Amstrong (2000) highlights the significance of visual imagery in the learning process, noting that individuals often process information through pictures rather than words, leading to interconnected ideas Consequently, children are more inclined to explore subjects that capture their attention.
Children are particularly drawn to learning through visual means, such as pictures, which enhances their vocabulary acquisition, making it one of their preferred skills Additionally, storytelling ranks high on their list of favorite learning activities Chart 3 provides further insights into children's preferred skills.
Many students find studying speaking and listening to be uninteresting due to a limited vocabulary and insufficient grammar structures, which hinder their ability to construct sentences and comprehend spoken language This lack of foundational skills often leads to a lack of engagement in these areas of language learning.
A significant 80% of students exhibit a positive attitude towards studying English, which is encouraging for teachers When students enjoy learning English, they are more enthusiastic about participating in various educational activities and processes.
According to Chart 4, 42.5% of teachers believe that storytelling is the most challenging skill for students, primarily due to the length of the stories and the presence of unfamiliar vocabulary, which can lead to negative attitudes towards learning Additionally, 40% of teachers identify listening as a significant difficulty for students, attributing this to the stress and intonation patterns in English that differ from the flat intonation of Vietnamese, making it hard for students to grasp the sounds of words and sentences as they encounter English for the first time.
Chart 4: The most difficult skills to learn
Speaking Listening Story telling Phonic learning
Vocabulary instruction often lacks a clear focus, as teachers frequently utilize various teaching aids such as flashcards and multimedia resources Children are particularly engaged when learning through entertaining clips and images, making vocabulary acquisition an enjoyable and accessible process for them.
Scovel (1999:213) said "children are the world's best imitators", they can learn a new language very well Thus, phonics learning and speaking are not the difficult skills
4.1.3 English teaching methods to children of primary school teachers