INTRODUCTION
Research statement and rationale for the study
The National Foreign Languages 2020 Project by Vietnam's Ministry of Education and Training has significantly improved foreign language teaching and learning in the country, with a particular focus on Content and Language Integrated Learning (CLIL) The integration of Math and English in educational institutions has garnered considerable attention and feedback from various stakeholders, including students, teachers, and policymakers Recent studies, such as those by Võ Đoàn Thọ (2015) and Nguyễn Thị Thuỳ Linh (2016), highlight the benefits of CLIL and the challenges faced by educators in its implementation Additionally, research by Vũ Đình Phương and Lê Tuấn Anh (2018) presents solutions for effectively teaching Math and English together using the CLIL approach However, while these studies provide valuable insights, they often lack comprehensive, authentic evidence from teachers who actively implement CLIL, emphasizing the need for further exploration of educators' perspectives on the benefits, challenges, and suggestions for improving the Math and English Integrated Teaching and Learning (MEITL) program.
MEITL program’s benefits, challenges as well as their suggestions to improve the MEITL program’s effectiveness, therefore, becomes the guiding question for this research.
Aims and objectives of the study
This study focuses on gathering insights from teachers at an education center in Hanoi regarding the benefits and challenges of MEITL, along with their recommendations for enhancing its effectiveness Specifically, the research investigates teachers' opinions by addressing three key questions.
Question 1: What are the benefits of MEITL program, as perceived by the teachers?
Question 2: What are the challenges of MEITL program, as perceived by the teachers?
Question 3: What are the teachers’ recommendations for improving the MEITL program’s effectiveness?
Research method
A mixed methods approach utilizing questionnaires and interviews was employed to address the three research questions To efficiently gather responses from all participants within a limited timeframe, a questionnaire consisting of 32 items was administered.
The study utilized a Likert-type scale to assess the benefits and challenges of the MEITL program, asking teachers to select one of five responses from "strongly disagree" to "strongly agree." The collected data were analyzed using both descriptive and inferential statistics The responses were categorized into five distinct benefits and seven challenges associated with the MEITL program Additionally, semi-structured interviews were conducted with six teachers to gain deeper insights and answers related to the third research question.
Scope of the study
This study focuses on teachers' perspectives regarding the Math and English Integrated Teaching and Learning (MEITL) program at an educational center in Hanoi While the research is small-scale, the findings are relevant to the specific context examined and cannot be generalized to a wider setting Additionally, other aspects of the MEITL program remain unexplored and warrant further investigation.
Significance of the study
This study benefits the following stakeholders:
Research findings indicate that MEITL teachers at the center, along with other MEITL educators, will have the opportunity to evaluate the benefits and challenges of their teaching practices By reviewing these aspects and implementing suggested recommendations, teachers can enhance their classroom effectiveness Ultimately, this study aims to support teachers in improving their instructional methods, thereby contributing to their overall teaching success.
The results of this study will enhance students' understanding of the benefits and challenges associated with the MEITL program, fostering a positive attitude towards collaboration with teachers in the classroom.
This paper provides valuable insights for school administrators and education policymakers regarding the advantages and disadvantages of the MEITL program By considering teachers' recommendations, they can identify methods to enhance the program's quality Ultimately, this research aims to establish a solid foundation for improving the effectiveness of the MEITL program's implementation.
Other scholars: This study can be used as reference for other educators in their work in the future.
Structure of the thesis
There are 5 chapters in the paper: Introduction, Literature Review, Methodology, Major findings and Discussion, Conclusion
Chapter 1: Introduction - restates the topic concerned, aims and significance of the study From the current situation of implementing MEITL program in the world and in Vietnam, the necessity of taking MEITL program‘s benefits and challenges in to careful investigation is pointed out The purpose and the range of subjects the study deals with are also clearly stated so that the readers have the general ideas about the whole research One most important component contained in this part is the practical meaning of the research, which benefits teachers, students, school administrators, education policy makers and scholars
Chapter 2: Literature review - serves as the basic foundation for the study, provides critical literature review on definition of CLIL, benefit, challenge, theoretical implication of CLIL, CLIL‘s dimensions and framework, reviewing of the studies concerning CLIL, as well as the description of MEITL as a CLIL program at a center in Hanoi By critical analyzing the related research, this chapter builds the study‘ theoretical framework which plays a crucial role not only in guiding the understanding of research-topic but also in designing the questionnaire and interviews to solve the research‘s problems
Chapter 3: Methodology - brings the detailed description about data collection and data analysis methods and procedure, helping readers to understand the process and specific stages carried out to fulfil the research It also explains logically how the findings in chapter 3 gained from the raw information collected
Chapter 4: Findings and Discussions - presents result from data analysis, research results and discussions in comparison with other studies in the same area Teachers‘ suggestions to overcome the challenges are also given in this part
Chapter 5: Conclusion – summarize the whole study (including all above parts) in concise words Recommendations are offered to suggest several solutions for other aspects to conduct further study in this area.
LITERATURE REVIEW
CLIL
CLIL, or Content and Language Integrated Learning, was introduced in 1994 as an effective educational approach that facilitates teaching and learning in a second language across various school settings The primary focus of CLIL is to enhance language proficiency while simultaneously delivering subject content in an additional language.
―An additional language is often learner‘ foreign language, but it may also be a second language or some forms of heritage or community language‖ (Coye, Hood, and Marsh, 2010: 1).
Content and Language Integrated Learning (CLIL) is a widely adopted educational approach where instruction occurs in a foreign or second language (De Graaff et al., 2007) The primary goal of CLIL is to enhance the learning of both the language and other curricular subjects simultaneously (Navés & Muñoz, 2000) This method not only aims to protect the integrity of the subject being taught but also promotes language as both a medium for learning and a key objective of the educational process (Coyle in Marsh, 2002).
Eurydice (2006) defines Content and Language Integrated Learning (CLIL) as a distinctive teaching approach that combines non-language subjects with foreign language instruction This definition highlights that the primary goal of a CLIL classroom is not solely to enhance language skills but to create an environment where learners can effectively utilize language while engaging with non-linguistic content (Coonan, 2007; Pavón Vázquez & Rubio Alcalá, 2010) Consequently, there is a greater emphasis on language learning, practical usage, and overall language competence within this educational framework.
Coyle (2008) defines Content and Language Integrated Learning (CLIL) as a comprehensive approach applicable across all educational levels, from primary to adult education, and varying in intensity from a few hours per week to extensive modules This dynamic and flexible methodology incorporates diverse teaching techniques such as project work, drama, puppetry, chemistry practicals, and mathematical investigations, effectively integrating foreign languages with non-language subjects Coyle's definition emphasizes the mutual benefits of this integration, aiming to enhance educational outcomes for a broad spectrum of learners.
Coonan (2003) emphasizes the flexibility of Content and Language Integrated Learning (CLIL), noting that CLIL models are not uniform but are tailored to meet local conditions and needs The diversity in CLIL development across Europe highlights a wide range of solutions, with the specific characteristics of each CLIL project resulting from various choices regarding its implementation.
The CLIL (Content and Language Integrated Learning) program, as defined by Coyle (2005) and Coonan (2003), emphasizes the integration of foreign languages with non-language subjects, highlighting its flexible and dynamic nature This approach spans all educational sectors, catering to learners from primary levels to adults, and can vary in duration from a few hours per week to intensive modules lasting several months These definitions encompass the essential characteristics and scope of the CLIL program.
CLIL, or Content and Language Integrated Learning, is an educational approach that simultaneously teaches content and language, making it a "dual focused" method Its flexibility allows for adaptation across various school types and learner groups, encouraging teachers to experiment based on the specific needs of their educational environments.
The practical implementation of Content and Language Integrated Learning (CLIL) in society is underpinned by two key factors identified by Coyle, Hood, and Marsh (2010): reactive and proactive reasons Reactive reasons pertain to the responses to societal needs, while proactive reasons focus on the anticipation of future demands in education and language acquisition.
The CLIL program was developed as a solution to the challenges faced in countries or regions with multiple first languages In such contexts, where there is ongoing debate about selecting a primary language for instruction, CLIL effectively utilizes a foreign language as the medium of instruction, ensuring equal access to education for all learners.
The CLIL program is designed to enhance language learning and address educational, societal, and personal development needs Parents seek to ensure their children are proficient in foreign languages, while governments aim to foster bilingual, plurilingual, or multilingual nations Additionally, improving language education is essential for socio-economic development, and various commissions strive to create a foundation for greater inclusion Linguists advocate for the integration of language education with other subjects to further enrich learning experiences.
This study utilizes the 4Cs framework proposed by Coyle (2005) and the CLIL dimensions outlined by Marsh, Maliers, and Hartialas (2001) as foundational theories These frameworks effectively highlight the key factors that enhance successful CLIL implementation and identify the various dimensions that can benefit from the CLIL approach.
4Cs framework by Coyle (2005) is the most highly accepted theory about CLIL analyze 4 components of CLIL - Content, Communication, Cognition, and
CLIL, or Content and Language Integrated Learning, represents a dynamic synergy between content and language education, highlighting their interdependence This approach enables learners in CLIL classes to attain outcomes that exceed the mere combination of content knowledge and language skills The four key factors that underpin this relationship are essential for understanding the effectiveness of CLIL in enhancing both language acquisition and subject comprehension.
Successful content and thematic learning are essential for acquiring knowledge, skills, and understanding In the context of CLIL (Content and Language Integrated Learning), content is defined as the subject or project theme, offering greater flexibility compared to traditional curriculum disciplines This approach allows for cross-curricular topics, enhancing opportunities for effective learning and skill development.
Content teaching is clearly outlined in CLIL syllabuses, but the methods of delivery are less detailed CLIL aims to enhance learning through potential synergies, leading to debates among educators about effective learning strategies in various contexts Different teaching and learning approaches are discussed within the realm of CLIL, with many Western educators favoring the "banking model" proposed by Freire in 1972, where teachers act as controllers who deliver knowledge to learners Another approach that demonstrates educational effectiveness is also being explored.
The social constructivist approach highlights the importance of learners taking an active role in language acquisition Central to this method is the concept of interactive, mediated, and student-led learning, which fosters deeper engagement For learners to truly take charge of their education, adequate scaffolding must be provided by instructors or peers, facilitating their journey towards independence in learning.
MEITL
MEITL is a widely implemented model of Content and Language Integrated Learning (CLIL), tailored to primary and secondary school students For primary learners, MEITL serves as a "pre-language teaching primer," utilizing task-based learning techniques to prepare them for a comprehensive MEITL program that enhances their English vocabulary and structures for accessing mathematics while developing critical thinking skills Assessment for these students is conducted in English In contrast, secondary students focus more on mathematics knowledge to achieve international certification and national recognition, with assessments also conducted in English This program embodies the core characteristics of the CLIL approach, and the insights from the literature review on CLIL's principles, driving forces, dimensions, and framework provide a foundational understanding that guides the entire paper.
Opinions
In their 1992 book, Aaron, Bander, and Aaron defined an opinion as a judgment grounded in facts, emphasizing that it is an honest effort to reach a reasonable conclusion based on factual evidence They noted that opinions alone lack persuasive power and must be supported by evidence This highlights the fundamental relationship between opinions and evidence: opinions are formed based on evidence and can be altered depending on the interpretation of that evidence.
An opinion is defined as a conclusion drawn by an individual after evaluating the available facts, which may encompass both probable truths and potential falsehoods While most individuals strive to form opinions based on what they believe to be factual, it is uncommon for someone to knowingly base their views on a confirmed lie.
An "opinion" refers to an individual's belief about what is true, but it is essential to verify these opinions, as they may stem from false facts or flawed reasoning.
There are two types of opinions, namely expert opinion and personal experience:
Expert opinions are valuable insights derived from individuals with specialized knowledge on specific issues While these opinions can provide informed perspectives, it is essential to attribute them to their sources for credibility Furthermore, impartial expert opinions can be evaluated and verified, ensuring their reliability in discussions.
Personal opinion is a conclusion formed by individuals, influenced by both facts and their pre-existing beliefs Often, people share their personal opinions simply when prompted When these opinions stem from an individual's established beliefs or values, they are referred to as value judgments.
In summary, "opinions" refer to the perspectives, beliefs, or judgments individuals hold regarding a person or subject, shaped by their knowledge and personal convictions.
This research examines teachers' personal opinions regarding the MEITL program, grounded in their knowledge and real teaching experiences The significance of these opinions in the implementation of MEITL is underscored by the evolving role of teachers in contemporary education, particularly within the current context of Vietnam Today, teachers fulfill various roles that extend beyond traditional classroom instruction.
(1) a planner when planning for teaching and learning
(2) an organizer when asking the learners to do some learning activities
(3) as a participant to participate in the activities with the learners
(4) a supervisor to examine the students‘ learning activities
(5) an adviser to assess the students‘ learning result and offer feedback
(6) a source to answer some difficult questions
(7) as a promoter to inspire the students‘ learning interests and performance
Teachers play a vital role in the teaching and learning process, making their opinions essential to the effectiveness of the MEITL program For teachers to effectively implement this integrated learning approach, it is crucial that they possess a correct understanding and maintain positive views about MEITL Given that integrated learning is still relatively new in Vietnam, it is imperative for educators to accurately assess the benefits and challenges associated with MEITL to enhance future lessons and maximize the program's impact.
Benefits
―Benefit‖, in Merrian Webser dictionary, is ―something that produces good or helpful results or effects or that promotes well-being‖ (benefit, 2019) The term
The term "benefit" highlights the successful outcomes experienced by a particular initiative Therefore, exploring the benefits of the MEITL program from teachers' perspectives aims to identify the positive impacts and significant contributions that this program offers to schools, the curriculum, and students.
The CLIL approach offers significant advantages related to context, content, language, learning, and culture (Marsh, Maljers, and Hartiala, 2001) However, the extent to which these benefits are realized during the initial implementation phase in Vietnam remains uncertain Teachers involved in the MEITL program provide valuable insights into its actual impact in the classroom, highlighting the genuine effects of the program.
Challenges
According to the Merriam-Webster dictionary, a "challenge" is defined as a difficult task that demands significant effort and determination (challenge, 2019) This study focuses on identifying the factors that hinder teachers from effectively implementing the Content and Language Integrated Learning (CLIL) approach In Vietnam, where CLIL is relatively new and only practiced in select schools, encountering challenges is almost inevitable Participants, who have experience teaching Math and English in an integrated manner, are invited to share their perspectives on the difficulties faced while utilizing the MEITL program.
Related studies
The rising demand for Content and Language Integrated Learning (CLIL), particularly in the areas of Math and English, has led to a steady increase in research papers These studies provide valuable insights into effective teaching and learning strategies within this integrated approach.
Research consistently highlights the benefits of Content and Language Integrated Learning (CLIL) for second language acquisition Bredenbrüker (2000) found that CLIL positively impacts foreign language competence after studying 195 CLIL and non-CLIL learners over two years Similarly, Rumlich's forthcoming case study indicates that CLIL students outperform their peers in foreign language writing assessments Furthermore, De Diezmas (2016) provided strong evidence of CLIL's advantages in developing English language skills, concluding that fourth-grade students in CLIL classes excel in oral production and interaction compared to those in traditional programs.
This result has entailed the effectiveness of CLIL approach in developing students‘ language communicative competence
Various researchers have highlighted significant benefits in education, particularly in mathematics instruction and student engagement (Billingsley, 2013) They have also identified advantages such as enhanced language awareness, increased motivation, and a positive attitude toward language learning (Morkutter, 2002; Fehling, 2008), as well as the promotion of intercultural learning (Lamsfuò, 2008; Kollenrott, 2008).
Numerous studies have explored the challenges of the Content and Language Integrated Learning (CLIL) approach Billingsley (2013) highlighted difficulties in balancing the integrated subjects, noting that sourcing appropriate materials often required extensive searching Additionally, he faced time management issues, as his planned 40-minute lessons frequently extended to an hour, leading to stress in ensuring students grasped both topics effectively.
Fletcher and Santoli (2003) and Schoenberger & Liming (2001) highlight the challenges faced by MEITL students, primarily stemming from a limited English vocabulary They argue that a lack of comprehension of English words and phrases significantly hinders students' ability to solve math problems effectively.
In their 2000 study, Roti, Trahey, and Zerafa identified several factors contributing to the challenges faced by multi-age learners in 5th and 6th grades when solving Math problems in English These factors included difficulties in connecting words to symbols in mathematical contexts, the disparity between mathematical language and everyday language, and misconceptions stemming from students' reliance on cues.
Gersten et al (2005) and Van De Walle & Neugebauer (2004) highlighted the challenges in developing comprehension in both language and math due to insufficient time and opportunities These difficulties were illustrated with specific examples from actual classroom settings.
Miqdadi and Al Jamal (2013) conducted a study using self-reported questionnaires and interviews with 248 participants to explore the challenges faced by learners in the MEITL program at the Jordanian University for Science and Technology The findings highlighted significant difficulties related to time management, student motivation, student engagement, and the allocation of language learning time in the classroom.
A significant study by Lampert (2001) explored the challenges teachers face when implementing Content and Language Integrated Learning (CLIL) Through a year of practical experience, she identified key difficulties related to complex content knowledge, preparation, and decision-making By reflecting on her teaching practices and conducting interviews with individual students, Lampert uncovered the underlying causes of these challenges.
In Vietnam, Content and Language Integrated Learning (CLIL) has gained significant attention following Decision No 1400/QĐ-Ttg, which aims to enhance foreign language proficiency among the Vietnamese population Since 2010, numerous studies on CLIL have been conducted, yielding noteworthy findings that contribute to the understanding and implementation of this educational approach in the country.
Võ Đoàn Thọ's 2015 study on Content and Language Integrated Learning (CLIL) at the University of Economics in Ho Chi Minh City highlights significant benefits for students learning in English The research indicates that CLIL students are more engaged, cover the same curriculum content as their monolingual peers without dilution, and exhibit enhanced intercultural competence and sensitivity To effectively implement the CLIL approach, the study recommends focusing on four key factors: selecting appropriate materials, utilizing Information and Communication Technology (ICT), integrating cultural content, and fostering a safe and natural learning environment.
In a 2016 case study by Nguyễn Thị Thuỳ Linh, nine teachers at Quoc Hoc Upper-Secondary School for Gifted Students in Hue City explored their perceptions of the Content and Language Integrated Learning (CLIL) approach The findings revealed that while the majority of teachers recognized and supported the importance of CLIL, they also encountered several challenges, including language proficiency, insufficient training, and a lack of teaching materials.
In their 2018 research, Vũ Đình Phương and Lê Tuấn Anh explored the effectiveness of the Content and Language Integrated Learning (CLIL) approach for teaching Math in English to Vietnamese 6th grade students They identified both advantages, such as a supportive teaching context and students' decent English proficiency, and challenges, including time constraints and varying English levels among students To enhance the teaching of Math in English, they recommended employing the Soft CLIL model for initial topics, the Subject-led model for specific lessons, and the Hard CLIL model for partial immersion A key outcome of their study was a two-step preparation process, which involves thoroughly analyzing the Math lesson to pinpoint essential English terms and collaborating with English teachers to introduce these terms four weeks prior to the Math lesson.
In conclusion, the research conducted globally and in Vietnam highlights the significant findings of Content and Language Integrated Learning (CLIL), addressing its benefits, challenges, and the reasons behind these challenges, along with suggestions for effective implementation However, many existing studies fail to comprehensively address all components of CLIL when exploring its advantages, difficulties, and recommendations This study aims to bridge that gap by utilizing the 4Cs framework proposed by Coyle.
The study utilizes the frameworks established by Marsh, Maljers, and Hartiala (2001) to design questionnaires and guide interviews, serving as a foundational element for analyzing findings Additionally, the current research compares its results with previous studies to identify similarities and differences in the implementation of MEITL, aiming to enhance the program's benefits.
METHODOLOGY
Context of the study
Vietnam places significant emphasis on education, particularly in foreign language acquisition, with a focus on English The importance of English has surged since the issuance of the 1400/QĐ-TTg directive in 2008, which aimed to enhance foreign language teaching and learning within the national education system through Project 2020 This initiative outlines eight critical tasks to transform foreign language education across all school levels Notably, the development and implementation of English-integrated programs for subjects like Mathematics represent a pivotal shift in Vietnam's language policy, fostering the growth of Math and English integrated learning nationwide (Nguyễn Thị Thuỳ Linh, 2016).
From 2011 to 2015, Project 2020 aimed to implement English as the medium of instruction for Math in approximately 30% of upper-secondary schools in five major cities, with plans to extend this to 15-20% of schools in other provinces and subjects (MOET 2008) According to Decision No 959/QĐ-TTg, the initiative was initially piloted in gifted schools, starting in the 2011-12 academic year, where subjects such as mathematics, physics, chemistry, biology, and information technology were taught in English (Trần Thị Thuý Nhàn 2013) The full implementation across all schools was projected for 2020 (MOET 2010) However, the Prime Minister acknowledged that the goals of the National Project would not be fully realized by 2020 due to time and preparation constraints ("Bộ trưởng Giáo dục thừa nhận Đề án Ngoại ngữ 2020 thất bại", 2016).
In 2018, the Minister of Education and Training issued Decision 2658/QĐ-BGDĐT, which outlines the framework for teaching and learning foreign languages within the National Education System from 2017 to 2025 This decision serves as the legal foundation for the MEITL program, enabling schools and educational institutions to effectively continue its implementation in the present.
The approval and implementation of a double-degree program in Hanoi's secondary schools have heightened interest in teaching and learning Math through integrated approaches.
The double-degree program is currently offered at various schools in Vietnam, allowing students to engage in two educational systems and earn two degrees upon completion For high school students, this includes the Vietnamese education system regulated by the Ministry of Education and Training (MOET) alongside the A-level program.
In the UK, secondary students study five core subjects in English: Mathematics, Physics, Chemistry, Economics, and Academic English The educational program includes the Ministry of Education and Training (MOET) curriculum alongside the GCSE (General Certificate of Secondary Education) developed by Cambridge University for students aged 14-15 globally Alternatively, students may pursue the IGCSE (International GCSE), which is based on the GCSE but offers greater adaptability for diverse learning needs.
The center discussed is a pioneer in Vietnam for implementing the MEITL program, which is approved by the Hanoi Department of Education and Training This program aims to equip primary and secondary school students with essential Math and English skills, enabling them to solve Math problems and communicate fluently in English Currently, the MEITL program is in collaboration with nearly 40 private and public schools, with teachers assigned to various institutions working alongside the center.
The program, developed with input from esteemed lecturers at prestigious institutions like Hanoi National University of Education, Newcastle University, and Vietnam National University Hanoi, integrates the Vietnamese Math curriculum with elements from Singaporean and American Math curricula Each grade-level course is structured into two semesters, encompassing 16 topics and two paper tests per semester Approximately 70% of the topics align with the Vietnamese Math curriculum, while the remaining topics are selected from international sources to familiarize learners with global mathematical concepts.
Students participate in one of two weekly sessions focused on integrated Math and English, determined by their school's policy The program utilizes the coursebook "Let's Learn Math," published by Hanoi Publisher, along with weekly extra exercise worksheets and optional monthly online tests created by the center's teachers These educators gather materials and design tasks for the extra worksheets to provide additional practice for students The assessments are structured in accordance with Circular 22/2016/TT-BGDĐT, which amends certain regulations regarding elementary student evaluation, aligning with the format of the Cambridge test.
Research design
As presented in introduction part, the teachers‘ opinions about MEITL are investigated through seeking the answers for three following questions:
Question 1: What are the benefits of MELT program, as perceived by the teachers?
Question 2: What are the challenges of MELT program, as perceived by the teachers?
Question 3: What are the teachers’ recommendations for improving the MEITL program’s effectiveness?
The study utilized a mixed-method approach, incorporating both quantitative and qualitative research methods to effectively gather comprehensive data on teachers' opinions This approach allowed for the collection of rich insights in a short timeframe, enhancing the validity of the study by comparing quantitative results with qualitative findings Initially, the quantitative method was employed to identify teachers' views on the advantages and challenges of MEITL; however, it only scratched the surface of the issues Subsequently, qualitative methods, including active, intensive, semi-structured interviews and content analysis, were used to gain a deeper understanding of teachers' perspectives.
The study involved all 21 teachers from the center, including both visitor and full-time educators, who are native Vietnamese speakers utilizing English as a foreign language These teachers are assigned to teach in one to three partner schools, with their teaching grades determined by their respective majors.
In a dedicated educational team, 10 teachers specialized in English Teaching Methodology instruct students from grades 1 to 3, while 11 teachers with a focus on Math Teaching Methodology teach across all grade levels These educators collaboratively design teaching materials, including weekly exercise worksheets and monthly online assessments, ensuring a comprehensive learning experience for their students.
No Teacher Major English Experience Teaching certificate grades
B2 (CEFR) 1 year Grade 3 to grade 9
B2 (CEFR) 1 year Grade 3 to grade 9
B2 (CEFR) 3 years Grade 3 to grade 9
B2 (CEFR) 3 years Grade 3 to grade 9
B2 (CEFR) 2 years Grade 3 to grade 9
B2 (CEFR) 1 year Grade 3 to grade 9
B2 (CEFR) 1 year Grade 3 to grade 9
C1 (CEFR) 1 year Grade 3 to grade 9
B2 (CEFR) 2 years Grade 3 to grade 9
B2 (CEFR) 2 years Grade 3 to grade 9
B2 (CEFR) 2 years Grade 3 to grade 9
This research utilized a questionnaire featuring Likert-type questions, allowing teachers to express their level of agreement from strongly agree to strongly disagree Administered in English, the questionnaire consisted of 32 items divided into two categories The first category explored teachers' opinions on the benefits of the MEITL program, encompassing five thematic sections, including Context (items 1 to 3) and Content.
(item 4 to 8), Language (item 9 to 13), Learning (item 14 to 19), and Culture (item
20 to 23) The second one – ― Teachers’ opinions MEITL program benefits”, included 9 items (from 24 to 32), focusing on challenges faced by the teachers in
Effective task design and material adaptation are essential for balancing English and Math instruction, particularly for primary students and those with lower English proficiency Implementing the MEITL (Multimodal English Integration in Teaching and Learning) framework can enhance learning experiences, especially when tackling complex Math themes By focusing on these strategies, educators can create a more inclusive and engaging learning environment that supports all students in mastering essential skills.
During a weekly meeting, questionnaires were distributed to all 21 teachers at the center, with clear explanations provided regarding the research objectives and questionnaire items to ensure comprehensive understanding To enhance the validity and reliability of the data, participants were instructed to refrain from discussing their responses Once completed, the questionnaires were collected individually and verified for completeness.
To enhance the reliability and validity of the study and minimize the limitations of the questionnaire, semi-structured interviews were conducted with six teachers in Vietnamese This approach ensured clear communication and understanding between the researcher and participants, facilitating a focused discussion on the research topic The interviews consisted of two main sections guided by four questions: the first focused on teachers' general information, while the latter three addressed their opinions on the MEITL program, including its benefits, challenges, and suggestions for improvement In the first section, teachers shared their academic backgrounds and experience in teaching integrated Math and English The second section explored the potential outcomes of the program for students, teachers, and schools, as well as the challenges faced during its implementation and recommendations for enhancing the program's quality Follow-up questions were utilized to obtain clearer explanations from the teachers.
Three weeks after completing the questionnaires and two weeks prior to the interviews, guiding questions were sent to participants, allowing them ample time for reflection The selection of interviewees was based on their teaching experience in integrated Math and English, with two teachers having five years, one with three years, one with two years, and the remainder possessing one year of experience Additionally, the interviewees had varied educational backgrounds, with two graduating from the Faculty of English Language Teacher Education and others from the Faculty of Mathematics Teacher Education (in English) This diversity in experience and background enriched the data collected, offering a comprehensive view of the current implementation of Mathematics and English Integrated Teaching and Learning (MEITL) Furthermore, teachers whose questionnaire responses differed significantly or raised doubts were prioritized for selection.
There are two stages in data collecting procedure:
Stage 1: Collecting data from the questionnaires
Stage 2: Collecting data from interviews
The research utilized both statistical and content analysis methods to examine the data, starting with statistical analysis of the questionnaires followed by content analysis of the interview data To ensure valid and reliable findings, the results from both methods were triangulated Detailed descriptions of the methods and the data analysis procedures are provided below.
3.2.4.1 Statistics analysis of the questionnaires
The data collected from five-point Likert-scale questionnaires were analyzed using descriptive statistics, beginning with the tabulation of frequencies for each statement Raw data were converted into percentages, facilitating easier comparisons across the 32 items Key characteristics of the data, including the Mean to assess central tendency and the Mode to identify the most frequent level of agreement among participants regarding the benefits of METTL, were utilized to interpret the findings Standard Deviations were also calculated to evaluate the level of agreement among participants for each item In the analysis, responses categorized as "strongly disagree" and "disagree" indicated disagreement, while "strongly agree" and "agree" reflected agreement with the statements.
3.2.4.2 Content analysis of the interviews
Thematic analysis, as outlined by Boyatzis (1998) and further developed by Braun and Clarke (2006), was selected for this research project due to its simplicity, flexibility, and ease of understanding This method involves identifying, analyzing, and reporting themes or patterns within the interview data In the current study, the collected interview data was systematically coded into key aspects that correspond to equivalent themes.
- MEITL program’s benefits with five themes (context, content, language, learning, culture)
The MEITL program faces several challenges across seven key themes: the collection and adaptation of materials, the design of effective tasks, and the need to balance mathematics and English knowledge Additionally, it addresses the application of MEITL for primary students and those with low English proficiency Teaching complex math topics and effectively allocating time, along with teaching grammar and structures, are also significant hurdles that need to be overcome for successful implementation.
- Recommendations to improve the program’s effectiveness
In the final stage, the results obtained from qualitative methods were systematically mapped and compared, leading to findings that were presented in relation to the research questions.
In sum, the procedure of data collection and analysis can be summarized in three stages as follow:
Stage 1: Collecting and analysing data from questionnaire
Stage 2: Collecting and analysing data from interviews
Stage 3: Mapping, comparing the results from two methods, finding the results in relevance to research questions.
MAJOR FINDINGS AND DISCUSSIONS
Overall rating
The current study examines the benefits and challenges of the MEITL program from the perspective of teachers Participants unanimously acknowledged the advantages of the program while recognizing the difficulties they faced in their teaching roles Despite these challenges, the overall evaluation of the program remained positive, as evidenced by the higher average mean score for benefits (3.8) compared to challenges (3.4) across 23 and 9 questions, respectively The mode for the benefit-related items varied between 3 and higher values, further indicating a favorable perception of the program.
5 (neutral to strongly agree) whereas that belonging to challenges ranged from 1 to
The findings indicate that teachers largely agreed with the benefits of the program while expressing disapproval of certain challenges During interviews, they refuted the presence of several difficulties, providing substantial evidence to support their claims Additionally, teachers offered valuable suggestions aimed at enhancing the quality of the program.
MEITL program‘s benefits, as perceived by the teachers
The study categorized the benefits of the MEITL program into five areas: Context, Content, Learning, Language, and Culture Findings indicated that all mean scores exceeded 3.0, except for item #5, which noted that MEITL provides multiple perspectives for study, and item #20, which stated that the program builds intercultural knowledge All standard deviation values were below 1, highlighting the clear advantages and consensus among participants regarding the program's benefits Notably, item #8, which stated that the program guides students to access Math knowledge in English, received the highest mean score of 4.6, emphasizing the primary advantage of acquiring Math knowledge in a second language Conversely, item #20, concerning the development of intercultural knowledge, received the lowest mean score of 2.7, suggesting that this benefit was not fully realized within the program Further analysis of the benefits across the five categories is provided.
The findings indicate significant advantages for both students and schools, with an overall mean score of 3.8 and an impressive 80.9% agreement rate among respondents Disagreement was minimal at just 3.2% Notably, the ability to access international certification emerged as a key benefit, achieving a mean score of 4.4, with the majority of responses rated as 5, reflecting near-universal agreement among participants on this advantage.
1 MEITL helps prepare for globalization 0 0 14.3 71.4 14.3 4 4
2 MEITL helps learners to access international certifications 0 0 9.5 38.1 52.4 4.4 5
Table 1: MEITL’s benefits for Context, as perceived by the teachers
A significant majority of teachers (85.7%) believe that integrating Math and English instruction is essential in the era of the 4.0 revolution, as it opens up opportunities for collaboration among schools This perspective was echoed by all six interviewees, with one teacher stating that the integrated teaching of Math and English is a foundational step toward developing interdisciplinary programs Another emphasized that this approach is part of the globalization process, providing schools with the chance to collaborate and exchange knowledge with educational institutions worldwide in the future.
The center, as a collaborator in international contests like ITMC, HOMC, World Time, and HKIMO, offers learners valuable opportunities and resources to participate in these competitions Educators T2 and T3 emphasize the importance of encouraging students to engage in international contests, highlighting that these experiences not only challenge learners but also provide essential certifications that enhance their future profiles T4 further supports this notion, pointing out that with the increasing popularity of double-degree programs in Vietnamese schools, students must acquire knowledge in subjects like Math in English to succeed in these integrated learning environments.
A significant majority of participants (66.7%) acknowledged the benefits of the program in enhancing school profiles, while only 9.5% expressed disagreement Interviews provided further insights, with T6 noting that schools implementing the METL program have become more desirable to parents, who prioritize institutions that offer integrated Math and English instruction T4 emphasized that schools whose students excel in international Math competitions see a notable boost in reputation and prestige, highlighting that the program facilitates student success in these contests, ultimately improving the school's overall quality of education.
T5 expressed disagreement, stating that the program is only effective in specific regions and schools In rural, mountainous, and remote areas, the integration of Math and English does not capture the interest of school administrators, students, or parents.
The MEITL program significantly enhances Vietnam's educational landscape by preparing students for globalization, facilitating access to international certifications, and elevating school profiles These benefits align with societal needs in contemporary Vietnam and support the theoretical framework established by Marsh, Maljers, and Hartiana (2001) Furthermore, they reflect the ongoing trend of Vietnamese education striving to align with modern educational practices in developed countries and engage in global participation Teachers' perspectives on these contextual benefits also highlight the evolution of Vietnamese education, where learning, teaching, and competition increasingly extend beyond national borders into the international arena.
The findings from participants regarding the "Content Benefits" category highlight the significant role of MEITL in enhancing learners' knowledge in mathematics, evidenced by a mean score of 3.7 and a standard deviation of 0.9.
4 MEITL provides in- depth knowledge of
5 MEITL provides multiple perspectives for the Math topics
6 MEITL prepare for future study 0 0 19.1 61.8 19.0 4 4 0.6
7 MEITL program trains skills for working life 0 0 43.9 47.6 9.5 3.7 4 0.6
8 MEITL program guides students to access
Table 2: MEITL’s benefits for Math learning, as perceived by the teachers
The data indicates that item #8 received the highest Mean score of 4.6, with all participants agreeing or strongly agreeing Consistent with interview findings, participants highlighted the opportunity to learn Math in English as a primary benefit Initially, students focused on foundational Math concepts before progressing to advanced topics, as noted by T1, T3, and T6 Teachers provided a variety of resources, including English Math books available in stores and online, catering to different student levels T2 observed that advanced knowledge captured the interest of students in grades 3 to 9, while those in grades 1 and 2 primarily concentrated on basic concepts This approach aligns with parental expectations and the realities of early education, allowing younger students to adapt to learning without overwhelming them Additionally, international Math and English contests do not include grades 1 and 2, making it more beneficial to introduce advanced concepts starting in grade 3 Learning Math and English concurrently prepares students for future studies abroad T3 emphasized the importance of accessing diverse materials, many in English, to achieve higher academic levels, and regarded this program as essential for students aspiring to excel in the SAT.
A significant majority of participants (57.1%) expressed their agreement on the value of acquiring work skills through the MEITL program, with all interviewees noting that their students gained essential soft skills For instance, T6 emphasized the importance of group work, consistently encouraging her students to collaborate in pairs and groups, which enhanced their teamwork abilities Similarly, T2 highlighted that students are motivated to share their ideas and present their solutions, fostering their presentation skills Additionally, the word problems in the curriculum challenge students to tackle real-life situations, equipping them with the necessary skills to thrive in future workplaces.
Many teachers expressed uncertainty in offering diverse perspectives on Math topics in integrated Math and English classes, with 66.7% acknowledging this challenge As one teacher noted, "Math knowledge is typically consistent across all areas and time," highlighting the belief that mathematical concepts tend to have a singular interpretation universally accepted by scholars.
The data strongly supports the benefits of the Math content in the MEITL program, highlighting that participants not only gained Math knowledge but also developed essential skills such as presentation, teamwork, and argumentation These skills were cultivated through engaging games and activities in the classroom The effectiveness of this approach can be attributed to the diverse methods employed in the CLIL program, where teachers frequently utilized communicative techniques to motivate students and encourage active participation Over time, this interactive environment equipped students with valuable skills.
Teachers' opinions highlight the significant benefits of acquiring Math knowledge, such as gaining in-depth understanding and obtaining international certificates, which are increasingly valued in Vietnam due to the rising demand for studying abroad Learning Math in English serves as vital preparation for the future Findings align with Võ Đoàn Thọ (2015), who noted that CLIL students achieve comparable academic results to those in traditional programs, emphasizing that they cover the same curriculum content without compromising quality This research, despite differing participants and contexts, reinforces the content benefits associated with CLIL, as outlined by Marsh, Maljers, and Hartial (2001), and the framework established by Coyle, Hood, and Marsh (2005), which focuses on enhancing knowledge, skills, and concepts within specific subjects.
The average mean score for the benefits of language learning was notably high at 4.0, indicating strong agreement among respondents, with 68.6% expressing positive views and only 1.9% disagreeing Table 3 illustrates the average, mean, and standard deviation across five key aspects related to the advantages of language learning.
9 MEITL program helps to improve learners‘ overall English competence
10 MEITL program develops oral communication skill 0 0 47.6 47.6 4.8 3.6 4 0.6
11 MEITL program develops awareness of
12 MEITL program develop self-confidence as a language learner and communicator
13 MEITL program introduces the using and learning of English
Table 3 MEITL’s benefits for English learning, as perceived by the teachers
The data reveals a strong consensus among respondents regarding the advantages of English competence, with an overall standard deviation of 0.6 Notably, over 90% of participants affirmed that the MEITL program enhances learners' overall English skills, with no dissenting opinions Additionally, items #11 and #12 saw a minor disagreement rate of 4.8% each, while all other items received unanimous agreement.
MEITL program‘s challenges as perceived by the teachers
Together with benefits, applying MEITL also faces significant challenges, which are shown in the Table 8:
24 It takes time to 0 0 52.4 47.6 0 3.3 3 0.7 designs MEITL tasks
25 Teachers lack time to deliver both Maths and English knowledge
26 It is difficult to collect content materials for MEITL course
27 It takes much time to adapt content materials for MEITL course
28 It is hard to balance between teaching and learning Math and teaching English
29 It is hard to make the program effective to the students with low level of English competence
30 It is hard to manage time for Grammar in
31 It is hard to make 57.1 38.1 4.8 0 0 1.5 1 0.6 the program effective to the primary students
32 It is hard to to teach the complex Math knowledge in English
Table 6 Teachers’ opinions about MEITL’s challenges 4.3.1 Collecting and adapting materials
Table 8 presents a surprising outcome, indicating that teachers did not perceive challenges in collecting materials for the MEITL program With a low mean score of 2.3, 71.5% of participants disagreed that material collection was a challenge, contrasting with Griva, Chostelidou, and Panteli's (2014) findings that 62.5% of Cypriot teachers reported difficulties in sourcing appropriate content Participants in this study highlighted their access to diverse material sources, including the internet and reference books from countries such as America, Singapore, Canada, and India They also emphasized collaboration with fellow teachers and experts in English and Math to effectively gather quality materials.
Mình không thấy quá khó khăn trong công việc giảng dạy vì thường xuyên thảo luận và hỗ trợ lẫn nhau trong các buổi sinh hoạt chuyên môn hàng tuần Ngoài ra, sự tham gia của các chuyên gia cũng giúp mình nhận được những tư vấn hữu ích Bên cạnh đó, mình cũng thường xuyên trao đổi với giáo viên Toán và Tiếng Anh để học hỏi tài liệu và kinh nghiệm từ họ.
Over 50% of participants acknowledged the challenge of adapting content in real teaching, particularly when dealing with Math themes that differ from the Vietnamese curriculum Less experienced teachers struggled with student engagement and responses to unfamiliar topics This difficulty is understandable, as experienced teachers have explored various materials, allowing them to better assess student abilities and anticipate responses Consequently, they are more adept at managing the instructional content effectively.
Over 50% of participants expressed uncertainty regarding the challenges of designing MEITL tasks, with primary teachers reporting greater difficulty than their secondary counterparts This disparity can be attributed to the limited English vocabulary of younger students, making it challenging to create clear, diverse, and appropriately difficult tasks As T1 noted, crafting engaging and comprehensible tasks for young learners is particularly complex T3 highlighted the time constraints of the program, emphasizing the need to cover both Math and English content within a limited timeframe while maintaining student interest This challenge is echoed by McDougald (2016), who pointed out the difficulties in finding suitable materials that align with the CLIL framework, which necessitates a holistic approach to language, content, cognition, and culture.
4.3.3 Balancing between teaching Math and teaching English
Over 65% of respondents acknowledged that they often advanced further in either Math or English during specific lessons This finding aligns with the study by Griva, Chostelidou, and Panteli (2014), which indicated that a significant portion of participants believed that Content and Language Integrated Learning (CLIL) could negatively impact content-based knowledge, with 55% of Cypriot teachers and 67.73% of Greek teachers expressing this concern Additionally, research by Vũ Đình Phương and Lê Tuấn Anh (2018) further supports these conclusions.
―Determining the suitable time to teach Mathematics in English is also a challenge‖
O Ceallaigh, Ní Mhurchú & Ní Chróinín (2017) highlighted the challenge of balancing content and language learning, noting that teachers often prioritize language development over content T5 explained that while L1 classes emphasize content learning, CLIL classes should focus more on language acquisition However, the current study revealed varied biases among teachers, with T1 and T2 favoring English instruction, while T6 emphasized Math This disparity is attributed to the differing needs of their students; younger learners in grades 1 and 2 received more focus on English, whereas students in grades 3 to 9, particularly those in gifted classes, had a stronger emphasis on Math knowledge.
Balancing Math and English instruction in lessons is not a critical issue; teachers should adapt their focus and time based on students' needs and proficiency levels By understanding the overall program objectives and the goals of each lesson, educators can effectively support their students in achieving these aims.
4.3.4 Applying MEITL for primary students
Item #31, which states, "It is hard to make the program effective for primary students," received the lowest mean score of 1.5, with 95.2% of respondents expressing disagreement This contrasts sharply with the findings of Griva, Chostelidou, and Panteli (2014), who noted significant obstacles in implementing CLIL for primary education among Greek and Cypriot teachers, with 66.7% of Greek and 77.5% of Cypriot teachers deeming it ineffective The researchers attributed this to a lack of teacher training for young learners Conversely, the teachers in the current study were well-trained prior to teaching primary students, receiving comprehensive training over three months during the summer and regular weekly professional development sessions Trainers included experts in integrated education, mathematics, English, and primary education from leading universities, as well as experienced teachers from the center.
4.3.5 Applying MEITL to teach the students with low level of English competence
Over 70% of participants reported challenges in teaching students with low English competence, echoing teachers' sentiments during interviews about the stress and effort required to communicate effectively This aligns with findings from Griva, Chostelidou, and Panteli (2014), where 81.4% of Greek teachers and 52.9% of Cypriot teachers noted the ineffectiveness of instruction for lower-level students The issue is exacerbated by the practice of grouping low-level students with higher-level peers, which hinders the teacher's ability to engage the entire class effectively Consequently, the MEITL program proves ineffective for those lacking foundational English skills.
4.3.6 Teaching and learning complex Math themes in English
A significant majority of participants (71.43%) found it challenging to teach complex math concepts in English, reflected in a high mean score of nearly 4.1 This difficulty arises because some schools have implemented this program for students in grades 2, 3, and even 6 or 7, who lack a foundational understanding of integrated math and English since grade 1 Consequently, explaining advanced math topics in English proves difficult All six interviewees reported resorting to Vietnamese when they struggled to clarify complex exercises for their students One interviewee noted, "There are some problems, you know, the students feel extremely difficult even in Vietnamese In those cases, I find Vietnamese works better." Another added, "In test preparation classes, we have to deal with advanced exercises; after explaining in English once or twice, I use Vietnamese to make it easier for students." Additionally, when students attempted to explain their solutions but lacked the necessary vocabulary for complex problems, they preferred to communicate in Vietnamese.
Bonnet (2004) argued that learners frequently reverted to their mother tongue, German, due to insufficient foreign language proficiency and a lack of understanding of concepts in German This finding highlights the challenges faced by learners in acquiring a new language effectively.
In my view, incorporating Vietnamese in the MEITL program is beneficial, as the first language (L1) significantly aids in learning foreign languages L1 serves as a valuable resource that learners utilize both consciously and subconsciously, helping them to organize and reorganize the second language (L2) input effectively, ultimately enhancing their performance.
According to Ellis (1995), transfer is an inherent aspect of the second language (L2) learning process; however, excessive reliance on the first language (L1), such as Vietnamese, can hinder English language acquisition Therefore, teachers should strategically incorporate language code-switching to effectively support learners in meeting both content and language objectives during lessons.
4.3.7 Time allocating and English grammar and structure teaching
A significant finding from the data reveals that all participants (100%) acknowledged the challenge of managing time for English grammar within the MEITL program Due to the limited time available and the extensive content that needs to be covered in both Math and English simultaneously, insufficient time was allocated to English grammar and structures Teachers unanimously reported a lack of time in class for the MEITL program, yet this does not imply that English grammar and structures were neglected; they were still addressed within the program.
In interviews with six teachers, it was revealed that while grammar instruction was limited, it was integrated with Math themes rather than taught sequentially Students learned essential grammatical structures, such as singular and plural nouns, comparatives, superlatives, and various verb tenses, in the context of Math topics like size comparisons and solving word problems For example, one teacher noted that while discussing size, weight, and height, they also taught students about comparatives and superlatives, as well as verb tense usage to ensure proper presentation of solutions Additionally, students actively engaged with teachers to clarify language structures necessary for articulating their thoughts and presenting their work This approach aligns with Coyle's (2005) Triptych framework, emphasizing the importance of language in presenting basic concepts, functioning in a foreign language environment, and addressing unanticipated language needs during the learning process.
The teachers‘ recommendations to improve MEITL program‘s
A comprehensive analysis of the results indicates that, despite its advantages, the MEITL program encounters significant implementation challenges in Vietnam today Acknowledging these issues, educators consistently propose practical recommendations aimed at overcoming obstacles and enhancing the program's overall effectiveness.
4.4.1 Raising public awareness of CLIL program in general, MEITL in particular
Teachers expressed significant stress due to strict expectations from parents regarding their children's understanding of English Math books One teacher noted instances where parents sourced advanced Math materials and insisted their children translate or complete all exercises When students struggled, parents often criticized both the program and the teachers, deeming it ineffective This situation made it challenging for teachers to communicate the complexities of the curriculum to each parent.
The implementation of a top-down policy in several schools has led to reluctance among parents and students to adopt integrated Math and English learning Teachers T2 and T3 expressed discomfort upon hearing parents and other subject teachers question the necessity of this approach, stating that there is insufficient time for learning Math in Vietnamese, let alone integrating it with English Comments like "it's a waste of time; Math and English alone are enough" reflect a broader skepticism Consequently, students, influenced by these attitudes, perceive integrated Math and English learning as unimportant, resulting in a lack of cooperation with teachers in the classroom.
Teachers recommend organizing more conferences with parents and students to clarify the objectives, benefits, and implementation process of the new educational approach It is essential for school administrators, teachers, parents, and students to understand that the outcomes of this program extend beyond basic Math and English skills; it represents a comprehensive integration of these subjects rather than a simple translation The conferences should also highlight the opportunities this program presents Additionally, all stakeholders must recognize that the implementation process requires time—longer than just a week, month, or semester—to achieve the desired results Detailed discussions on how to support learners in successfully navigating this program are crucial for effective administration.
In her 2016 study, Nguyễn Thị Thuỳ Linh highlighted the challenges faced by teachers in Vietnam when implementing Content and Language Integrated Learning (CLIL) due to a general lack of understanding about its theories and practices among the public She emphasized the need for clearer explanations regarding the purposes of CLIL to encourage greater adoption of this educational approach among stakeholders.
Interviewees expressed concerns about the excessive number of exercises in the book, stating that it limited their ability to dedicate sufficient time to enhancing learners' communication skills and intercultural understanding.
All interviewees suggested that reducing the number of exercises would allow for increased class time focused on oral skills Additionally, they emphasized the importance of incorporating more intercultural knowledge into the coursebook exercises, enabling students to better understand cultural similarities and differences and enhancing their communication skills in a multicultural environment.
T4 also hoped to separate books into advanced level and mainstream level
Students with low English proficiency struggle with complex math problems in their textbooks Providing separate books for advanced and mainstream learners would enable nearly all students to effectively engage with the curriculum.
T6 highlighted the need for distinct course books tailored to students learning at different paces in the MEITL program, specifically those covering one section per week versus those tackling two sections Currently, all students in the same grade utilize the same course book, leading to significant content omissions for those with less classroom time By implementing a separate course book with fewer tasks for students engaging with one section weekly, this issue could be effectively resolved.
Modifying coursebooks is essential, as no single coursebook can cater to all students' needs In Vietnam, where learners are often unfamiliar with the MEITL program, there is a significant demand for tailored coursebooks to effectively support the implementation of MEITL.
Teachers reported that MEITL class sizes in many schools ranged from 25 to 60 students, prompting a consensus among T4 and T5 to reduce the number of students per class to about 15 This adjustment would allow for more speaking activities and increased individual attention from teachers Additionally, educators expressed a desire to group students by skill level, as this would enhance the effectiveness of the program By organizing classes according to students' abilities, advanced learners could engage with more challenging material, while those needing foundational support could focus on essential concepts.
The relationship between class size and students‘ achievement is undeniable That is, the small class sizes have positive effects on students‘ achievement (Biddle
Research indicates that reducing class size can significantly enhance academic achievement, particularly when classes are smaller than 20 students This improvement stems from the increased attention students receive from teachers and the greater opportunities for active engagement in the classroom To maximize the benefits of the MEITL program, school administrators should consider reorganizing class structures.
4.4.4 Using Information and Communication Technology
In interviews, teachers emphasized the importance of incorporating Information and Communication Technology (ICT) in MEITL classes to enhance language competence and engage students They reported that using interactive tools like PowerPoint games sparked excitement and eagerness among students (T3) Additionally, employing computers and speakers facilitated vocabulary teaching, allowing students to learn through visuals and native pronunciation (T1) To re-engage bored students, teachers used relevant videos, which significantly increased student interest (T2) The presence of interactive boards was also highlighted as a means to create more engaging activities (T2) Teachers expressed a strong appreciation for ICT hardware, including computers and projectors, for effective class planning and management They advocated for the integration of specialized ICT software tailored to the MEITL curriculum, such as sample lessons and practice games, to support student learning at home Furthermore, they suggested establishing an online learning environment for secondary students to foster discussions with peers and teachers.
A high-tech classroom equipped with computers, projectors, interactive boards, and useful applications creates an ideal environment for implementing the MEITL program, as it enables teachers to engage students with motivating activities and address language competence challenges However, achieving full ICT integration in all classrooms remains a significant challenge due to the time required for government, school administrators, and parents to prepare Despite this, teachers' suggestions are crucial for stakeholders to enhance the efficiency of the MEITL program.
