Introduction
The research problem
Since the "Open Door" Movement, numerous language centers for adults and children have emerged to meet growing demand, yet the lack of quality validation has resulted in challenges for adult learners, such as incorrect pronunciation and fragmented writing As English becomes increasingly essential, particularly for younger generations seeking employment, older millennials face pressure to enhance their language skills Mastering English can significantly expand job opportunities within their fields, highlighting a gap in research on this issue.
Rationale for the present study
Mastering a foreign language, particularly English, is widely regarded as advantageous; however, the Vietnamese educational system's focus on theoretical knowledge often hinders millennials from effectively applying their language skills in real-world situations Consequently, researchers are investigating this disconnect to identify solutions.
Challenges for Vietnamese adult English language learners : Implications for language teaching and learning
Tran Dinh Khiem 2 small-scaled study aims to explore what the problems are, analysing as well as giving the solution for those problems
Mastering English can be significantly impacted by various factors such as culture, educational background, age, and time constraints This raises important questions for researchers regarding the specific challenges faced by English learners in Vietnam The primary aim of this study is to assess the proficiency levels of students in English as a Foreign Language (EFL) and to identify the root causes of the difficulties they encounter Consequently, the research focuses on the challenges experienced by adult English learners in Vietnam and seeks to address two key questions related to these issues.
1 What are challenges of English adult learners in Vietnam?
2 How can English language teachers , help them to improve language skills?
Aims of the study
This study aims to identify the challenges faced by English learners in Vietnam Through the evidence presented, the researcher will outline the key problems and propose solutions for each identified issue.
Thus, the specific aims of the study re:
To identify the obstacles learners have
To highlight and evaluate the difficulties
To propose the solutions for each problem
Significance of the study
Learning about the difficulties is a way for teachers to know what they would teach their students and apply new methods in their own way of teaching
This research serves as a valuable resource for those interested in English and educators seeking to enhance their teaching skills The findings will provide insights into the learning process and highlight common challenges faced by learners By addressing key questions, this project aims to reshape the approach to English language education, generating significant interest among language professionals and the general public alike.
Challenges for Vietnamese adult English language learners : Implications for language teaching and learning
According to Liu and Littlewood (1997), teaching English as a Foreign Language (EFL) in East Asian countries, particularly Vietnam, primarily employs teacher-centered, book-centered, and grammar-translation methods In this approach, students receive English knowledge directly from teachers who act as controllers of the learning process Mastery of the four essential language skills—reading, writing, listening, and speaking—is crucial for language learners, as these skills are often integrated during real communication For instance, learners may listen to a lesson delivered by the teacher while simultaneously taking notes.
Agreed upon with this, Brown (2001, p 232) states:
There is a growing trend in curriculum design towards skill integration, moving away from the traditional approach of teaching the four language skills—reading, writing, listening, and speaking—separately Instead, educators are adopting a whole language approach that connects these skills, allowing reading instruction to incorporate related listening, speaking, and writing abilities for a more cohesive learning experience.
“It would make no sense to teach each skill in isolation since in meaningful communication, people employ incremental language skills not in isolation, but in tandem.”
To engage learners in English, teachers must adapt their teaching methods A study by Tomlinson and Bao Dat (2004) highlights a disparity between teachers' and students' perceptions of classroom interaction in Vietnam Teachers often view students as passive participants who are reluctant to engage in activities and rarely speak English This lack of engagement limits students' opportunities to converse with peers and share ideas.
Students at Tran Dinh Khiem 5 take time to think before responding to teachers' questions Therefore, based on these observations, educators should integrate various teaching methods to improve students' learning capabilities As noted by Bell (2007, p 143), this approach is essential for fostering effective learning.
Teachers should be exposed to a variety of teaching methods to develop their own unique approaches and principles It's essential to acknowledge the foundational theories and practices established by previous educators By understanding these methods, teachers can create a solid basis for their own instructional strategies.
The learning environment plays a crucial role in the teaching-learning process, as highlighted by theorists like Knowles (1980), who emphasizes that the quality and quantity of interaction between learners and their surroundings significantly impact learning outcomes He argues that teachers must foster a positive climate that makes adult learners feel accepted, respected, and supported However, Knowles's perspective on establishing a conducive psychological climate does not consider how factors such as the teacher's race and gender may affect these learning conditions.
In Vietnam, popular teaching methods like the Grammar Translation Method (GTM) and Communicative Language Teaching (CLT) have been widely used in schools and educational centers for decades.
For GTM, both Hedge and Thornbury (2001) give us some worthy answers Hedge (2000) considers that the presentation of grammar to learners should facilitate learning in many ways:
It can provide input for noticing output and accurate forms of English
It can present high-frequency grammatical items explicitly to speed up learning
It can provide information about the ommunicative use of language structures by contextualizing them in spoken and written form
Challenges for Vietnamese adult English language learners : Implications for language teaching and learning
It can give information implicitly through exposure to examples or explicitly through instruction on the stylistic variation of language form
Thornbury (2001) summarizes some rules of thumb about the teaching of grammar:
The Rule of Context emphasizes the importance of teaching grammar within meaningful contexts, highlighting that the selection of grammatical forms is intrinsically linked to the intended meaning of the speaker or writer By associating grammatical structures with their meanings, learners can better understand how to effectively convey their messages.
The Rule of Use—teaching grammar in order to facilitate the learners’ omprehension and production of real language, rather than as an end in itself;
The Rule of Economy—to fulfill the rule of use, be economical (economizing on presentation time in order to provide maximum practice time)
The Rule of Relevance emphasizes the importance of teaching grammar that directly addresses the specific challenges faced by students It begins with assessing what learners already understand, avoiding the assumption that English grammar is entirely distinct from their native language This targeted approach fosters a more effective learning experience by building on existing knowledge.
The Nurture rule emphasizes that teaching alone does not guarantee learning; instead, language acquisition is typically a gradual process rather than sudden insights To enhance grammar learning, it's more effective to create supportive conditions rather than solely focusing on direct instruction of grammar rules.
The Rule of Appropriacy emphasizes the importance of tailoring teaching methods to align with students' levels, needs, interests, expectations, and learning styles This approach may involve placing significant focus on grammar or, alternatively, integrating grammar instruction in a more subtle manner, depending on what best supports student learning.
Current understandings of CLT can be traced back to Hymes (1972), who proposed that knowing a language involved more than knowing a set of
Tran Dinh Khiem identifies seven essential grammatical, lexical, and phonological rules that are crucial for effective language use To communicate successfully, learners must develop communicative competence, which is the ability to appropriately use the language in various social contexts This concept, initially introduced by Hymes, was further refined by language educators such as Canale and Swain in 1980 They proposed that communicative competence includes four key components: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence.
Savignon's work significantly shaped the understanding of Communicative Language Teaching (CLT) by emphasizing the importance of learner-centered approaches Building on Canale and Swain’s definition of communicative competence, she asserted that addressing learners' communicative needs is essential for developing program goals focused on functional competence Over two decades, Savignon proposed five key components of a communicative curriculum, which serve to reinforce both the theoretical and practical aspects of CLT.
Language arts encompasses the core elements that educators typically excel in, often reflecting the skills they have been trained in, particularly exercises that emphasize formal accuracy in their native language.
Language for a purpose is the use of language for real communication goals
Personal English language use relates to the learners’ emerging identity in English
Theatre arts means to teach in a way that can provide learners with the tool they need to act in new language such as to interpret, express, and negotiate meaning
Beyond the classroom refers to the need to prepare learners to use the language they learn in the world outside the classrooms
In the research scope, the researcher only focuses on the difficulties of mastering four skills and the solutions for those skills for the research objects
Challenges for Vietnamese adult English language learners : Implications for language teaching and learning
Methodology
Research Design
To address the research questions and objectives, a mixed methods design was employed, incorporating both qualitative and quantitative approaches Qualitative research is particularly suitable for small sample sizes, providing comprehensive descriptions and analyses of the subject matter without restricting participant responses However, its effectiveness relies on the researcher’s skills, and the results may lack reliability due to potential biases in personal judgments This limitation raises concerns about generalizing findings to a broader population, as highlighted by Bell (2005) The study utilized an inductive approach to develop generalized theories based on specific details, collecting and analyzing data from a limited number of participants deemed representative of the larger group, as noted by Denzin & Lincoln.
The primary limitation of the 2005 study is its reliance on a limited number of observations, which raises concerns about the reliability of its generalized theories and conclusions.
Challenges for Vietnamese adult English language learners : Implications for language teaching and learning
Data gathering instruments
The study utilized a mixed-methods approach, as supported by Richards, Ross, and Seedhouse (2012), which integrates qualitative and quantitative research elements to enhance understanding and validation (Johnston et al., 2007) Following Morse's (2010) framework, a QUAN-qual design was implemented, with the quantitative methods forming the primary focus through a survey, while the qualitative aspect was derived from open-ended survey responses analyzed through interviews.
This research utilized both interviews and surveys to gather insights on English learning in Vietnam The questions were designed to explore participants' challenges and perspectives on learning methodologies, as well as potential solutions to enhance their language skills The subjects of the study included students currently enrolled in an English center.
The research utilized a semi-structured questionnaire as an interview guide to effectively collect data Pre-prepared questions allowed the researcher to steer the interview towards achieving the research objectives The questionnaire was specifically designed based on insights gained from interviews with students at an English center and relevant literature.
Some sample questions being included:
Details of the survey can be found at Appendix 1
The study utilized a dual approach to examine the subjects, acknowledging the limitations of each method Quantitative research necessitates standardized procedures and random participant selection to mitigate external variable influences and enhance result generalizability Conversely, Kuper, Lingard, and Levinson highlight the importance of recognizing these methodological challenges.
In qualitative research, participant selection is intentional, focusing on individuals who can effectively address the research questions and deepen the understanding of the studied phenomenon The mixed methods approach offers a comprehensive framework that considers both collective and individual perspectives A survey conducted with 25 participants revealed significant challenges faced by adult learners, while qualitative data highlighted the diverse individual experiences in relation to these challenges By integrating both methodologies, researchers can more effectively identify and analyze student issues.
Challenges for Vietnamese adult English language learners : Implications for language teaching and learning
Settings for the present study
This study focuses on students from diverse backgrounds and regions of Vietnam, including the North, Central, and South, enrolled in an online English center based in Hanoi Established in 2008, this institution has become one of the largest online language centers, employing over 1,000 teachers and operating multiple offices across Southeast Asia, including Thailand and the Philippines The center offers a wide range of academic programs, particularly in foreign languages and university courses The research specifically targets the English center within this extensive educational network.
Participants’ information
A survey involving 25 students and interviews with 5 was conducted to evaluate foreign language proficiency, particularly in English Participants were informed they were part of a research study, with an average age ranging from 25 to 45 years Most students demonstrated a basic level of English, indicating limited knowledge and practice opportunities Additionally, the researcher interviewed pre-intermediate and intermediate office staff who had more frequent English exposure to provide a comprehensive overview of the study The final sample consisted of 30 participants, all of whom had been in an English-speaking environment for at least six months, with many sharing similar roles in accounting.
With 5 interviewees, the researcher would mark them as the table below:
Object No Aliases Age Gender Occupation Address
2 B 30 Male Civil Engineer Hochiminh City
3 C 32 Male Office staff Hochiminh City
4 D 30 Female Office staff Hochiminh City
5 F 35 Male Electric engineer Hochiminh City
In which the details are described as:
A is a 26 year-old female accountant, who comes from Can Tho City
B is a 30 male civil engineer, who comes from Gia Lai and is currently working for a factory in Vietnam
C is a 32 male office staff, who is based on Hochiminh City and working for a children hospital
D is a 30 female office staff, who comes from Ben Tre and working for an IT company
F is a 35 male civil engineer, who comes from Hanoi and is currently working for a famous mattress company in Vietnam
3.4.1 Demographic relationships and study variables
Although it was not the part of the purpose of the study, this set of data was intended to describe demographic variables of the sample and to assess for
Challenges for Vietnamese adult English language learners : Implications for language teaching and learning
Tran Dinh Khiem 14 any influence on the research findings The demographic data consisted of age, sex, and occupation position
A questionnaire was used to gather background information from participants, revealing that 60% were aged between 26 and 45, with over 70% of them being women at the Beginner level Additionally, the most common occupations among respondents were accountants and engineers, both of whom had significant exposure to English in their professional environments.
3.4.2 Age ranges of the participants in the sample
Age range in years Total Respondents
In this study, all participants willingly reported their ages, with 60% falling within the 26-45 years old category A significant correlation was found between age and awareness of the importance of English in both professional and daily contexts This suggests that participants are concerned about their English proficiency, recognizing its impact on their job positions and promotion opportunities, as well as their ability to serve as effective role models in their responsibilities.
Tran Dinh Khiem 15 underlings, writing an English reports, teaching foreign language to their children
Many Vietnamese millennials are motivated to learn new languages to keep pace with the younger generation, who have greater access to modern technologies and information predominantly available in English This desire stems from their need to maintain relevance and status in a rapidly evolving digital landscape, highlighting the differences in educational experiences between generations.
3.4.3 Gender differences of the participants in the sample
Gender was also an important factor when surveys was conducted Of all participants, there were 21 participants being women, accounted for 70% of total
In a survey involving 30 participants, gender significantly influenced the findings, revealing that women were more inclined to share their mistakes in learning English compared to men This insight helps researchers understand the dynamics of openness in language acquisition between genders.
The data collection period was held during November 2017 with the students of an online English centre mentioned above, so as to gain acceptance of
Data collection procedures
The study conducted by Tran Dinh Khiem involved 16 participants and utilized questionnaires and interviews to explore the challenges, feelings, attitudes, and motivations of students learning new languages The research methods included a literature review, alongside the primary data collection techniques of questionnaires and interviews, as noted by Cohen and Manion (1994).
A multimethod approach to research enhances the validity of findings, as consistent results from two or more different methods increase the researcher's confidence in their outcomes.
The interviews aimed to validate student opinions through informal and conversational discussions, conducted towards the end of the data collection period.
The study was conducted by both sending online surveys and setting some appointments to interview the students
The research transitioned from a semi-questionnaire to an online survey distributed to students in English classes at an online English center Despite sending out numerous survey links, only 25 students responded, falling short of the researcher's expectations for participation in the project.
The researcher scheduled appointments with students currently working in Ho Chi Minh City to reinforce the study's objectives Utilizing a semi-structured questionnaire for interviews, the researcher was able to modify or incorporate additional questions based on the responses from the participants, enhancing the depth of the data collected.
After the pilot testing and all necessary modifications, the questionnaires were administered directly to the chosen sample for the study The
Tran Dinh Khiem 17 questionnaire’s response was good enough so that the researcher can use the results for the study.
Data analysis
Content analysis involves categorizing data from surveys and interviews into themes and sub-themes for comparability (Moore & McCabe, 2005) This method simplifies and reduces the data while enabling the application of quantitative techniques to the results Additionally, it allows researchers to organize qualitative data effectively to meet research objectives Seliger and Shohamy (1989) highlight that semi-structured interviews were conducted with participants' consent shortly after completing the surveys.
Data analysis involved several key steps, beginning with the processing of survey data into an Excel sheet to calculate percentages for each question Responses were categorized based on the questionnaire themes, and similar themes were grouped together To further validate the survey findings, short interviews were conducted to gather additional insights about participants' backgrounds and their challenges, processes, and strategies in learning English The notes from these interviews revealed that the information gathered from both surveys and interviews was largely consistent To achieve the goal of identifying the general difficulties faced by participants, related categories were combined for a comprehensive analysis.
This chapter outlines the data gathering instruments, collection procedures, and analysis methods used in the study The primary aim of the survey design was to identify the key factors influencing the English proficiency of Vietnamese learners Detailed findings will be presented in Chapter Four.
Findings
Objective factors
Objective factors are factors that affected learner unbiasedly In this section, the researcher will discuss mostly main objective factors, including:
Many students recognize the importance of English but often fall into the habit of relying on their native language when they struggle to express their thoughts This reliance hinders their ability to develop more complex English skills The study found that participants showed a notable decline in their interest in learning English, particularly when they were fatigued or faced challenges.
One of the most supposed-to-be-easiest things was material for the course
Many participants expressed that the chosen materials were inadequate for engaging them in the lessons, often citing challenges with complex vocabulary and sentence structures.
Subjective factors
In addition to the unavoidable objective factors that influence the learning process, subjective factors play a significant role and vary from person to person To better understand these influences, the researcher aims to categorize these individual differences.
The samples in this study were the ones who had learnt English for at least
After six months of exposure to the language, participants have had ample opportunity to enhance their English skills This study will focus specifically on the time dedicated to improving language proficiency outside of the classroom, rather than the time spent in formal English lessons.
Figure 4.2.1 The time span of learning English
Over 60% of participants dedicate 2 to 3 hours daily to learning English through news and music, while approximately 25% invest more than 3 hours each day However, many of them report struggling to fully grasp the complete meaning of the content.
Challenges for Vietnamese adult English language learners : Implications for language teaching and learning
Tran Dinh Khiem 20 the pieces of news or the songs they are listening to, they can have a good vision of what the news or the songs are talking about
Participants in the study, being at the Beginner level, faced challenges in expressing themselves in the new language, leading to various difficulties during their learning process.
Understanding the challenges individuals face while learning English can lead to effective solutions for the obstacles students encounter in both their professional and daily lives Many respondents have identified various difficulties and proposed their own solutions, as illustrated in the chart below.
Figure 4.2.2 Language leanrning difficulties confronting the partcipant
Enviroment Vocabulary Pronunciation Fluency Understanding and Cohesion
Many learners believe that their environment significantly impacts language acquisition Living and working predominantly in a Vietnamese-speaking setting limits their opportunities to practice new language skills in daily life For example, an office employee noted that he struggled to apply his English skills due to the lack of an English-speaking environment, as most of his interactions were with Vietnamese colleagues and customers This situation hindered his ability to utilize English in his everyday routine.
Many English learners find vocabulary to be one of their biggest challenges They struggle to remember words due to the abundance of synonyms, antonyms, and related word families, along with the various meanings that a single word can have When faced with difficulties in vocabulary, they often revert to Vietnamese to convey their ideas.
Many participants were unaware of the significance of pronunciation in effective communication Compared to their native language, Vietnamese, they found it particularly challenging to produce accurate sounds due to the absence of equivalent sounds, such as ending consonants and diphthongs During interviews, the researcher observed that participants often omitted ending sounds like "f" or "t" in their speech Additionally, they mispronounced entire words, including common terms like "great."
“will”… Especially, the ones who are from the Northern of Vietnam often have same mistakes about the “l” and “n” sound
Challenges for Vietnamese adult English language learners : Implications for language teaching and learning
When doing the interviewed, all the interviewees are asked to introduce themselves Those lines are transcripted into English exactly when they are recorded without grammar or pronunciation correction
"My name i A (the name was changed to kept their informaition confidental) I am tenty sick year old I am an accountant It greet to see you."
She totally mispronunced all the words when making an introduction
Meanwhile, F, who is a Hanoian, mixed the sounds together He said:
"Hi, I win introdu mysell My lame is F, I am 35 and I am walking for a mattress company I am a civil engineer"
Those are typical examples for the difficulty of adult leaners when they studied pronunciation
Participants identified fluency as a major challenge in their English-speaking abilities, expressing a lack of confidence that led to the use of short, simple sentences This hesitation resulted in a preference for avoiding long, complex sentences in conversations Additionally, they often paused extensively while formulating their responses to questions.
Argeeing with the challenge the reseacher giving out, C and D admited that:
“I don’t know what I should say or uhm…[pause in about fifteen or twenty seconds) how to maintain a conversation and uhm… I don’t know the words.”
Difficulty No.5: Understanding and Cohesion
One significant challenge identified is the participants' ability to articulate their thoughts clearly and cohesively Many students tended to express their ideas in short sentences, limiting the researchers' ability to delve deeper into the information Additionally, their comprehension skills were often inadequate, as evidenced by frequent incorrect answers to straightforward Yes/No questions This difficulty was further highlighted during a brief interview, where instead of providing simple affirmations or negations to the question, “Do you switch to your native language when having difficulty using English?”, participants offered lengthy explanations of their struggles.
Many learners face challenges with vocabulary and grammar, which are fundamental obstacles in developing effective reading and writing skills Conversely, pronunciation poses a significant hurdle for individuals aiming to enhance their listening and speaking abilities.
This chapter presents the study results, which align with previous research on the challenges faced by English learners in Vietnam These findings will provide valuable support for the discussion in Chapter 5.
Challenges for Vietnamese adult English language learners : Implications for language teaching and learning
Teaching EFL is not as easy as it sounds That is a whole research process which will help both teachers and learners apply language correctly in different settings or contexts
Chapter 3 and 4 reveal that learners primarily struggle with writing and speaking skills Many students find speaking challenging, while others have difficulties with writing The prevalent use of the Grammar Translation method by teachers in Vietnam contributes to this issue, as it is an outdated teaching style that hampers learners' retention of knowledge Consequently, students lack motivation to engage with new information and cultural content Additionally, teachers’ accents can negatively impact learners' pronunciation, leading to persistent local accents and errors.
The research highlights that adults face significant challenges in learning English, primarily due to gender differences, limited practice environments, and the methods used to convey the language, which hinder their understanding of English.
Chapter 5 discusses the main problems of learners when learning English
To solve the problems found in this study, there are some solutions presented in chapter 6
The researcher will present the main findings from the identified issues, explore their implications for English language teaching, and address the limitations of the study while suggesting directions for future research.