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Tiêu đề Students’ Attitudes Towards Using Mother Tongue In EFL Classrooms: A Survey Study At Tien Lang High School, Hai Phong
Tác giả Đinh Thị Xuyến
Người hướng dẫn Dr. Nguyễn Thị Ngọc Quỳnh
Trường học Vietnam National University, Hanoi University of Languages and International Studies
Chuyên ngành English Language Teaching Methodology
Thể loại thesis
Năm xuất bản 2015
Thành phố Hanoi
Định dạng
Số trang 71
Dung lượng 827,1 KB

Cấu trúc

  • 1. Rationale (11)
  • 2. Aims and objectives of the study (12)
  • 3. Research questions (13)
  • 4. The methodology of the study (13)
  • 5. The scope of the study (14)
  • 6. The significance of the study (14)
  • 7. Design of the paper (14)
  • 1. Attitudes (16)
    • 1.1. Definition of attitudes (16)
    • 1.2. Language attitude and effects of language attitude (17)
      • 1.2.1. Effect of attitude on behavior (17)
      • 1.2.2. Effect of attitude on mental operation (18)
      • 1.2.3. Effect of attitude on affection (18)
  • 2. Use of mother tongue in EFL classrooms (18)
    • 2.1. Monolingual approach (18)
      • 2.1.1. Support for monolingual approach (19)
      • 2.1.2. The weaknesses of monolingual approach (19)
    • 2.2. Bilingual approach (21)
      • 2.2.1. Support for bilingual approach (21)
  • 3. Related studies (23)
    • 3.1. The role of mother tongue in learning English (23)
    • 3.2. Students’ and teachers’ attitudes towards using L1 in English classrooms (24)
      • 3.2.1. Studies on students’ attitudes towards using L1 in L2 classrooms (24)
      • 3.2.2. Studies on both Sts’ and Ts’ attitudes toward using L1 in English (25)
  • 1. The setting of the study (27)
  • 2. Subjects of the study (27)
  • 3. Instruments of collecting data (27)
  • 4. Data collection (28)
  • 5. Data analysis (30)
  • 1. Results (32)
    • 1.1. Students’ questionnaire (32)
      • 1.1.1. Students’ general attitude towards teacher’s use of L1 in L2 classes (32)
      • 1.1.2. Students’ reasons for supporting teacher’s use of Vietnamese in EFL (33)
      • 1.1.3. The expected frequency of teacher’s using Vietnamese in EFL (35)
      • 1.1.4. Learning occasions in which students prefer the teacher to use (36)
    • 1.2. What are Tien Lang students’ attitudes towards students’ use of (13)
      • 1.2.1. Students’ general views on their own use of Vietnamese in L2 classes (38)
      • 1.2.2. Students’ reasons for using L1 in EFL classrooms (38)
      • 1.2.3. The expected frequency of students’ using Vietnamese in English (40)
      • 1.2.4. Learning occasions in which students prefer to use L1 (41)
    • 2.1. What are high-achievers’ attitudes towards teachers’ use of Vietnamese in (13)
      • 2.1.1. Students’ general attitudes toward teacher’s use of Vietnamese (44)
      • 2.1.2. Students’ reasons for preferring teacher’s use of Vietnamese (44)
      • 2.1.3. Students’ expectation of the teacher’s frequency of using Vietnamese (45)
      • 2.1.4. Students’ preference of learning occasions in which teacher uses (45)
      • 2.2.1. Students’ general attitudes towards their own use of Vietnamese (47)
      • 2.2.2. Students’ reasons for using Vietnamese (47)
      • 2.2.3. Students’ preference of the frequency of using Vietnamese (48)
      • 2.2.4. Students’ preference of learning occasions (48)
    • 1.2. Students’ interview (49)
  • 1. A summary of study and implications (53)
  • 2. Limitations of the study (54)
  • 3. Suggestions for further research (54)

Nội dung

Rationale

to use L1 in the classes, others give out a strict rule to the use of L1 in classrooms

They require teachers to keep to English only Some other institutions encourage instructors to use English in classes; however, they have no strict rule about language use, so that L1 can be used in classroom instructions Teachers and students themselves hold different views on the use of L1 in English as a Foreign Language classrooms

Generally, my own experience of first observing and then teaching English at a high school proved that policy makers and teachers tend to impose their students on monolingual approach without considering the benefits of using L1 in English lessons Especially, in some formal classroom evaluation contexts, L1 is banned to use under any circumstances whereas in other situations, Vietnamese is used much more frequently than English because of students’ levels and examination – oriented method Although there have been a lot of studies supporting the inclusion of learners’ mother tongue (Schweers 1999; Swain & Lapkin 2000; Burden 2001;

Prodromou 2002; Tang 2002; Al-Nofaie 2010), such pedagogical decisions regarding the exclusion of learners’ L1 have been made on ‘unexamined and taken-for-granted assumptions’ (Auerbach 1993, p 29) In general, it seems quite reasonable that English classrooms at high school level are conducted in English only However, whether this policy enhances effective learning or not is still a question

In addition, there have still been very few studies conducted to clarify the role of L1 and students’ views on this issue in Vietnam context, though a lot of recent research shed light on the use of mother tongue in EFL classrooms The research by Kim Anh (2010) only focused on university teachers’ attitudes towards using Vietnamese in teaching English Specially, there has never been any research on students’ attitudes with regard to using L1 in English classes at Tien Lang High School Therefore, this paper is done to break this gap in the literature Since both learners and teachers are major stakeholders in learning and teaching process, learners’ voices need to be heard before effective pedagogical decisions can be made

This study was conducted in English as a Foreign Language (EFL) classrooms in a high school where teachers and students are encouraged to use English only in their class, especially in formal classroom evaluation contexts, the use of English is limited as much as possible The educational policy makers believe that only English classes enhance students’ maximized exposure to target language as in line with the Natural Approach (Karashen, 1981).

Aims and objectives of the study

With the above aim, the objectives of the study are as followed:

 Explore whether or not Ss support both T’s use and Ss’ use of L1 in L2 classes, their reasons and in which contexts they prefer using L1

 Investigate the differences of Ss’ attitudes towards the use of L1 in L2 classrooms according to their language proficiency levels.

Research questions

1 What are Tien Lang students’ attitudes towards the use of Vietnamese in EFL classrooms?

1.1 What are Tien Lang students’ attitudes towards teachers’ use of Vietnamese in EFL classrooms?

1.2 What are Tien Lang students’ attitudes towards students’ use of Vietnamese in EFL classrooms?

2 What are high-achievers’ attitudes towards using Vietnamese in EFL classrooms compared to those of low-achievers?

2.1 What are high-achievers’ attitudes towards teachers’ use of Vietnamese in EFL classrooms compared to those of low-achievers?

2.2 What are high-achievers’ attitudes towards students’ use of Vietnamese in EFL classrooms compared to those of low-achievers?

In this study, the term ‘attitudes’ is used to refer to participants’ tendencies to accept or reject ideas by indicating whether or not they feel favorably towards these ideas or beliefs (Gay, Mills & Airasian, 2006).

The methodology of the study

The methods applied in this study are both quantitative and qualitative The data come from questionnaire and audio record for interview section

The participants of the study include 91 grade 11 students at Tien Lang High School, who are randomly chosen by the researcher For research question 2, they are then divided into two groups in terms of their English proficiency levels according to the scores of their end-of-semester test: low-achievers (below 5.5), and high-achievers (above 8.0) They at first fill out the questionnaire, and then ten of them take part in an interview

Survey questionnaire is used to collect information and evidence for the study Interview section is used to clarify some students’ responses in the questionnaire All comments, remarks, recommendations assumption and conclusion provided in the study base on the data analysis.

The scope of the study

The study was conducted at Tien Lang High School, Hai Phong Because of the limited time, it only focused on investigating the attitudes of 11 th grade students toward both teachers’ and students’ use of mother tongue in EFL classrooms, and whether different English proficiency level students hold different views or not The participants were students from two classes 11B2 and 11B8, who were non – English major students.

The significance of the study

attitudes toward the use of Vietnamese in English lessons, to understand why their students support or not the use of their first language in English language classrooms, and to understand in which contexts their students prefer to use their mother tongue instead of using English Thanks to it, teachers will be better informed about which methods may facilitate their students’ language learning

Therefore, this may lead to the eventual improvement of the students’ English language skills in the classrooms Besides, students themselves could have a better idea and explanation of their attitudes toward learning target language By realizing their own justifications, they may have a better chance to develop their English language skills.

Design of the paper

Part two includes three main chapters They are literature review, methodology, and results and discussions The last part is about conclusion, implications for educators as well as curriculum developers, limitations of the study and suggestions for further research

Attitudes

Definition of attitudes

In fact, there are many ways to define an attitude Researchers in the fields of psychology and education, especially language learning, consider several definitions of attitudes which mention different meanings from different contexts and perspectives (Alhmali, 2007, cited in Alzwari H., 2012)

According to Lambert, 1973, as cited in Lambert, 1987, an attitude may be defined as an original and consistent manner of thinking, feeling, and reacting to people, groups, social issues or, more generally, to any event in the environment It is presumed to be highly variable from person to person and from one time to another for any person (Lambert, 1987, cited in Porkaew K., 2004) It forms a part of one’s perception of self, of others, and of the culture one lives in (Brown, 1980)

Gardner (1985: 91) also points out that an attitude is an evaluative reaction to some referent or attitude object, inferred on the basis of the individual’s beliefs or opinions about the referent “Attitude is thus linked to a person’s values and beliefs and promotes or discourages the choices made in all realms of activity, whether academic or informal.” (as cited in Padwick, 2010: 16)

Gardner’s argument leads Wenden (1991) to present a comprehensive definition of the attitude concept He classifies the term “attitude” into three interrelated components, namely cognitive, affective and behavioral The cognitive component involves the beliefs, thoughts or viewpoints about the object of the attitude The affective component refers to the individual’s feelings and emotions towards an object, whether he/she likes or dislikes The behavioral component involves the way the attitude people have influences how they act or behave

All in all, Wenden’s definition (1991) shows out an overall and clear view on

“attitude” with three main components, which the researcher bases on to design a survey questionnaire afterwards.

Language attitude and effects of language attitude

According to Gardner and Lambert (1972), in order to master a second language, students themselves not only need mental competence or language skills, but also have positive attitudes and perceptions towards the target language Baker (1992: 9) as cited in Abidin (2012: 122) states that, “In the life of a language, attitudes to that language appear to be important in language restoration, preservation, decay or death.” In addition, De Bot et al (2005) assert that high motivation and positive attitudes of students can facilitate second language learning process

Learning process is regarded as a positive change in the individual’s personality in terms of the emotional, psychomotor (behavioral) as well as cognitive domains, since when one has learned a specific subject, he/she is supposed to think and behave in a different manner and one’s beliefs have been distinguished (Kara,

Furthermore, in addition to the cognitive aspect, ‘learning process has social as well as psychological aspects’ The concept of attitudes can be viewed from three effects of attitudes on behavior, mental operation and affection

1.2.1 Effect of attitude on behavior

One of the effects of attitude is the effect on behavior This effect of attitude involves the way one behaves and reacts in particular situations In fact, the successful language learning improves learners’ identification with the native speakers of that language and ‘acquire or adopt various aspects of behaviors which characterize the members of the target language community’ Kara, 2009, as cited in Abidin (2012: 123) states that,

“Positive attitudes lead to the exhibition of positive behaviors toward courses of study, with participants absorbing themselves in courses and striving to learn more Such students are also observed to be more eager to solve problems, to acquire the information and skills useful for daily life and to engage themselves emotionally.”

1.2.2 Effect of attitude on mental operation

According to Abidin (2012: 122), ‘the beliefs of the language learners about the knowledge that they receive and their understanding in the process of language learning’ is related to cognitive aspect of attitude This aspect of attitude can be classified into four steps, i.e ‘connecting the previous knowledge and the new one, creating new knowledge, checking new knowledge, and applying the new knowledge in many situations’

1.2.3 Effect of attitude on affection

Feng and Chen (2009), as cited in Abidin (2012: 123) state that, “Learning process is an emotional process It is affected by different emotional factors The teacher and his students engage in various emotional activities in it and varied fruits of emotions are yield.” Attitudes can help the learners to express whether they like or dislike the objects or surrounding situations It is agreed that the inner feelings and emotions of FL learners influence their perspectives and their attitudes towards the target language (Choy &Troudi, 2006, cited in Abidin, 2012: 123)

This study mainly focuses on the effect of attitude on behaviors, mental operation and affection.

Use of mother tongue in EFL classrooms

Monolingual approach

Monolingual approach means an approach avoiding the use of L1 for the sake of focusing on target language The main reason for supporting this approach may be the exposure to target language This theory is in accordance with Krashen’s Input Hypotheses Krashen (1995) insists that learner’s first language should not be used in order to maximize the exposure of using target language In fact, in EFL environment, students do not have many chances to expose to target language

Therefore, that teachers provide opportunities for them to use L2 as many as possible can enhance their language proficiency level Turnbull (2001) asserts that using L1 in classrooms can ‘take away students’ opportunities’ to practice target language In his research, Cook (2001) comes to believe that classroom interaction in L2 has been encouraged to provide learners with a naturally communicative environment

Throughout the history, a number of teaching methods have been developed

Some methods are in line with the use of L1, others exclude learners’ first language use

In the sixteenth century, the appearance of Grammar Translation Method (GTM) required both teachers and students to make use of L1 in EFL classrooms

This language was used to translate sentences and make grammar understandable

From time to time, other methods have given birth One of the methods that does not allow the use of L1 was Direct Method It is believed that words should be associated directly to the objects, and thinking in L1 should be banned The other method known as Audiolingual Method does not encourage the use of L1

2.1.2 The weaknesses of monolingual approach

Although there are a number of researchers and linguists supporting the monolingual approach, it has been also received a huge of considerable criticism and opposition

Firstly, most L1 opponents argue that language learning by adults is similar to language acquisition by children, and their reason is that both L1 children and L2 learners do not have any previous knowledge about the new language However, this is not proved to be true There are many researchers proving the opponent, because it is no doubt that age is one of the determining factors in learning process (Elmetwally, 2012) Bley-Vroman (1990) presents a thorough explanation of five basic differences between L1 acquisition by children and L2 learning by adults

Firstly, children's innate ability to acquire their L1 disappears in adults Secondly, adults rely on their L1 when learning L2, unlike children who do not have previous knowledge of their mother language Thirdly, in contrast to children, adults' exposure to L2 is not enough since language input is confined to being in a learning environment such as schools Moreover, children are helped by social factors as motivation and personal situations that adults lack Finally, notwithstanding adults' difficulties when learning, they do have more mature cognitive abilities

Similarly, Brown (2007) makes a conclusion on the differences between children’s and adults’ learning process He claims that children learn two languages simultaneously while adults do it systematically They tend to use their L1 knowledge to bridge the linguistic gap they cannot fill in L2 It seems that mother tongue always exists in learners’ mind even during their EFL/ ESL classes (Wechsler, 1997) This more or less affects the L2 learning process

Considering children who learn a foreign language, it could be difficult to hypothesize that their L2 learning is similar to their L1 acquisition It has been believed that children can learn a foreign language better than adults This belief is related to the Critical Period Hypothesis which claims that effective foreign language learning occurs before puberty (Cameron, 2001)

Another drawback with the principle of monolingual approach is its impracticality This is because most of teachers of English are non-native speakers (Phillipson 1992: 191-192) and they do not master English at the same level of proficiency

Last but not least, monolingual approach fails to differentiate between English as a second language (ESL) and English as a foreign language (EFL)

While ESL refers to teaching English where “the language is necessary for everyday life … or in a country in which English plays an important role in education, business, and government” (Richards & Schmidt, 2002: 180) in some countries like Canada, the USA, Australia, etc., EFL “implies the use of English in a community where it is not the usual means of communication” (Abbott, 2001) In other words, in ESL context, learners do not share the same L1 and background, so they need to use English as a tool to communicate in the outside world In contrast, in EFL context, English is only used in formal classroom settings Hence, they do not use English much in everyday life This difference gives some effective teaching approaches for each learning context

In conclusion, monolingual approach per se has been a subject of much criticism There is not enough evidence to prove that this is the most effective approach in teaching English Therefore, the next section explores bilingual approach.

Bilingual approach

The bilingual approach which was developed by Dodson (1967) allows students to switch from L1 to L2 and vice versa There are three main reasons for the employment of this approach They are ‘maintaining a comfortable atmosphere in class, promoting students’ comprehension and using class-time efficiently’

In the history of teaching L2, besides GTM, it was revealed that a so-called New Current Method balanced the use of L1 and L2 in classrooms ‘Codeswitching’ enhancing language learning should be ‘systematic and purposeful’ (Alnofaie,

2010) Moreover, a recent study by Raschka et al (2009) in a Taiwanese classroom concludes that ‘code switching’ is a ‘frequent strategic device’ used by highly communicative competent teachers

However, the balance between L1 and L2 does not avoid problems More methods appear to limit the use of L1 in the EFL contexts They are Communicative

Language Teaching Method and Task-based Learning In CLT classrooms, L1 is only used for certain situations like giving instructions, etc In Task-based learning, learners can use different tools to communicate in L2 such as gestures and copying words from the task sheet, translation can be used as the last strategy as proposed by Prabhu (1987: 60) Several views claim the benefits of using L1 in L2 classrooms

Chavez (2002) concludes that students do not prefer using both L1 and L2 because

‘classroom is not real context for L2 social culture’ (as cited in Alnofaie, 2010)

Prodromou (2000), Atkinson (1987), and Cook (2001) conduct studies on the use of L1 and students’ attitudes towards using L1 in L2 classrooms They all agree that L1 is very benefit for students to:

 To explain difficult concepts or vocabulary items

 To motivate students in classes (To joke around with students)

 To help students feel more comfortable and confident

 To explain difficult grammar points

 To explain the relationship between English and Vietnamese

 To give students comments Besides, Cook (2001) also concludes that students’ mother tongue is advised to be used in pair works or group works Furthermore, through using L1, they may explain the task to each other, negotiate the roles they are going to take, or check their understanding or production of language against their peers through the L1

2.2.2 The weaknesses of bilingual approach

Although bilingual approach is useful for teaching L2 in many ways, there are still some weaknesses of this method, as followed:

 The focus is on the grammatical structures not on the day-to-day conversation

 The teacher must be proficient in L1 and L2

 It does not follow any set theory

 Students become dependent on their mother tongue

 The methods and procedures are not different

 A possible disadvantage of the method is that if the teacher is not imaginative enough, this method may degenerate into the Grammar Translation Method with all the attendant drawbacks

 Whereas, the Bilingual Method is useful at the secondary stage, the Direct Method is more useful than the Bilingual Method at the primary stage

Related studies

The role of mother tongue in learning English

Recently, there have been many studies paying attention to the impact of L1 in learning L2 For example, the research by Mattioli (2004) demonstrates that in Chinese classrooms, ‘L1 is a valuable tool for socio-cognitive processes in language learning’ and enhances a ‘positive affective learning environment’ (Kavaliauskienė, 2009: 3) L1 should also be inserted into lessons to create a dynamic classroom as well as provide ‘a sense of security and validate the learners’ experience’

(Schweers, 1999: 6) Swain &Lapkin (2000) argue that L1 may be beneficially used for task management, focusing attention, and interpersonal interaction Storch &

Wigglesworth (2003) suggest that L1 also can be helpful when clarifying and managing the joint composition task, whereas it is used to discuss vocabulary on the reconstruction task

However, supporting mother tongue in L2 classrooms may lead to many disadvantages, notably minimizing students’ opportunities to practice L2 Swain and Lapkin (2000) argue that L1 use should be available for learners in the target language classrooms However, it should not “be actively encouraged as it may substitute for, rather than support, second language learning” (Lapkin, 2000: 268)

Another risk of exploiting mother tongue in L2 learning is hindering learners’ autonomy in FL communication (Cianflone, 2009: 2) Atkinson (1987), though he advocates the use of L1, believes that excessive use of L1 should be avoided In fact, the bilingual approach claims that L1 is an effective classroom resource that facilitates learning process However, teachers should consider the benefits and drawbacks of using mother tongue in order to help students to achieve the best results in learning L2

The studies highlighted above indicate that L1 has the potential as a facilitating learning tool However, there is still a need to explore learners’ and teachers’ views in this regard Decisions to adopt the monolingual or bilingual approach have been made without taking learners’ and/or teachers’ input into consideration Since they are the ones who are directly affected by such decisions, the next section aims to shed the light on some studies that examine their perceptions toward the use of L1 in English classrooms.

Students’ and teachers’ attitudes towards using L1 in English classrooms

3.2.1 Studies on students’ attitudes towards using L1 in L2 classrooms

A well-known research is conducted by Prodromou (2002) investigating the perceptions of 300 Greek students to the use of L1 in learning English The study finds out that there is a difference among learners’ proficiency levels That means beginners show a more positive attitude toward the use of Greek in English classrooms than intermediate and advanced students They tend to accept using L1 to explain grammar, explain differences in the use of L1 and L2 rules, and check comprehension In a similar study conducted in an Iranian context, Nazary (2008) strongly rejects using Farsi and prefers the sole exposure to English The results reveal that all three levels hold negative attitudes toward the use of the native language in leaning L2 whereas intermediate students have more negative attitudes to the L1 inclusion This study is in contrast with other studies of Schweers (1999);

Burden (2001); Tang (2002); Prodromou (2002) because surveyed students see a limited value of L1 in defining new vocabulary and explaining grammar points In line with Prodromou’s work, Mouhanna (2009) asserts that the higher the English proficiency level was, the less reliant the students are on L1 use

In an attempt to explore learners’ perceptions of using Spanish in English classrooms, Brooks-Lewis (2009) carry out a study into adult learners’ perceptions toward the use of their native language in the L2 classes He concludes that learners shows an ‘overwhelming positive attitude’ towards the L1 inclusion as they believe that L1 use can help students to learn English much easier It is a facilitating tool to foster learner-centered methodology “which not only allows but invites the learner to become actively and consciously involved in the language learning experience”

All the research above is helpful for teachers and educators in finding out students’ perceptions toward whether or not L1 should be used in L2 classes

However, the necessary amount of L1 using is not considered carefully The frequency of L1 using determines students’ exposure to target language Therefore, this requires a high level of awareness between teachers and student regarding what can be done in L1 and what should be carried out in L2 In the next section, both students’ and teachers’ attitudes are going to be explored

3.2.2 Studies on both Sts’ and Ts’ attitudes toward using L1 in English classrooms

Burden (2001) investigates the issue of when learners and their teachers felt there was a need to use Japanese in English classes The results indicate that there is a general agreement between teachers and students regarding the importance of L1 use in the TL classes The surveyed teachers and students also accept to use L1 to explain new vocabulary, give instructions, teach grammar and check comprehension

Tang (2002) also researches students’ and teachers’ attitudes toward using Chinese in English classes as a foreign language The study results indicate that both teachers and students hold positive attitudes toward L1 inclusion in discussing difficult grammatical rules and explaining challenging vocabulary items, practicing new phrases and expression The researcher claims that a limited use of L1 can

“assist in the teaching and learning process”

In accordance with Al-Nofaie (2010), Arabic teachers and students agree with the limited use of their native language in learning and teaching English process They prefer to use Arabic to give exam instructions, translate new words, and contrast between English and Arabic

All the studies above share the same results of students’ and teachers’ perceptions toward the use of L1 in L2 classes in spite of in different context The surveyed students believe that L1 should be utilized by both teachers and students

They all support L1 inclusion in L2 classrooms except for Nazary’s (2008) The participants also agree that L1 should be used in many different classroom situations like teaching grammar, explaining new vocabulary, comparing the L1 and L2 and checking comprehension These studies also show the difference among learners’ proficiency levels of English More specifically, lower achievers students tend to hold positive attitudes toward the use of L1 than those of higher achievers

On the other hand, almost all teachers have positive attitudes to the use of mother tongue but in a limited way to avoid interference in teaching and learning English

All in all, this chapter provides a theoretical background behind monolingual and bilingual approach as well as empirical studies on the role of L1 and students’ and teachers’ attitudes toward L1 inclusion The coming section will describe the methodology adopted in this paper, the study context, participants, data collection instruments, steps of conducting the study, and data analysis procedures

The setting of the study

Tien Lang High School is located in a small town of Hai Phong – Tien Lang town It is the first high school of Tien Lang, established in 1961 with a number of successful generations of students Honorably, the school is one of the three best high schools in Hai Phong with 41 classes and nearly 1,500 students Each year, the school selects two classes for gifted students from lower secondary schools based on competitive examinations for two sections: natural science and social science sections For 11 th grade, the students aged from 16 to 18 have learned English for a number of years and most of them have more or less mastered the basic grammar structures and vocabulary However, those who learn at social science classes obtain highest level of proficiency among those from non – gifted and natural science ones This results in a big gap between those groups.

Subjects of the study

The study was conducted in a high school in Hai Phong, i.e Tien Lang High School For selecting participants, a random sampling was applied They included

In order to select students for interviewing, the Stratified Sampling type was adopted This type of sampling is considered a mini-reproduction of the population (Sommer, 2006) The student subjects were classified into two categories in terms of their English proficiency levels according to the scores of their end-of-semester test: low-achievers (below 5.5), and high-achievers (above 8.0) The sample included subjects from the two strata to allow comparison Among those interested students to be interviewed, ten were selected: five students of each level of proficiency.

Instruments of collecting data

Both quantitative and qualitative methods were employed in order to reduce potential limitations of relying on a single approach and enhance confidence in the collected data as recommended by Nunan (1992)

Two instruments were employed to collect data They were questionnaire and interview The questionnaire was adopted from the study of Elmetwally Elmenshawy (2012) and Wafa Al Sharaeai (2012) In order to help students follow easily and create the suitability with the aims of the research, those questionnaire items were adapted and re-ordered reasonably The Likert-type scale was widely used for its relative reliability, flexibility and ease in construction It also requires neither statistical assumptions nor judges (Karavas-Doukas, 1996) Such a scale provides quantitative data that are accurate, measurable and easy to analyze It also measures direction and intensity of attitudes through inviting respondents to determine to what extent they agree or disagree to a set of statements (Albaum,

1997) The reliability in terms of Cronbach’s α for the items 1 – 7 was 0.707; items

9 – 18 was 0.7; items 19 – 25 was 0.8; items 27 – 34 was 0.71, which achieved the reliability coefficient of 0.7 recommended in most social science research situations (Santos, 1999)

The interview was opted for as they provided the researchers with an in- depth understanding of the interviewees’ perceptions, attitudes and feelings Among the different types of interviews, a) structured, b) semi-structured and c) unstructured, the semi-structured one seems to be more convenient for the purpose of this study, as it “combine[s] the flexibility of unstructured, open-ended interview with the directionality and agenda of the survey instrument to produce focused, qualitative, textual data” (Schensul, Schensul & Le Compete 1999: 149) A semi- structured interview consists of a set of pre-formulated, open-ended questions related to an area of interest in an attempt to identify and analyze the different factors and variables contributing to a particular research area (Brown 2001;

Schensul, Schensul & Le Compete, 1999) Unlike questionnaires, semi-structured interviews allow the researcher to probe for more information to obtain rich, spontaneous and truthful data (Brown, 2001).

Data collection

Before delivering the questionnaire, a pilot was carried out in order to obtain estimates about the expected response rates, data quality, the validity and comprehensibility of the questionnaire, correcting inappropriate questions or ambiguity, grouping and sequencing questions into an appropriate order before starting the real survey (Silman & Macfarlane, 2001) The average time, in the pilot study, for completion of the survey was 15–20 minutes

In the middle of July, the questionnaire was handed out to 91 students at Tien Lang High School The researcher came to two chosen classes and explained anything that students were not clear when they filled in the survey questionnaire

By this way, the researcher could not only assure that students would not make any copies of each other’ answers but make them clear about what should be done in the questionnaire also The questionnaire was divided into two parts to examine students’ attitudes toward both of teacher’s use and students’ use of Vietnamese in English classrooms, using a five-point Likert scale, ranging from ‘Strongly Disagree’ to ‘Strongly Agree’ and ‘never’ to ‘every time’ in item 8 and 26

However, this type of scale is not free of problems The midpoint is not always easy to interpret It shows either respondents do not have a clear opinion or are not interested in a particular statement (McDonough & McDonough, 1997) The first part included demographic items related to age, gender, 11 th grade English final marks and eighteen items related to students’ attitudes toward teacher’s use of Vietnamese; the second part included sixteen items and focused on students’ attitudes, perceptions to their own use of L1 in L2 classes The effect of attitudes on affection, mental operation and behaviors are represented in the questionnaire in terms of the way students express whether they prefer or not the use of Vietnamese, the way they believe using Vietnamese is comfortable or not, and their choice of using Vietnamese in certain learning occasions

In order to accommodate students’ different levels of English proficiency, the questionnaire was translated into Vietnamese On each questionnaire item,

‘strongly agree’ and ‘agree’ both reflected students’ support and vice versa

After collecting questionnaire, for the sake of clarification of some responses, the researcher conducted a semi-structured interview to elicit more explanations Audio-recorded was used to record interviews with students’ agreement Similar to questionnaires, the interviews helped to clarify students’ attitudes and feelings The questions were designed to find more information that might not appear in the questionnaires This kind of interview is quite beneficial for the researcher since it “give interviewers a great deal of flexibility” (Nunan D., 1992: 150) because questions can be prepared ahead of time This allows the interviewer to be prepared and appear competent during the interview Semi- structured interviews also allow informants the freedom to express their views in their own terms as well as provide reliable and relevant data.

Data analysis

The thirty – four items were classified into two main parts Part one focuses on students’ attitudes towards teacher’s use of mother tongue in EFL classes In this part, there were eighteen items totally, which was divided into three sub groups: students’ general attitudes, frequency of teacher’s use of Vietnamese and learning occasions that students prefer teachers to use Vietnamese The second part mainly focuses on students’ attitudes to their own use of L1 in L2 classes consists of sixteen items (items 19 – 34) Similar to the part one, it is also divided into three sub groups, i.e students’ general attitudes to their own use of L1, frequency of students’ L1 use and learning occasions in which students support for using L1 The collected data were analyzed by using a counting method called central tendency

Frequency count was utilized to deal with the responses to the close-ended questions In addition, where necessary, participants’ qualitative responses (parts of items 8 and 26) were discussed together with the quantitative data

For the positive statements, participants’ responses were coded as followed: strongly disagree = 1, disagree = 2, neutral = 3, agree = 4, strongly agree = 5

Therefore, the higher the score, the more positive the attitudes towards the use of L1 in L2 classes For the frequency items, never = 1, almost never = 2, sometimes = 3, almost every time = 4, every time = 5 Thus, the higher the score is, the more frequently Vietnamese is used by both teachers and students in English classes A participants’ response to any item, as a result fell between the highest score (5) and the lowest score (1)

After all 34 items had been coded, the two groups’ (low achievers and high achievers) average scores for the whole questionnaire, as well as average scores for each part were calculated These average scores also fell within a range between 5 and 1 For presentation purposes, a score of 3 was considered to be the neutral point An average score higher than 3 for the whole questionnaire or for one of the sub groups would suggest a favorable attitude In order to determine whether there were any significant differences between high achievers’ and low achievers’ attitudes, Mann Whitney U-tests were carried out with the alpha level set at 05 In addition, where necessary, participants’ qualitative responses (parts of items 8, 26) were discussed together with the quantitative data

A qualitative analysis was used for analyzing the additional points that the participants stated for the open ended questions in the interview part This part was used to find more information whether students prefer the use of mother tongue in L2 classes or not, their own reasons for their choices and in which learning occasions students support the use of their first language

On one hand, for the positive statements, participants’ responses were analyzed as followed: “I prefer…”, “ Vietnamese should be used frequently…”,

“I like… ” or “I do like…” On the other hand, for the negative statements, participants’ responses should be “I feel difficult in…”, “I do not prefer….”, or

CHAPTER THREE: RESULTS AND DISCUSSIONS

Results

What are Tien Lang students’ attitudes towards students’ use of

1.2 What are Tien Lang students’ attitudes towards students’ use of Vietnamese in EFL classrooms?

2 What are high-achievers’ attitudes towards using Vietnamese in EFL classrooms compared to those of low-achievers?

What are high-achievers’ attitudes towards teachers’ use of Vietnamese in

in EFL classrooms compared to those of low-achievers?

2.2 What are high-achievers’ attitudes towards students’ use of Vietnamese in EFL classrooms compared to those of low-achievers?

In this study, the term ‘attitudes’ is used to refer to participants’ tendencies to accept or reject ideas by indicating whether or not they feel favorably towards these ideas or beliefs (Gay, Mills & Airasian, 2006)

4 The methodology of the study

The methods applied in this study are both quantitative and qualitative The data come from questionnaire and audio record for interview section

The participants of the study include 91 grade 11 students at Tien Lang High School, who are randomly chosen by the researcher For research question 2, they are then divided into two groups in terms of their English proficiency levels according to the scores of their end-of-semester test: low-achievers (below 5.5), and high-achievers (above 8.0) They at first fill out the questionnaire, and then ten of them take part in an interview

Survey questionnaire is used to collect information and evidence for the study Interview section is used to clarify some students’ responses in the questionnaire All comments, remarks, recommendations assumption and conclusion provided in the study base on the data analysis

5 The scope of the study

The study was conducted at Tien Lang High School, Hai Phong Because of the limited time, it only focused on investigating the attitudes of 11 th grade students toward both teachers’ and students’ use of mother tongue in EFL classrooms, and whether different English proficiency level students hold different views or not The participants were students from two classes 11B2 and 11B8, who were non – English major students

6 The significance of the study This study can contribute to help teachers and educators to know students’ attitudes toward the use of Vietnamese in English lessons, to understand why their students support or not the use of their first language in English language classrooms, and to understand in which contexts their students prefer to use their mother tongue instead of using English Thanks to it, teachers will be better informed about which methods may facilitate their students’ language learning

Therefore, this may lead to the eventual improvement of the students’ English language skills in the classrooms Besides, students themselves could have a better idea and explanation of their attitudes toward learning target language By realizing their own justifications, they may have a better chance to develop their English language skills

7 Design of the paper The current thesis paper includes three main parts Part one is introduction

Part two includes three main chapters They are literature review, methodology, and results and discussions The last part is about conclusion, implications for educators as well as curriculum developers, limitations of the study and suggestions for further research

In fact, there are many ways to define an attitude Researchers in the fields of psychology and education, especially language learning, consider several definitions of attitudes which mention different meanings from different contexts and perspectives (Alhmali, 2007, cited in Alzwari H., 2012)

According to Lambert, 1973, as cited in Lambert, 1987, an attitude may be defined as an original and consistent manner of thinking, feeling, and reacting to people, groups, social issues or, more generally, to any event in the environment It is presumed to be highly variable from person to person and from one time to another for any person (Lambert, 1987, cited in Porkaew K., 2004) It forms a part of one’s perception of self, of others, and of the culture one lives in (Brown, 1980)

Gardner (1985: 91) also points out that an attitude is an evaluative reaction to some referent or attitude object, inferred on the basis of the individual’s beliefs or opinions about the referent “Attitude is thus linked to a person’s values and beliefs and promotes or discourages the choices made in all realms of activity, whether academic or informal.” (as cited in Padwick, 2010: 16)

Gardner’s argument leads Wenden (1991) to present a comprehensive definition of the attitude concept He classifies the term “attitude” into three interrelated components, namely cognitive, affective and behavioral The cognitive component involves the beliefs, thoughts or viewpoints about the object of the attitude The affective component refers to the individual’s feelings and emotions towards an object, whether he/she likes or dislikes The behavioral component involves the way the attitude people have influences how they act or behave

All in all, Wenden’s definition (1991) shows out an overall and clear view on

“attitude” with three main components, which the researcher bases on to design a survey questionnaire afterwards

1.2 Language attitude and effects of language attitude

According to Gardner and Lambert (1972), in order to master a second language, students themselves not only need mental competence or language skills, but also have positive attitudes and perceptions towards the target language Baker (1992: 9) as cited in Abidin (2012: 122) states that, “In the life of a language, attitudes to that language appear to be important in language restoration, preservation, decay or death.” In addition, De Bot et al (2005) assert that high motivation and positive attitudes of students can facilitate second language learning process

Learning process is regarded as a positive change in the individual’s personality in terms of the emotional, psychomotor (behavioral) as well as cognitive domains, since when one has learned a specific subject, he/she is supposed to think and behave in a different manner and one’s beliefs have been distinguished (Kara,

Furthermore, in addition to the cognitive aspect, ‘learning process has social as well as psychological aspects’ The concept of attitudes can be viewed from three effects of attitudes on behavior, mental operation and affection

1.2.1 Effect of attitude on behavior

One of the effects of attitude is the effect on behavior This effect of attitude involves the way one behaves and reacts in particular situations In fact, the successful language learning improves learners’ identification with the native speakers of that language and ‘acquire or adopt various aspects of behaviors which characterize the members of the target language community’ Kara, 2009, as cited in Abidin (2012: 123) states that,

Students’ interview

RQ1: What are Tien Lang students’ attitudes towards the use of Vietnamese in EFL classrooms?

The aim of this section is to analyze and report the findings of the qualitative data collected from the interviews conducted with 10 Grade 11 students These findings are highlighted in light of the research questions stated earlier in regarding students’ perception toward using Vietnamese in English classrooms The 10 student interviewees represent the students’ different levels of English proficiency:

5 high achievers and 5 low ones To secure the necessary data, a list of pre- formulated, open-ended questions (see Appendix 3) was used to carry out the interviews and probe for more in-depth data

When asked whether they thought that English teachers should use Vietnamese in class, eight out of ten students indicated that it should be allowed, as it helped students, especially the lower-level ones, to stay focused and follow the flow of the lesson: “I feel it is difficult to follow what is going on in class when my teacher uses English only I sit doing NOTHING I stop following the teacher … and start daydreaming.”

However, the other two interviewees said that using Vietnamese excessively discouraged students to use the target language and drove them not to pay attention

T: In your opinion, do you prefer teacher to use Vietnamese in English classrooms? Why?

S: In my opinion, I do not prefer my teacher to use Vietnamese too much in English classes Because I think that I do not have many chances to practice English if using Vietnamese So, I take as many chances as possible to speak English

All the interviewed students, with their different English proficiency levels, believed that using Vietnamese may be beneficial in introducing new vocabulary as well as difficult grammar rules For students’ use, all of them agreed that Vietnamese was useful for translating exercises, doing group works or pair works, clarifying meaning of words in English, explaining tasks to their classmates and negotiating the roles they were going to take

T: In your opinion, when do you prefer teacher/students to use Vietnamese in English classes? With whom?

S: I think, there are some learning occasions teachers should use Vietnamese like introducing new vocabulary as well as difficult grammar rules because I find it difficult to learn grammar in English Sometimes, I cannot understand what the teacher means because my vocabulary is not large enough to understand the lesson

In fact, I like to talk Vietnamese with my classmates to save time and my teacher if I cannot express my ideas

RQ2 What are high-achievers’ attitudes towards using Vietnamese in EFL classrooms compared to those of low-achievers?

Examining the data collected from the 10 conducted interviews, it becomes apparent that low-level students showed a more positive attitude toward using Vietnamese in English classrooms than high achievers Low-level students felt more comfortable and less intimidated when Vietnamese was used However, almost all interviews believed that using Vietnamese ‘sometimes’ helped them follow the lesson, and not to be left behind Two of them think that L1 should never be used or almost never be used in class because in English lessons, students had to take chances to practice English as much as possible

In terms of learning occasions, while low achievers supported L1 use in motivating students in classes, high achievers were not sure whether it was necessary or not

T: In your opinion, when do you prefer teacher/students to use Vietnamese in English classes? With whom?

High achievers: I’m not sure In some cases, I found it very helpful But in others, I don’t To me, using Vietnamese or not do not affect my learning

Low achievers: I agree with the use of Vietnamese in almost learning occasions like introducing vocabulary, grammar rules, or translating, etc as you suggested in questionnaire Because my English is so poor that I cannot understand the lesson if my teacher uses English instead of using Vietnamese However, not in all the occasions, Vietnamese should be used because this is English class, not Vietnamese class

This study has shed light on our understanding of students’ attitudes towards the use of L1 from several aspects

The group of students showed a tendency to support the use of L1 in L2 class This is accordance with Schweers (1999); Burden (2001); Tang (2002);

Prodromou (2002) Similar to Schweers’ (1999) findings, teachers and students believe that Arabic plays an important role as a facilitating and supportive tool that helps students learn English as a foreign language In addition, it motivated students to participate more in the classroom activities Although students did not feel nervous when English only policy was used in class, they were afraid of being laughed at as they use English incorrectly This was one of the reasons why they avoided using target language in the class The present study provides additional support to Al-Nofaie’s (2010) findings in that constant use of Vietnamese reduces learners’ exposure to English and decreases their opportunities to practice the TL and hinders their learning Moreover, excessive use of Vietnamese demotivated students to learn the L2 and, consequently, drove them to be lazier This is consistent with Tang’s (2002) finding of limited and judicious use of L1 As a result, Vietnamese should be used sometimes in L2 lessons

The current research findings revealed that there was a high level of agreement between students’ and views regarding the potential learning occasions where using Vietnamese might be beneficial during English language classes This is generally consistent with the majority of the literature (Schweers, 1999; Swain

&Lapkin, 2000; Burden, 2001; Prodromou, 2002; Tang, 2002; Sharma, 2006;

Storch&Aldosari, 2010) In this current study context, using Vietnamese seemed to be appropriate to facilitate complicated classroom tasks and explain difficult concepts It might be used to explain new vocabulary, especially difficult items and grammar rules Vietnamese might also be used to raise students’ awareness of the similarities and differences between their mother tongue, Vietnamese, and English

The study also suggested that there was no significant difference between high achievers and low achievers, except for some reasons and learning occasions

Firstly, high level students tended to disagree with the use of Vietnamese This was because they did not believe that using Vietnamese could facilitate their L2 learning or motivate them to learn English On the other hand, in terms of level of English proficiency, low achievers tended to choose to use Vietnamese instead of using English In addition, while low achievers saw the usefulness of Vietnamese in motivating students, giving difficult instructions and checking their productions with their peers, high achievers did not share the same views

A summary of study and implications

The results of this study revealed that the use of Vietnamese in this case was unavoidable The students appeared to support both teacher’s and students’ use of L1 in L2 classrooms although there were a few cases in which they did not make the best use of it

In addition, both high achievers and low achievers do not deny a reasonable use of teacher’s and students’ use There was almost no difference between these two groups in terms of their reasons like language anxiety, L1’s assistance to L2 learning, frequency use and learning occasions in which they agree with such as teacher’s conveying meaning, organizing class, students’ use Vietnamese as a part of main learning activities and within class activities and students’ preference for frequency of the use of Vietnamese, except some reasons for motivation, level of proficiency, and checking their production with their peers According to Matthews

(2009, p.10), ‘L1 could facilitate L2 acquisition’ and to give an objection to the existing view that ‘L1 acts as an obstacle in L2 acquisition process’ Language teachers, therefore, should be encouraged to incorporate L1 into L2 learning because it may influence students’ performance in acquiring the target language

However, the study also indicated that for the best use of Vietnamese it should be used reasonably in L2 classrooms so as to expose students to English communicative opportunities as much as possible

Nowadays, using L1 in L2 classrooms or not is an ongoing debate The most important implication of this study is that, in order to help students to master a second language, it is necessary to consider their views on the use of L1 in L2 lessons, to see whether L1 is a helpful tool to learn English For learners to be truly the centre of the learning process, they must also be seen as a major stakeholder in educational innovation Teachers and educators need to be willing and able to listen to learners’ voices so that any potential mismatches can be identified, and they can modify their teaching practice and policies in accord with what learners need.

Limitations of the study

This small study cannot reveal how students are presented in supporting the use of L1 in classroom All the findings of this study have to be understood within the limitations of sample size and research context It does not also reveal the variety of students’ attitudes to the use of mother tongue Therefore, more qualitative and quantitative studies need to be undertaken to deepen our understanding of students’ attitudes toward the use of L1 in language learning and teaching Furthermore, the same research can be taken place in other samples, that is, both teachers’ and students’ attitudes towards the use of L1 in other contexts.

Suggestions for further research

It is recommended that further research can be conducted to investigate the relationship between using Vietnamese and motivation or promoting learners’ level

These new studies could help educators and curriculum developers to publish guidelines for both teachers and students on applying Vietnamese systematically

Moreover, teachers should know how to engage students to take part in English activities outside classroom in order to expose students to English communicative practice This means Vietnamese should be only a limited tool in learning and teaching English

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APPENDICES APPENDIX 1 Questionnaire for students

The aim of this survey is to investigate your attitudes and beliefs towards using your first language, Vietnamese, in English classes All the collected data is confidential and will only be used for research purposes Your answers will help teachers and educators to better understand your needs Your input is very important to the understanding of the impact of using Vietnamese in English classes

Thank you for your cooperation!

English Final mark in grade 11:

6.5 – 7.9 8.0 – 10.0 PART 1: (Items 1 – 18): Circle the appropriate number (1, 2, 3, 4, 5) to indicate how much you agree or disagree with TEACHER’S USE OF VIETNAMESE in each following statement

Strongly disagree Disagree Neutral Agree Strongly agree

1 Teachers should use Vietnamese in English classrooms 1 2 3 4 5

2 I feel more comfortable when the teacher talks to students in Vietnamese in English lessons

3 Teacher’s use of Vietnamese motivates me to participate more 1 2 3 4 5 in English classroom activities

4 That teacher using only English in class makes me feel nervous

5 I prefer the teacher to use Vietnamese in English lessons because I do not learn English well

6 Teacher’s use of Vietnamese in class helps me learn English better

7 I understand the lesson much better when the teacher uses Vietnamese

8 How much do you like teachers to use Vietnamese in English classes?

Never Almost never Sometimes Almost every time Every time

Items 9 – 18: Do you agree with teacher’s use of Vietnamese in these below cases?

9 Motivating students in classes (joking around with students…)

10 Helping students feel more comfortable and confident

11 Explaining difficult concepts or vocabulary items

13 Explaining the relationship between English and Vietnamese (compare English and Vietnamese)

16 Getting contact with individual students

PART TWO: (Items 19 – 34): Circle the appropriate number (1, 2, 3, 4, 5) to indicate how much you agree or disagree with STUDENTS’ USE OF

VIETNAMESE in each following statement

19 Students should be allowed to use Vietnamese in English classrooms

20 I feel more comfortable when I talk to my teacher in Vietnamese in English lessons

21 Being allowed to use Vietnamese motivates me to participate more in English classroom activities

22 I prefer to use Vietnamese in English lessons because I do not learn English well

23 Having to speak English only in class makes me feel nervous

24 I prefer to use Vietnamese because I’m afraid of being laughed at by my classmates

25 Being allowed to use Vietnamese in class helps me learn English better

26 How much do you like students to use Vietnamese in English classes?

Never Almost never Sometimes Almost every time Every time

Items 27 – 34: Do you agree with students’ use of Vietnamese in these below cases?

28 Clarifying meaning of words in English 1

29 Doing group works or pair works

30 Explaining tasks to my classmates

31 Negotiating the roles we are going to take

33 Checking production of language against my peers

APPENDIX 2 Phiếu điều tra dành cho học sinh

Các em học sinh thân mến, Mục đích của phiếu điều tra này là khảo sát thái độ của các em đối với việc sử dụng tiếng Việt trong các lớp học tiếng Anh Tất cả các dữ liệu thu thập sẽ được bảo mật và chỉ dùng cho mục đích nghiên cứu Những câu trả lời của các em sẽ giúp cho các giáo viên và các nhà giáo dục hiểu được nhu cầu, nguyện vọng của các em trong việc sử dụng tiếng Việt cũng như tác động của nó trong các lớp học Anh văn

Trước khi trả lời các câu hỏi, các em vui lòng điền một vài thông tin cơ bản sau:

Giới tính: ……… Điểm tổng kết tiếng Anh cả năm lớp 11:

PHẦN 1: (Câu 1 – 19): Khoanh tròn vào con số tương ứng với mức độ đồng ý của em đối với việc GIÁO VIÊN SỬ DỤNG TIẾNG VIỆT trong các lớp học tiếng Anh trong các câu sau:

Hoàn toàn không đồng ý Không đồng ý Phân vân Đồng ý

1 Giáo viên nên sử dụng tiếng Việt trong các lớp học tiếng Anh

2 Em cảm thấy thoải mái khi giáo viên nói chuyện với học sinh bằng tiếng Việt trong tiết học tiếng Anh

3 Việc giáo viên sử dụng tiếng Việt trong lớp học tiếng Anh thúc đẩy em tham gia vào các hoạt động trong giờ học

4 Giáo viên chỉ sử dụng duy nhất tiếng Anh trong lớp học khiến em trở nên lo lắng

5 Em thích giáo viên sử dụng tiếng Việt trong lớp học tiếng Anh vì tiếng Anh của em không tốt

6 Việc giáo viên sử dụng tiếng Anh giúp em học tiếng Anh tốt hơn

7 Em hiểu bài hơn khi giáo viên sử dụng tiếng Việt trong lớp học tiếng Anh

8 Em muốn giáo viên sử dụng tiếng Việt bao nhiêu trong lớp học tiếng Anh?

Không bao giờ Hầu như không bao giờ Thỉnh thoảng

Hầu như mọi lúc Mọi lúc

Hãy giải thích câu trả lời của em

(Câu 9 – 18): Em có đồng ý với việc GIÁO VIÊN SỬ DỤNG TIẾNG VIỆT trong các trường hợp sau không?

9 Tạo hứng thú cho học sinh trong lớp học (kể chuyện cười…)

10 Giúp học sinh cảm thấy thoải mái, tự tin hơn

11 Giải thích các từ vựng, khái niệm khó trong tiếng Anh

12 Giải thích các chủ điểm ngữ pháp khó

13 Giải thích mối quan hệ giữa tiếng Anh và tiếng Việt (so sánh sự giống và khác nhau giữa tiếng Anh và tiếng Việt…)

14 Đưa ra lời chỉ dẫn trong các bài tập khó

15 Đưa ra phản hổi, nhận xét cho học sinh

16 Nói chuyện với riêng từng cá nhân học sinh

17 Kiểm tra xem học sinh có hiểu bài hay không

PHẦN 2 (Câu 19 – 34): Khoanh tròn vào con số tương ứng với mức độ đồng ý của em đối với việc HỌC SINH SỬ DỤNG TIẾNG VIỆT trong các lớp học tiếng Anh trong các câu sau:

19 Học sinh nên được sử dụng tiếng Việt trong lớp học 1 2 3 4 5 tiếng Anh

20 Em cảm thấy thoải mái khi nói chuyện với giáo viên bằng tiếng Việt trong giờ học tiếng Anh

21 Được sử dụng tiếng Việt trong tiết học tiếng Anh thúc đẩy em tham gia vào các hoạt động trong giờ học

22 Em thích sử dụng tiếng Việt trong lớp học tiếng Anh vì tiếng Anh của em không tốt

23 Việc học sinh chỉ được sử dụng tiếng Anh trong lớp học khiến em trở nên lo lắng trong các giờ học tiếng Anh

24 Em sử dụng tiếng Việt trong lớp học tiếng Anh vì em sợ các bạn chê cười khi em sử dụng tiếng Anh sai

25 Được sử dụng tiếng Việt trong lớp học tiếng Anh khiến em học tiếng Anh tốt hơn

26 Theo em học sinh nên sử dụng tiếng Việt bao nhiêu trong lớp học?

Không bao giờ Hầu như không bao giờ Thỉnh thoảng

Hầu như mọi lúc Mọi lúc

Hãy giải thích câu trả lời của em

(Câu 27 – 34): Em có đồng ý với việc HỌC SINH SỬ DỤNG TIẾNG VIỆT trong các trường hợp sau không?

27 Làm các bài tập dịch

28 Làm rõ nghĩa của các từ trong tiếng Anh

29 Làm việc theo cặp hoặc theo nhóm

30 Giải thích nhiệm vụ trong giờ học cho bạn hiểu

31 Phân công nhiệm vụ trong giờ học với các bạn

32 Giải thích bài học cho các bạn

33 Kiểm tra đáp án bài tập tiếng Anh của em với bạn học

Cảm ơn sự hợp tác của tất cả các em!

Ngày đăng: 06/12/2022, 09:03

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