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MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES HOANG NHAT LINH AN INVESTIGATION INTO EFL CLASSROOM TEACHERS’ USE OF L1 AND ITS EFFECTS ON STUDENTS’ LEARNING IN HAI BA TRUNG HIGH SCHOOL IN HUE CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2018 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES HOANG NHAT LINH AN INVESTIGATION INTO EFL CLASSROOM TEACHERS’ USE OF L1 AND ITS EFFECTS ON STUDENTS’ LEARNING IN HAI BA TRUNG HIGH SCHOOL IN HUE CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: PHAM HONG ANH, Ph.D HUE, 2018 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƢỜNG ĐẠI HỌC NGOẠI NGỮ HOÀNG NHẬT LINH NGHIÊN CỨU VỀ VIỆC SỬ DỤNG TIẾNG VIỆT CỦA GIÁO VIÊN TIẾNG ANH VÀ ẢNH HƢỞNG CỦA NÓ ĐẾN VIỆC HỌC CỦA HỌC SINH TẠI TRƢỜNG THPT HAI BÀ TRƢNG – HUẾ LUẬN VĂN THẠC SĨ LÍ LUẬN VÀ PHƢƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƢỜI HƢỚNG DẪN KHOA HỌC: T.S PHẠM HỒNG ANH HUẾ, 2018 STATEMENT OF AUTHORSHIP This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 10/12/2018 Signature Hoang Nhat Linh i ABSTRACT The debate on whether to use first language (L1) in English as a Foreign Language (EFL) classroom has been an issue for years, and it is still a controversial issue among the researchers and teachers Some argue that L1 should totally be banned in the classes while others claim that it can be used to some extents for certain purposes In this paper, this study aimed at investigating EFL classroom teachers‟ use of L1 and its effects on students‟ learning in Hai Ba Trung High School in Hue city We attempted to find out when and why teachers use L1 in classrooms and how it affects students‟ learning process The study was conducted during the second semester of the 2017-2018 academic year and it was based on a mixed method research design A total of EFL teachers and 189 students participated in the study The data were collected through questionnaires, classroom observations and interviews which were administered both to teachers and students The findings indicated that L1 was an inseparable part of language teaching, and it was often used by teachers in all of types of lessons, however, in writing and grammar ones, L1 was used with a more amount In addition, it was revealed that teachers used L1 mostly in the first stage of the lessons and in some typical situations, such as when defining and explaining vocabulary items, explaining difficult concept or ideas, explaining complex grammar points or structures, providing feedback and explaining students‟ errors, showing activity objectives and giving instructions Moreover, three main reasons for this use were also displayed Firstly, L1 was thought to be an aid to comprehension Secondly, using L1 could save time in activities and finally, teachers‟ L1 use might create comfortable environment in class Both teachers and students had positive attitudes toward the use of L1 in EFL classroom The teachers believed that using L1 in teaching could enhance students‟ learning as long as it was used wisely and in proper portion The study also addresses pedagogical implications and makes suggestions for teachers and further research ii ACKNOWLEDGEMENTS This thesis is a result of a long term work as an MA student at Hue University - University of Foreign Languages, English Department To begin with, I would like to express my deepest gratitude my supervisor, Dr Pham Hong Anh, who always supported and encouraged me, listened to and supported me, explained things in patience, and helped me a lot to research and learn new things during this long process Without her encouragement as well as her feedback in each phase of the writing process with her invaluable ideas, I would have never been able to finish my thesis My special sincere thanks are due to participants in Hai Ba Trung High school including enthusiastic teachers of English and students here I am totally aware that it was not an easy thing to do, and it took great effort for them to all these things, and I know that not everybody would it Apart from these, I would love to thank all of my MA course classmates for supporting and encouraging me during the process, especially my best friends who are always willing to be with me in challenging time Above all, my deep thanks and appreciation are extended to my beloved family for their patience and consistent support during this long and vigorous journey iii TABLE OF CONTENTS Contents Pages CHAPTER INTRODUCTION .1 1.1 Background of the study 1.2 Rationale of the study 1.3 Aims of the study and research questions 1.4 Significance of the study 1.4.1 Practical significance .4 1.4.2 Theoretical significance 1.5 Site of the study 1.6 Structure of the study CHAPTER LITERATURE REVIEW 2.1 Theoretical backgrounds of L1 use in EFL classroom 2.1.1 The overview of L1 use in different language teaching methods 2.1.2 When EFL teachers use L1 in class .8 2.1.3 The reasons why EFL teachers use L1 in class 10 2.1.4 Effects of teachers‟ use of L1 on L2 learning .10 2.2 Previous studies related to the use of L1 in EFL classroom 12 2.3 Summary of the chapter .17 CHAPTER 18 RESEARCH METHODOLOGY 18 3.1 Research design 18 3.2 Research site and participants 19 3.2.1 The research site 19 3.2.2 The participants of the study .19 3.3 Research instruments for data collection 20 iv 3.3.1 Questionnaires .20 3.3.1.1 Questionnaire for teachers 21 3.3.1.2 Questionnaire for students 22 3.3.2 Classroom observations .23 3.3.3 Interviews 26 3.3.3.1 Interview for teachers 26 3.3.3.2 Interview for students 27 3.4 The procedures of data analysis 27 3.5 Summary of the chapter .28 CHAPTER 29 FINDINGS AND DISCUSSION 29 4.1 Responses to research question 1: When and why teachers use L1 in EFL classroom? 29 4.1.1 Lesson(s) in which teachers use L1 .29 4.1.1.1 Teachers and students‟ perceptions towards the lesson(s) in which teachers often use L1 29 4.1.1.2 Observed amount of L1 used by teachers .31 4.1.2 Stage(s) of the lesson(s) in which teachers use L1 33 4.1.2.1 Teacher‟s perception towards their use of L1 in each stage of different lessons 33 4.1.2.2 Observed amount of teachers‟ L1 use in the stages of different lessons 34 4.1.3 Specific situations in which teachers use L1 .37 4.1.3.1 Teachers‟ and students‟ perception towards the specific situations in which teachers use L1 37 4.1.3.2 The observed amount of L1 used by teacher in specific situations .38 4.1.4 Reasons why teachers use L1 in EFL classroom 41 4.1.4.1 Teachers‟ and students‟ perception towards the frequency of teachers‟ L1 in the classroom and the reasons for it 41 v 4.1.4.2 Teachers' perceptions towards the reasons why they used L1 in classroom 43 4.2 Responses to research question 2: How does teachers‟ use of L1 affect students‟ learning? 45 4.2.1 Teachers‟ perception towards their use of L1 as a learning facilitator .45 4.2.2 Students‟ perception towards teacher's use of L1 as a learning facilitator 46 4.2.3 Students' perception towards the particular effects of teachers' L1 use on their learning 48 4.2.4 Students‟ perception towards the suitable frequency of teachers‟ using L1 in classroom 50 4.3 Summary of the findings 51 4.4 Discussion 53 4.4.1 Teachers‟ use of L1 varies in different type of lessons and stages in each lesson .53 4.4.2 Teachers‟ use of L1 is often used in several typical situations 54 4.4.3 Teachers‟ use of L1 is used in EFL classroom for some reasons .55 4.4.4 Teachers‟ use of L1 is used as a facilitating tool for students‟ learning .57 4.4.5 Negative effects of teachers‟ L1 use on students‟ learning and the strategies to improve 58 4.5 Summary of the chapter .59 CHAPTER 60 CONCLUSION 60 5.1 Overview of the study and conclusion .60 5.2 Pedagogical Implications 61 5.2.1 Recommendations to educational administrators 61 5.2.2 Recommendations to EFL teachers: 61 5.3.Suggestions for further studies: 62 5.4 Limitations of the study .62 REFERENCES 64 APPENDICES 70 vi LIST OF ABBREVIATIONS Abbreviations Stands for ELF English as a Foreign Language L1 First language L2 Second language S Student T Teacher TL Target language vii APPENDICES APPENDIX QUESTIONNAIRE FOR TEACHERS Dear teacher, I am an MA student at Hue University - University of Foreign Languages I am currently conducting a study related the teachers‟ use of L1 in EFL classroom The purpose of this questionnaire is to survey the project on EFL teachers’ use of Vietnamese language in class Your contribution is one of the great successes for my research paper The data collected will be only used for my research paper not for publication or any other purposes Please feel free to ask/contact if you have any difficulty I would like to assure your response will remain confidential Thank you in advance for helping this research work May you provide some personal information of yours? Your full name: ……………………………………… Gender: □ Male □ Female Age: Number of years of teaching English: …………year(s) Highest academic degree: Bachelor‟s degree □ Master‟s degree □ Doctorate degree □ Other; please specify …………………… Questions related to the research Question 1: How frequently you use L1 in classroom? 70 A Usually B Sometimes C Rarely D Never Question 2: Why you use L1 in classroom? (You can choose more than one answer in this question.) A It can help students‟ comprehension B It can save time C It can create the comfortable atmosphere in classroom D It can enhance students‟ motivation E Others, Please specify………………… Question 3: In which of the following lesson(s) you often use L1 in classroom? (You can choose more than one answer in this question.) A Listening B Speaking C Reading D Writing E Grammar Question 4: In which stage (s) of lessons you use Vietnamese when teaching? Please put a tick ( ) in the box you choose You can choose more than one answer for each lesson in this question Listening Speaking Pre/ Presentation While/ Practice Post/ Production 71 Reading Writing Grammar Question 5: In which following specific situation (s) you use Vietnamese in your classroom? (You can choose more than one answer for each lesson in this question.) A Defining and explaining vocabulary items B Explaining difficult concept or ideas (by giving examples, explaining, making extra explanations, etc.) C Explaining complex grammar points/ structures D Explaining the relationship between English and Vietnamese E Checking students‟ comprehension F Providing feedback and explain students‟ errors G Motivating students (encouraging students to take part in activities in class) H Building rapport with students (making jokes, showing concern to the students, showing empathy, etc) I Making transitions between activities or tasks J Giving the individual help to students K Showing activity objectives and giving instructions L Providing clarification when students not understand anything in English M Giving students homework and assignment after class practices N Answering students‟ questions at the end of lesson O Others, please specify……………………………………… Question 6: Do you believe using L1 in your class helps your students in learning English? Why? A Strongly agree B Agree C Neutral D Disagree E Strongly disagree Thank you very much for your cooperation! 72 APPENDIX QUESTIONNAIRE FOR STUDENTS (ENGLISH VERSION) The purpose of this questionnaire is to survey the project: AN INVESTIGATION INTO EFL CLASSROOM TEACHERS’ USE OF L1 AND ITS EFFECTS ON STUDENTS’ LEARNING IN HAI BA TRUNG HIGH SCHOOL IN HUE CITY Your contribution is one of the great successes for my research paper The data collected will be only used for my research paper not for publication or any other purposes Please feel free to ask/contact if you have any difficulty I would like to assure your response will remain confidential Please circle the answer you choose There are some questions you can choose more than one answer Thank you in advance for helping this research work I Personal information Please supply some personal information: Student‟s name: ………………………………………………………… Gender: □ Male □ Female Age: Class:……………………………………………………………………… II Questions related to the research: Please circle the answer(s) you choose Question 1: How often does your teacher use Vietnamese in classroom? B Usually B Sometimes C Rarely D Never Question 2: In which of the following lesson (s) does your teacher often use Vietnamese in classroom? (You can choose more than one answer in this question.) 73 F Listening G Speaking H Reading I Writing J Grammar Question 3: In which following specific situation(s) does your teacher use Vietnamese in your classroom? (You can choose more than one answer in this question.) P Defining and explaining vocabulary items Q Explaining difficult concept or ideas (by giving examples, explaining, making extra explanations, etc.) R Explaining complex grammar points/ structures S Explaining the relationship between English and Vietnamese T Checking students‟ comprehension U Providing feedback and explaining students‟ errors V Motivating students (encouraging students to take part in activities in class) W Building rapport with students (making jokes, showing concern to the students, showing empathy, etc) X Making transitions between activities or tasks Y Giving the individual help to students Z Showing activity objectives and giving instructions AA Providing clarification when students not understand anything in L2 BB Giving students Homework and Assignment- After class practices CC Answering students‟ questions at the end of lesson DD Others, please specify………………… Question 4: Do you believe your teacher’s use of Vietnamese in classroom helps you in learning English? 74 F Strongly agree G Agree H Neutral I Disagree J Strongly disagree Question 5: How you feel when your teacher uses Vietnamese in your classroom? (You can choose more than one answer in this question.) A It‟s easier to learn new vocabulary items when my teacher uses Vietnamese to define and explain them B I understand better when the teacher uses Vietnamese to explain difficult concept or ideas and complex grammar points/structures C I feel comfortable and less stressed, more confident when my teacher uses Vietnamese in class D I can understand teacher‟s instructions well and know exact what I‟m going to in each activity when my teacher translates the instructions into Vietnamese E It‟s advantageous when my teacher provides feedback and explains errors in Vietnamese F Teacher‟s use of Vietnamese may slows down the process of acquiring English G Teacher‟s use of Vietnamese doesn‟t create the exciting atmosphere in class H Teacher‟s use of Vietnamese makes students be accustomed to reacting by Vietnamese I Others, please specify……………… Question 6: In your opinion, how often should your teacher use Vietnamese in classroom? A Usually B Sometimes C Rarely Thank you very much for your cooperation! 75 D Never APPENDIX QUESTIONNAIRE FOR STUDENTS (VIETNAMESE VERSION) BẢNG CÂU HỎI KHẢO SÁT Ý KIẾN CỦA HỌC SINH Các bạn thân mến, bảng câu hỏi thiết kế với mục đích nhằm giúp chúng tơi khảo sát cho đề tài nghiên cứu việc giáo viên tiếng Anh sử dụng tiếng Việt lớp học Rất mong bạn trả lời trung thực đầy đủ câu hỏi bảng hỏi Các câu trả lời quan trọng có ý nghĩa nghiên cứu Những thông tin liệu sử dụng với mục đích nghiên cứu bảo mật Các bạn đọc câu hỏi khoanh tròn vào câu trả lời mà bạn chọn Các bạn chọn nhiều câu trả lời số câu hỏi Xin chân thành cám ơn bạn I Thông tin cá nhân Họ tên : ………………………………………………………… Giới tính: Nam □ Tuổi: ………………………………………………………… Lớp bạn học: ……………………………………………… II Một số câu hỏi liên quan đến nghiên cứu Nữ □ Câu hỏi 1: Giáo viên tiếng Anh bạn có thƣờng xuyên sử dụng tiếng Việt lớp học không? A Thường xuyên B Thỉnh thoảng 76 C Hiếm D Không Câu hỏi 2: Giáo viên tiếng Anh bạn sử dụng tiếng Việt dạy tiết học dƣới đây: (Bạn chọn nhiều câu trả lời câu hỏi này.) A Nghe B Nói C Đọc D Viết E Ngữ pháp Câu hỏi 3: Cụ thể, giáo viên tiếng Anh bạn sử dụng tiếng Việt trƣờng hợp dƣới đây? (Bạn chọn nhiều câu trả lời câu hỏi này.) A Định nghĩa giải thích số từ vựng B Giải thích khái niệm/ thuật ngữ/cấu trúc khó C Giải thích điểm ngữ pháp phức tạp D Giải thích mối liên hệ tiếng Anh tiếng Việt E Kiểm tra xem học sinh có hiểu lời giáo viên nói hay khơng F Đưa lời nhận xét giải thích lỗi sai học sinh G Khuyến khích học sinh tham gia vào hoạt động lớp học H Giao tiếp với học sinh (Nói đùa/ kể chuyện cười lớp….) I Chuyển tiếp hoạt động lớp K Giúp đỡ riêng học sinh để học sinh hiểu học L Đưa mục tiêu hoạt động lớp lời dẫn hoạt động M Giải thích chi tiết học sinh khơng hiểu điều Tiếng Anh 77 N Đưa tập nhà cho học sinh sau học O Những trường hợp khác, vui lòng nêu rõ………………………………………… Câu hỏi 4: Bạn có nghĩ việc sử dụng tiếng Việt giáo viên giúp bạn học tiêng Anh tốt khơng? A.Hồn tồn đồng ý B Đồng ý C Không C Không đồng ý D Hồn tồn khơng đồng ý Câu hỏi 5: Bạn cảm thấy nhƣ giáo viên bạn sử dụng tiếng Việt lớp học? (Bạn chọn nhiều câu trả lời câu hỏi này.) A Em cảm thấy dễ dàng học từ vựng giáo viên sử dụng tiếng Việt để định nghĩa giải thích B Em hiểu tốt giáo viên sử dụng tiếng Việt để giải thích khái niệm khó điểm ngữ pháp phức tạp C Em cảm thấy thoải mái căng thẳng hơn, cảm thấy tự tin giáo viên sử dụng tiếng Việt lớp D Em hiểu dẫn giáo viên biết xác em cần phải làm hoạt động giáo viên dịch lời dẫn sang tiếng Việt E Thật thuận lợi giáo viên nhận xét giải thích lỗi sai học sinh tiếng Việt F Việc sử dụng tiếng Việt giáo viên chậm q trình học tiếng Anh em G Khi giáo viên sử dụng tiếng Việt, em cảm thấy tiết học không tạo hứng thú chán 78 H Việc sử dụng tiếng Việt giáo viên làm em quen với việc phản xạ lại tiếng Việt học tiếng Anh I Những hiệu khác: (Vui lòng nêu rõ)…………………………………… Câu hỏi 6: Bạn nghĩ giáo viên nên sử dụng tiếng Việt lớp học mức độ nào? A.Thường xuyên B.Thỉnh thoảng C.Hiếm Chân thành cảm ơn bạn trả lời hết bảng câu hỏi 79 D Không APPENDIX QUESTIONS FOR TEACHERS’ INTERVIEWS No Questions Do you often use L1 in classroom? Why or Why not? Which lesson (s) you often use L1 while teaching? (Listening, Speaking, Reading, Writing, Grammar)? Please give the specific reasons for each one Is there any difference in the amount of L1 you use among the stages (Pre/ Presentation, While/ Practice and Post/ Production in different lessons (Listening, Speaking, Reading, Writing, Grammar)? Why ? In which specific situations you use L1 the most in class? Give clear reasons for your use Do you agree that using L1 in classroom helps your students in learning English? Why? Do you have any suggestions for using L1 to be more effective in English language teaching and learning? 80 APPENDIX QUESTIONS FOR STUDENTS’ INTERVIEWS (ENGLISH VERSION) No Questions Does your teacher often use Vietnamese in classroom? In which lesson (s) does your teacher often use Vietnamese (Listening, Speaking, Reading, Writing, Grammar)? In which situations does your teacher often use Vietnamese in classroom? (For example, when explaining complex grammar points or structures, defining vocabulary, giving instructions…) Do you agree that your teacher‟s use of Vietnamese can help you in learning English? Why or Why not? In your opinion, how often should the teacher use Vietnamese in classroom? In your opinion, how should your teacher use Vietnamese to create effective affects to students‟ learning? 81 APPENDIX QUESTIONS FOR STUDENTS’ INTERVIEW (VIETAMESE VERSION) No Questions Giáo viên tiếng Anh bạn có thường xuyên dùng tiếng Việt lớp học không? Giáo viên tiếng Anh bạn thường sử dụng tiếng Việt nhiều dạy tiết học (Nghe, Nói, Đọc, Viết, Ngữ Pháp )? Giáo viên tiếng Anh bạn thường sử dụng tiếng Việt trường hợp cụ thể ? (Ví dụ, giải thích điểm ngữ pháp cấu trúc phức tạp, định nghĩa giải thích từ vựng, đưa lời dẫn ….) ? Bạn có đồng ý việc sử dụng tiếng Việt giáo viên lớp học giúp bạn học tiếng Anh tốt không? Tại sao? Theo bạn, giáo viên tiếng Anh nên sử dụng tiếng Anh lớp mức độ nào? Theo bạn, giáo viên nên sử dụng tiếng Việt để mang lại hiệu tích cực việc học tiếng Anh học sinh? 82 Stage of lesson APPENDIX OBSERVATION SHEET Observation notes by: ……………………………………………………… Date : ……………………………………………………… Time : ……………………………………………………… Class : ……………………………………………………… Number of students : ……………………………………………………… Teacher in charge : ……………………………………………………… Topic : ……………………………………………………… Skill : ……………………………………………………… The Vietnamese utterances used by teacher Specific situations when teacher uses the Vietnamese utterances Observed effects of T’s use of Vietnamese on students’ learning Pre- -“ - - While- - - - - - - Post- 83 84
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