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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ NHƯ QUỲNH TEACHERS’ AND STUDENTS’ ATTITUDES TOWARD L1 USING IN EFL CLASSROOMS AT BAVI HIGH SCHOOL, HANOI (THÁI ĐỘ CỦA GIÁO VIÊN VÀ HỌC SINH ĐỐI VỚI VIỆC SỬ DỤNG NGÔN NGỮ ĐẦU TIÊN TRONG CÁC LỚP HỌC TIẾNG ANH TẠI TRƯỜNG THPT BA VÌ, HÀ NỘI) MINOR M.A THESIS Field: English Methodology Code: 601410 HANOI, 2011 z VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ NHƯ QUỲNH TEACHERS’ AND STUDENTS’ ATTITUDES TOWARD L1 USING IN EFL CLASSROOMS AT BAVI HIGH SCHOOL, HANOI (THÁI ĐỘ CỦA GIÁO VIÊN VÀ HỌC SINH ĐỐI VỚI VIỆC SỬ DỤNG NGÔN NGỮ ĐẦU TIÊN TRONG CÁC LỚP HỌC TIẾNG ANH TẠI TRƯỜNG THPT BA VÌ, HÀ NỘI) MINOR M.A THESIS Field: English Methodology Code: 601410 Supervisor: MA.Lê Thế Nghiệp HANOI, 2011 z iv TABLE OF CONTENTS Page ACKNOWLEDGMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES v LIST OF FINGERS vi ABBREVIATIONS vii PART A INTRODUCTION 1 Rationale for choosing the topic Aims of the study Scope of the study Methodology of the study Significance of the study Design of the study PART B DEVELOPMENT CHAPTER LITERATURE REVIEW 1.1 History of language teaching methods focusing on L1 use in FL teaching 1.2 The arguments about L1 using in the FL classrooms 1.2.1 The arguments against L1 using in FL classrooms 1.2.2 The arguments in supports of using L1 in FL classrooms 1.2.2.1 Pedagogical values 1.2.2.2 Psychological values 10 1.2.2.3 Socio- cultural values 11 1.3 Studies focusing on teachers and learners’ attitudes toward L1 use in FL classrooms 12 CHAPTER THE STUDY 14 2.1 Research questions 14 z 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 vi LIST OF TABLES Page Table 1: Teachers’ reasons for their use of Vietnamese in EFL classes Table 2: Teachers’ opinions about the situations in which they should use Vietnamese Table 3: 17 18 Teachers’ opinions on the amount of Vietnamese used in English classes 19 Table 4: Teacher’s feelings about their use of Vietnamese in English classes 20 Table 5: The situations in which teachers allow students to use Vietnamese 21 Table 6: Teachers’ opinions on the skills and language areas their students can benefit from using Vietnamese 22 Table 7: Students’ reasons for using Vietnamese in English classes 23 Table 8: The situations in which students prefer to use Vietnamese 24 Table 9: Students’ opinions on the situation they prefer their teacher to use Vietnamese 25 Table 10: Students’ opinions about their teachers’ use of Vietnamese in English classes 26 Table 11: Skills and language areas students can benefits from using Vietnamese 27 Table 12: Teachers’ use of Vietnamese in English classrooms 30 LIST OF FINGERS Page Finger 1: Teachers’ attitudes toward using Vietnamese in EFL classroom 16 Finger 2: Students’ attitudes toward using Vietnamese in EFL classroom 23 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 vii LIST OF ABBREVIATIONS CLT : Communicative Language Teaching EFL : English as a foreign language FL : Foreign language L1 : First language MT : Mother tongue TL : Target language 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 PART A INTRODUCTION Rationale for choosing the topic English language has been considered as an international language for a long time However, in the 21st century its importance has been rising significantly and English has become a compulsory school subject in many countries in the world, including Vietnam This new position of English in schools leads to an increase of interests in the English teaching methodology One of the current interests deals with the use of first language (L1) in the teaching and learning of English as a foreign language (EFL) The use of L1 when teaching and learning English is one of the major issues that have dominated in the area of (FL) acquisition for the last few decades both locally in Vietnam and internationally elsewhere Since the early 1990s Communicative Language Teaching (CLT) has quickly become popular in Vietnam In accordance with the popularity of CLT in the country, it seems that the only use of English in EFL classrooms is widely supported However, the use of Vietnamese in the process of teaching and learning English is still common in Vietnam It has raised many debates among teachers of English, such as whether they should or should not use Vietnamese in their EFL classes, and whether the use of Vietnamese has positive or negative effects on teaching and learning English of teachers and students in Vietnam, it is an assistance or interference, it can be avoidable or not, and if it is unavoidable in what condition and how much of it is acceptable Being a teacher of English at BaVi high school, which is located in the mountainous area of Hanoi city, I found that the teachers and the students at my school had many opinions of using Vietnamese in English class Therefore, I have been motivated to undertake an investigation to find out their attitudes toward using Vietnamese in EFL classrooms at BaVi high school Aims of the study This study aimed to explore the attitudes of teachers and students toward using Vietnamese in EFL classes at BaVi high school In addition to that, this study also clarified their reasons for using and avoiding Vietnamese and defined the situations in which 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What are their reasons for using and avoiding Vietnamese in EFL classroom? In what situations the teachers and students prefer to use Vietnamese in their EFL classrooms? Scope of the study The study focused on investigating the attitudes of the teachers and students toward using Vietnamese in EFL classrooms The study confined itself to the teachers and students who are teaching and learning English as a foreign language at BaVi high school Methodology of the study The study adopted a mix methodology combining both qualitative and quantitative methods for data collection and data analysis To improve the validity and reliability of the findings, three data collection instruments were used in the study: questionnaires, interviews, and classroom observations Significance of the study The findings of the present study are hoped to be useful to the following three groups: Teachers of English can make use of the findings and become aware of the role L1 plays in teaching and learning English as well as the other foreign languages Students are better aware of their FL acquisition with the use of L1 in order to adjust the frequency of L1 in their foreign language classrooms Language teaching methodology researchers can conduct further research in the area which may open the way to the development of new English language teaching methods and techniques that work to incorporate L1 use in the EFL classrooms More general, the results of this study could be important in raising our awareness of the usefulness, the situations and the frequency our L1 use in FL classrooms 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 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using in the FL classrooms, and the studies focusing on teachers‟ and learners‟ attitudes toward L1 use in FL classrooms Chapter two includes details of the research questions, setting, participants, the data collection instruments and procedure Chapter three presents the results and analysis of the data collected from the questionnaires, interviews and classroom observations Chapter four reports and discusses the findings of the research for the answers to the research questions proposed at the beginning of the thesis The conclusion gives the summary of what has been discussed in the study and suggests further research 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in FL teaching In the early years of the nineteenth century in Western countries, the Grammar Translation Method dominated the FL classrooms During this period, foreign language was taught through grammar illustration, bilingual vocabulary lists and translation exercises This method emphasizes on the literary language because it fundamental goal is to help learners be able to read literature written in the target language (TL), rather than provide them with the ability to communicate in that TL According to this method, L1 is freely used as “reference system” in the process of foreign language acquisition (Stern, 1983) In other words, L1 is used as the main means of instruction In the late nineteenth century, the Western world experienced a big change in the need of learning foreign languages with the aim of communicating This led to the emergence of the Direct Method, which pays its whole attention to the spoken language The Direct Method is based on the belief that FL learning should be an imitation of L1 learning In this light, learners should be immersed in the target language through the use of that TL “as a mean of instruction and communication in the language classroom”, and through “the avoidance of the use of L1 and translation as a technique” (Stern, 1983) After its highest popularity during the period from the late nineteenth century to the first quarter of the twentieth century, the Direct Method began to decline However, the method has laid foundation upon which many of the later methods and approaches expanded and developed Among them are the Audio-lingual Method and Communicative Approach The Audio- lingual Method, the origin of which is found in the Army Method developed in response to the need for Americans to learn the languages of their allies and enemies alike during World War II, aims at helping learners “to be able to use 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Skills and language areas Number of Percentage students (%) a Reading 70 76.9 b Speaking 24 26.4 c Listening 25 27.5 d Writing 62 68.1 e Language areas: grammar, pronunciation, and 86 94.5 vocabulary Table 11: Skills and language areas students can benefits from using Vietnamese The above table revealed that most of students (94.5 %) found the usefulness of Vietnamese on helping them learn pronunciation, grammar, and vocabulary Furthermore, 76.9 % of them thought that using Vietnamese brings them many advantages in increasing their reading skill Whereas, 62 students (68.1 %) said that their writing skill has been improved with the help of Vietnamese In addition, students also recognized the importance of Vietnamese in learning English listening and speaking In short, most of students found the effectiveness of Vietnamese both in learning languages areas and improving their English skills 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much on teacher‟s explanations in Vietnamese In addition, living in the mountainous area like BaVi district, the students did not have any opportunities to communicate with the native English speakers To provide a good English speaking environment for the students and to train them to think in English, she mainly used English in all the activities She also asked her students to use English as much as possible in all the activities, especially asking and answering questions or discussing in group or pairs She suggested that instead of using Vietnamese to explain new words, the teacher can use synonyms, antonyms, pictures, or create a context for students to imagine if the words involve some abstract concepts When teaching grammar structures, the teacher should provide a context for students to understand the meaning and the use of the grammar structures Although the students may face difficulty in understanding at the beginning, they can gradually get used to using English in their class As a result, teaching and learning English become more effective - Teacher 2: This teacher had a 7- year experience of teaching English at BaVi high school She found that using Vietnamese was part of the teaching method and it could play a positive role in English class However, she believed that the situations and the frequency of teacher‟s use of Vietnamese depend on many factors such as the aims of the lesson, the students‟ levels of English, or the duration of class She is often concerned with these factors to adjust the frequency of using Vietnamese suitably For example, in the class with many weak students, she may frequently explain grammar structures and new words in Vietnamese, but in the class with a higher English level, she may first use English If students look puzzled, she will use Vietnamese If students understand her explanation in English, she will continue the lesson without using Vietnamese In her opinion, the English 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 31 proficiency levels of the students in the same class at BaVi high school are different Therefore, using some Vietnamese in teaching English is useful for weaker students She also suggested that if there are many tasks which have to be finished in a short- time class, the teacher should use Vietnamese more - Teacher 3: Teacher has taught English for 13 years at BaVi high school He completely supported using Vietnamese in English class In his opinion, using Vietnamese in teaching English brings many benefits for his students It not only facilitates students‟ comprehension of English but also creates a comfortable and motivating environment for English classes He supposed that using English in explaining abstract words and complex grammar structures is very time- consuming and ineffective In these cases giving Vietnamese equivalent is extremely effective Students will understand better and more clearly what they are being taught 3.4 Summary of the students’ interview data Five students were randomly selected in the students‟ interview Their answers were summarized as the following: - Student 1: This was a student with low English proficiency level He said that he was afraid of learning English because his teacher mainly used English Although he tried his best to follow the teacher, he did not understand at all Therefore, his English learning became worse and worse He expected the teacher to use Vietnamese in English class, especially in explaining new words and grammar structures so that the weak students like him could understand the lesson - Student 2: Students was a student with medium English proficiency level She thought that the teacher‟s use of Vietnamese is very necessary in some situations such as explaining the meanings of abstract words, clarifying complex grammar, checking students‟ comprehension With the help of Vietnamese, she could understand the lesson more clearly 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 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English In her opinion, the teacher should limit the amount of Vietnamese used in English class because using Vietnamese so frequently prevented students from practicing their English skills She also tried to use English as much as possible to express her ideas and to answer the teacher‟s questions - Student 5: This student used to be a low English proficiency level student He said that at the beginning of the school year, he was afraid of learning all of the subjects, especially English However, in the English class, the teacher often used Vietnamese to explain what students found difficult to understand Whenever students felt confused and misunderstand what the teacher said, students could ask the teacher to use Vietnamese for clarification Sometimes, to make sure that the students could understand the lesson, the teacher often asked some weak students to use Vietnamese to summarize the main content of the lesson He found that his learning English has been improved thanks to the teacher‟s use of Vietnamese 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 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Summarizing the content of the lesson Assigning homework Table 12: Teachers’ use of Vietnamese in English classrooms The above table showed the situations and frequency that teachers used Vietnamese in the five observed English lessons: lesson 1- reading, lesson 2- speaking, lesson 3- listening, lesson 4- writing, and lesson 5- language focus It can be seen from the classroom observations and check lists that Vietnamese was used in all the observed classes However, the situations and frequency that teachers used Vietnamese are different 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students to answer her questions in English Vietnamese was used only when the teacher was asked to translate questions and suggest the answers for some difficult questions To check students‟ reading comprehension, the teacher sometimes asked some students, especially the weak to answer her questions and summarize the content of the reading passage in Vietnamese The teacher avoided using Vietnamese in greeting, maintaining the classroom discipline, and giving compliments After the lesson, the researcher found that with the help of Vietnamese, most of the students, even the weak ones seemed to have understood the lesson During the speaking lesson, the teacher mainly used English in all the activities such as greeting, joking with students, asking questions, maintaining the classroom discipline, checking students‟ understanding He also encouraged his students to speak English as much as possible Vietnamese was used only when the teacher found that his students fail to understand his English explanation Besides, the teacher sometimes used Vietnamese to give the suggestions for weak students After the lesson, the researcher found that the main medium of communication in the speaking lesson was English, and the teachers used Vietnamese only when necessary In the listening lesson, the teacher used Vietnamese very often to give instructions about the setting of the listening, and tell students how to listen and complete the listening tasks The listening lesson was rather long with some difficult tasks To help students easily understand and complete the tasks, the teacher often used Vietnamese to explain some new words and complex grammar structures In the writing lesson, the teacher used many times to give instructions for writing Besides, Vietnamese was also used to explain some necessary words and grammar structures To assess students‟ writing, the teacher mainly used Vietnamese so that students could recognize their strong points and weak points In the researcher‟s observation, 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 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continued to use English to explain the grammar structures, but all the students did not understand what he said They asked for the teacher‟s explanation in Vietnamese To check students‟ understanding, the teacher sometimes asked students to clarify their answers in Vietnamese However, the teacher could not complete her 45- minute lesson because she wasted a lot of time in using English to explain the difficult items In sum, it can be seen from the classroom observations and the check lists that Vietnamese was used in all the observed classes Teachers took the help of Vietnamese in many situations: explaining new vocabularies, explaining complex grammar structures, giving instructions and maintaining the classroom discipline with the aim to help students understand the lesson more effectively However, the frequency and the occasions in which teachers used Vietnamese are different Using Vietnamese depends on many factors such as the aims of the lesson, the English levels of students, the duration of the lesson and the motivation of the students 3.4.2 Analysis of written notes about the students’ use of Vietnamese in EFL classrooms It can bee seen from the classroom observation that the students used Vietnamese in most of the activities of five observed classrooms With the aims of providing an English speaking environment and helping students to improve their communication skills, the teachers encouraged students to use English as much as possible However, students seemed to over- use Vietnamese in some situations such as discussing in groups or pairs, asking and answering questions Because of low English proficiency level, many students found it difficult to understand the teachers‟ explanation in English They often asked their teachers for Vietnamese explanation In all the observed classes, students, especially the weak students often answered the teacher‟s questions in Vietnamese Their reason was that they were afraid of making mistakes when using 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 37 CHAPTER FINDINGS AND DISCUSSION This chapter presents the research findings collected through three data collection instruments: questionnaires, interviews and classroom observations The findings of the research were reported and discussed for the answers to the research questions proposed at the beginning of the thesis Research question 1: What are the teachers’ and students’ attitudes toward using Vietnamese in English class? The results of the study indicated that 83.3 % of the teachers and 91 % of the students participating in the investigation at BaVi high school showed their positive attitudes toward using Vietnamese in their English classes Most of the teachers and students highlighted the positive effects of Vietnamese on facilitating students‟ comprehension of English and building a comfortable and motivating environment for English classes Both teachers and students showed their positive attitudes toward using Vietnamese when they found that it could bring many benefits for students not only in learning English language areas: grammar, pronunciation, vocabulary but also in improving language skills: reading, speaking, listening, and writing Furthermore, the results of the study also revealed the different feelings of teachers about their use of Vietnamese in English classes The majority of the teachers (84.6 %) felt satisfied with their use of Vietnamese They found that using Vietnamese could help their students learn English better than purely using English On the other hand, they also felt more comfortable and confident when giving the English lessons with the help of Vietnamese Only teachers felt disappointed with their limited English proficiency when using Vietnamese This feeling arises from the belief that good teaching method means using only English in the class In general, the number of teachers who felt satisfied with their use of Vietnamese is much greater than that of those felt dissatisfied When being asked about the amount of Vietnamese they prefer to use in their English classes, 63.6 % of the teachers and 53 % of the students prefer to their teachers to use Vietnamese when necessary Moreover, the classroom observations showed that English was the chief means of communication and instruction, and Vietnamese played 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 38 only a supportive and facilitating role in English classes To create an English communication environment for students, teachers encouraged to students use English as much as possible It can be seen that despite the open attitudes toward using Vietnamese in English teaching and learning, teachers and students seemed to realize the importance of exposure to English and the danger of Vietnamese over-use in their English classrooms Research question 2: What are teachers’ and students’ reasons for using and avoiding Vietnamese in their EFL classrooms? The result of the study revealed that the main reason for teachers‟ use of Vietnamese in their English class It is because they are afraid their students not understand the lesson Most of the teachers suggested that it is better to use Vietnamese to clarify difficult items for their students, especially for weak students so that they not lag behind their peers and can understand the lesson more easily Besides, using Vietnamese is considered to be an effective way to save the class-time Furthermore, the teachers also used Vietnamese in their English class for a comfortable and motivating environment for students On the other hand, the teachers avoided using Vietnamese especially over-using Vietnamese in some situations in their English lesson They found that over-using Vietnamese not only made the students become lazy and dependent so much on Vietnamese, but also prevented their students from their English language and communication skills development Students were also asked to give their reasons for using and avoiding using Vietnamese In the interviews and questionnaires, most of students replied that they support using Vietnamese because it could make them become more confident and understand the lesson better However, from the teachers‟ and students‟ point of view, the main reason for the avoidance of using Vietnamese in English class was to provide students with opportunities to practice English Research question 3: In what situation teachers and students prefer to use Vietnamese in their English classes? The findings of the study highlighted some situations in which Vietnamese appeared to be a helpful option Data from the research instruments revealed that using 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 39 Vietnamese for explaining complex grammar structures, giving the meanings of new words, and clarifying the difficult abstract ideas were the most common uses among the teachers It can be seen from the classroom observations that the teachers‟ use of Vietnamese in these situations not only made the teachers feel more confident but also help students understand the lesson better Teachers also highlighted the importance of Vietnamese some other situations of English classes such as giving instructions, joking with students, checking students‟ understanding, maintaining classroom disciplines, explaining the aims of the lesson However, replying in the interviews, the teachers supposed that the situations in which teachers use Vietnamese depend on many factors: the aims of the lesson, the English proficiency level of students, and the duration of the lesson Students were also asked to give their opinions on the situations in which they prefer their teachers to use Vietnamese in their English class Similar to the teachers‟ opinions, students also emphasized three dominant situations: explaining new vocabulary, explaining grammar structures and clarifying difficult concepts, ideas Besides, some students also found the necessity of Vietnamese use in giving suggestions on how to learn English more effectively Students should be allowed to use Vietnamese to ask teachers to explain what they have not understood in the lesson rather than keep them confused and hesitant, and to express difficult ideas that they find it impossible to express in English The results from questionnaire and classroom observations showed that in English lessons, students seemed to over-use Vietnamese in some situations such as disusing in groups or pairs, asking and answering teachers‟ questions With the aim to provide students sufficient opportunities to practice English, the teachers always encouraged students to use English as much as possible and avoid using English in these situations 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 40 PART C CONCLUSION The study indicated that majority of participants in the investigation responded positively toward the use of Vietnamese in English classes at BaVi high school Teachers and students support using Vietnamese because they found its roles in facilitating English students‟ comprehension and building a comfortable and motivating environment Most of the participants prefer to adjust the amount of Vietnamese and English when they realized the importance of exposure in English and the danger of Vietnamese over-use in English class The study also highlighted three dominant situations for the use of Vietnamese in English classes: explaining complex grammar structures, giving the meaning of new words, and clarifying difficult, abstract ideas The findings of the study helped teachers and students at BaVi high school recognize the roles Vietnamese in teaching and learning English Teachers and students can adjust the frequency and the situations in which they should use Vietnamese to improve their English teaching and learning quality Possible implications drawn from this study that teachers and students should agree on the purpose of Vietnamese use and explore the most effective ways to employ it by discussing them together This should, in turn, motivate students, facilitate their learning, and lead to successful English acquisition While the study provides some implications for teachers and students at BaVi high school, it is not free from limitations First of all, limitations were found in the number of participants: only teachers and students were interviewed, five classrooms were observed Secondly, the study was done in limited time duration, so it cannot fully reflect the teachers and students‟ attitudes toward using Vietnamese, which may only be revealed after an extensive period of observation It is hoped that the findings of the research will explore the new ways about the use of L1 in EFL classroom in general, and use of Vietnamese in an English classroom in particular As a result, there is a need to conduct experimental studies in order to evaluate the actual role of Vietnamese in EFL classroom, thus making important contribution to the development of a systematic way of using Vietnamese for effective English language teaching and learning 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 41 REFERENCES Atkinson, D 1987 The Mother Tongue in the Classroom: A Neglected Resource?.EFT Journal, 41 : 241- 247 Atkinson, D 1993 Teaching Monolingual Classes London: Longman Auerbach, E 1993 Reexaming English Only in the ESL Classroom TESOL Quatery, 27:9- 31 Cook, V (1991) Second Languag Learning and Edward Arnold Language Teaching London: Cook, V 1999 Creating Second Language Users On-line internet Available: http://www.private.essex.ac.uk/Vcook/ OB519.html Cook, V 2001 Using L1 in the Classroom 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