INTRODUCTION
Rationale
English is the increasingly offered at primary level (Enever & Moon, 2009; Nikolov, 2009b) because of the following major reasons:
(i) The widespread assumption that earlier language learning is better (Y
The growing demand for English, driven by economic globalization, places significant pressure on governments to develop a skilled English-speaking workforce This trend is supported by various studies highlighting the necessity of English proficiency in the global market (Enever & Moon, 2009; Gimenez, 2009; Hu, Y., 2007).
(iii) The pressure from parents in the national context who want their children to benefit socially and economically from learning English (Brock-Utne
To enhance its global competitiveness, Vietnam has prioritized English as the primary foreign language in schools, similar to many South Asian nations Over the past decade, the government initiated Project 2020, revising the primary curriculum to focus on English language education Consequently, English is now taught in nearly all primary schools starting from grade 3 The key objectives of English instruction at this level are to help students understand basic commands, engage in simple conversations, and comprehend age-appropriate textbooks Additionally, students learn to write words, simple sentences, paragraphs, and informal letters suitable for their developmental stage.
Teaching English at primary schools presents various challenges, as highlighted by a survey conducted in one province Key issues include a lack of resources, insufficient teacher training, and varying student motivation levels Additionally, cultural factors and the prevalence of local languages can hinder effective English language acquisition Addressing these challenges is essential for improving English education and ensuring students develop strong language skills from an early age.
Many students in rural primary schools struggle to achieve essential English language competencies due to significant challenges within the education system A survey will be conducted in primary schools across a province to identify the obstacles faced by teachers and students, the strategies they employ to overcome these challenges, and the effectiveness of these approaches.
In Vietnam, the teaching of English to primary school children, introduced in grade 3, is gaining increased attention from national and local education professionals Teaching English to young learners differs significantly from teaching older students, requiring specialized skills If teachers lack the qualifications to engage with primary children effectively, they may struggle to motivate their students or implement suitable tasks that enhance communicative competence.
As a foreign language specialist in a Provincial Department of Education and Training, the author has identified significant challenges in teaching English to primary school children To effectively address these challenges and enhance English language instruction across the province, the researcher aims to explore the difficulties faced by teachers, seeking practical solutions to improve the teaching and learning process.
Significance of the study
This study aims to provide a comprehensive overview of the challenges faced in teaching English at primary schools in the province, particularly following the implementation of Decision 3321 The researcher hopes that the findings will inform policies designed to address and resolve these issues effectively.
For the researcher: With the deputy of English Specialist in Teaching
English to primary school students of the province, the researcher can have better understanding about the difficulties of teaching, learning English in
The challenges of teaching English in primary schools are significant and warrant thorough investigation A recent survey conducted in one province highlights these difficulties, providing valuable insights for educators and institutions The findings can serve as a resource for teachers seeking to enhance their methods and improve student outcomes By addressing these challenges, schools can develop more effective strategies for English language instruction, ultimately benefiting both teachers and students alike.
This study aids teachers in enhancing their teaching skills by allowing them to adapt their strategies to better engage students in the learning process.
For the students: New teaching strategies can help to motivate students to learn English better
This study highlights the challenges of teaching English in primary schools, suggesting that the findings, although based on a survey from a single province, are likely applicable to other regions across the country Consequently, the results are expected to contribute valuable insights for education management, particularly in the areas of teacher development and the implementation of language policies.
This study's findings are crucial for enhancing the quality of primary English teachers in Vietnam, particularly within the province The insights provided may serve as valuable recommendations for improving primary English education across the country.
Aims of the study
This study aims to investigate challenges of teaching English at primary schools as perceived by the teachers To be more specific, the objectives of this study are:
- To find out the challenges that English teachers at primary schools are facing with
- To explore the challenges in learning English that children at primary schools are encountered
- To suggest solutions to reduce the problems and challenges of teaching English at primary schools
These aims are formulated into 2 following research questions:
Teaching English at primary schools presents various challenges, as highlighted by a survey conducted in one province These challenges include limited resources, varying levels of student motivation, and the need for teacher training Additionally, cultural factors and language barriers can hinder effective communication and learning Addressing these issues is crucial for improving English language education in primary schools and fostering better outcomes for students.
1 What challenges are teachers facing when teaching English at primary schools?
2 What challenges do children at primary schools have in learning English?
Research methods
This study is a survey study Three main instruments of data collection are:
A questionnaire was administered to 100 English teachers from primary schools across the province to identify the challenges they encounter in their teaching practices and the strategies they employ to address these issues.
- Interviews with selected teachers to gain more in-depth information about issues raised in the questionnaires responses
- Classroom observations to find out the challenges learners have in learning English.
Participants
A study involving 100 teachers from primary schools across the province was conducted, with data collected through questionnaires analyzed quantitatively Additionally, qualitative analysis of interviews and class observations was performed to identify relevant topics, facilitating triangulation and addressing the research questions.
Scope of the study
This study focuses on the challenges faced by primary teachers regarding the professional support they receive at both local and national levels while teaching English in primary schools.
Organization of the thesis
This minor thesis consists of four chapters
The first part is the introduction which reveals the rationale, significance, aims, methods, participants, scope and organization of the study
Teaching English at primary schools presents various challenges, as highlighted by a survey conducted in one province Key difficulties include limited resources, varying levels of student motivation, and the need for teacher training Additionally, the curriculum often lacks practical relevance, making it hard for students to engage with the language Addressing these issues is crucial for improving English language education and fostering better learning outcomes in primary education.
The second part of the article comprises several chapters, with Chapter 1 focusing on a literature review that explores the global phenomenon of teaching English to primary school children It addresses the challenges faced in teaching English to young learners, examines how these children acquire the language, and highlights the difficulties encountered by teachers Additionally, it reviews previous studies on English teaching in primary schools in Vietnam and provides a brief overview of the context of teaching English to primary students in Vietnam.
Chapter 2 provides information about the research context which is the teaching of English to primary school children in one province
Chapter 3 presents the information about the study including the research methodology, participants and research procedures, research findings and the discussion of those findings
Teaching English at primary schools presents several challenges, as highlighted by a survey conducted in one province Key issues include a lack of trained teachers, limited resources, and varying levels of student motivation Additionally, the curriculum often does not align with students' needs, making it difficult to engage them effectively Addressing these challenges is crucial for improving English language education in primary schools and ensuring that students develop essential language skills.
LITERATURE REVIEW
Teaching English to primary school children as a global phenomenon
Foreign languages, particularly English, are essential for preparing today's youth for future opportunities by enhancing basic skills, fostering cross-cultural understanding, and equipping them for the global marketplace English has emerged as the leading foreign language taught worldwide, often becoming a compulsory subject in early primary grades in many countries A survey revealed that over 50% of countries introduced mandatory English courses by third grade, with English being the predominant choice among families for foreign language education This rising demand for English, fueled by parents' belief in its role in providing better educational and employment prospects, has led to an increase in English language programs for young learners As English solidifies its status as the global lingua franca, countries are integrating English language instruction into their education systems, starting at increasingly younger ages.
The challenges of teaching English at primary schools in one province are multifaceted and significant A recent survey highlights various obstacles faced by educators, including insufficient resources, lack of trained teachers, and varying levels of student motivation Additionally, cultural factors and language barriers further complicate the learning process Addressing these challenges is crucial for improving English language education and ensuring students acquire essential communication skills Effective strategies and support systems are needed to enhance the teaching and learning experience in primary education.
Challenges in teaching English to primary school learners
According to Moon (2000), children can learn foreign languages at any age if the appropriate conditions are established to foster their success Key factors that contribute to effective language learning include a supportive environment, engaging materials, and interactive methods that cater to young learners' needs.
(1) Realistic aims/expectation and expected outcome
(2) Well-trained teachers fluent in English
(3) Age appropriate curricula and materials
(6) Continuity and Transfer to secondary level Concerning the effectiveness of language learning at primary level, Isabel
& Elisabeth (1997, p 23) emphasized the following factors which are considered to be of great importance for successful early language learning:
(1) Well-trained teachers (language competence and methodological skills)
(2) Well-organized in-service training
(3) Well-structured curriculum with adequate timetable
(5) Continuity of language learning within the primary school and from primary to secondary stage
Quality assurance measures are essential for identifying challenges in early language programs Over the past decade, numerous studies have explored the teaching of English to primary children globally Nikolov and Curtain (2000) highlighted key issues in this field, revealing a consistent picture of teaching practices Among the most prevalent concerns are the quality of teachers and the continuity of the programs.
Teaching English at primary schools presents numerous challenges, as highlighted in a recent survey conducted in one province Key issues identified include inadequate resources, limited teacher training, and varying student motivation levels Additionally, the curriculum often lacks relevance to students' everyday experiences, making it difficult to engage them effectively Teachers frequently struggle with large class sizes, which hampers individualized instruction This survey sheds light on the critical need for improved support and strategies to enhance English language education in primary settings.
How do young learners learn English?
When teaching English to primary school children, it's essential to recognize their unique characteristics as both beginners and as a specific age group Understanding young learners' instincts, interests, cognitive abilities, and emotional aspects is crucial for teachers These insights significantly influence lesson planning, ensuring that lessons are engaging and tailored to capture the interest of young learners, ultimately enhancing their success in learning a foreign language.
According to Paradowski (2007, pp 52-247) young learners possess the following features:
Children's attention is naturally drawn to the semantics of tasks, topics, or situations rather than the language system itself Their involuntary attention and memory allow them to engage with meaning without concentrating on the linguistic code.
Children's learning is influenced by their education, with younger learners often experiencing less effective memory storage and recall, highlighting the need for recycling activities As children age, their language abilities improve, and memory involves three key phases: registering, storing through repetition, and recalling through active engagement Successful learning requires all three stages to be effective, and interestingly, adolescents may learn more quickly than adults due to their superior memory capabilities.
Children possess limited life and learning experiences, while adults bring a rich background of knowledge and extensive learning history This wealth of experience allows teachers to effectively enhance children's learning by leveraging the insights and lessons that adults can share.
Teaching English at primary schools presents several challenges, as highlighted by a survey conducted in one province Many educators face difficulties due to varying levels of language proficiency among students, which can hinder effective teaching Additionally, the lack of resources and training for teachers exacerbates these challenges Despite these obstacles, teachers often draw on their own experiences of learning languages to enhance their teaching methods Understanding these challenges is crucial for developing effective strategies to improve English language education in primary schools.
Children learn words quickly through mimicry, which applies to language, knowledge, behavior, and skills However, they struggle with complex phrases and structures, necessitating constant repetition Vocabulary relies on short-term memory, while grammar depends on long-term memory, which develops slowly during early adolescence This progression is linked to abstract thinking that emerges between 11 and 14 years of age, reaching full competence around puberty Although children under 12-13 can memorize long words and expressions, their ability to analyze these constructs is limited due to the underdevelopment of logical memory.
Krashen (1992) suggested that older learners may advance more quickly in language acquisition due to their greater engagement in sustaining conversations, unlike younger learners who often show less interest in the nuances of communication This highlights the importance of meaningful dialogue, which is a fundamental aspect of daily interactions and intellectual discussions.
According to Halliwel (1992), children possess unique characteristics that set them apart from adult learners, particularly in their ability to interpret meaning effectively.
Teaching English in primary schools presents several challenges, particularly in one province where a survey was conducted Children often learn language skills indirectly, showing greater retention of new vocabulary from their favorite cartoons than from traditional classroom instruction This highlights the need for educators to adapt their teaching methods, recognizing that students possess a natural creativity in language use, even with limited vocabulary Understanding these learning dynamics is crucial for effective English language instruction at the primary level.
Children possess a remarkable ability to find joy and create fun in their activities, showcasing their vivid imagination Their language is infused with creativity and fantasy, reflecting a deeper essence beyond mere entertainment.
Furthermore, the characteristics of young learners were mentioned by Clark
Children are developing conceptually: they develop their way of thinking from the concrete to the abstract thing
Children's approach to language learning differs significantly from that of adults; while adults often have specific goals, such as career advancement, children typically view foreign language learning as just another school subject This lack of a defined purpose means they engage with the language in a more exploratory and less goal-oriented manner.
Children are still developing: they are developing common skills such as turn talking and the use of body language
Young children are naturally egocentric, often focusing on their own interests and needs They also tend to get bored quickly, especially since they have no choice in attending school This lack of autonomy highlights the importance of making classroom activities engaging and enjoyable, ensuring that lessons are both fun and stimulating to capture their attention.
Young learners exhibit diverse and complex characteristics that significantly differ from those of adults Consequently, teachers and parents working with these children should invest time in understanding their unique traits to enhance English learning outcomes.
Mary Slattery and Jane Willis (2001: 4-5) pointed out 12 characteristics as follow:
Teaching English at primary schools presents numerous challenges, as highlighted by a survey conducted in one province Key issues include inadequate resources, varying levels of student motivation, and a lack of trained teachers Additionally, the curriculum often fails to align with students' needs, making it difficult to achieve effective language acquisition Addressing these challenges is essential for improving English language education and ensuring that students develop the necessary skills for future success.
1 Children learn through seeing, listening, copying and doing
2 Children are unable to understand an explanation of grammar rules, for example, rules of using tenses of verbs
3 Children can understand the meaning partly through non-verbal communication activities
5 Love playing and using their own imagination
6 Short attention, so changes needed
9 Independent thinking is being developed
10 Ability to distinct between reality and imagination
11 Ability to organize the best to implement any activity
12 Teamwork There is evidence that children have sensitivity to pronunciation and are good at imitating and picking up whole phrases of language, but if their teachers lack fluency or have difficulties with pronunciation, then children will not be able to make use of that particular instinct
Therefore, it is noticeable to identify what should be done in the classroom Carol Read (2003) proposes some of the optimal conditions for helping young learners to learn:
Challenges on the part of teachers
Amongst other knowledge and skills, teachers of young learners need:
- An understanding of how children think and learn
- Skills and knowledge in spoken English to conduct whole lessons orally, and to pick up children’s interests and use them for language teaching
- To be equipped to teach initial literacy in English
Teaching children a foreign language effectively can be more challenging at the primary level than at higher levels due to the reliance on oral language To maintain children's attention and mental engagement, teachers must be alert and adaptable to spontaneous language learning opportunities This necessitates a high level of fluency and a broad vocabulary knowledge.
The challenges of teaching English at primary schools are significant, as highlighted by a recent survey conducted in one province Educators face various obstacles, including limited resources, inadequate training, and varying levels of student motivation Additionally, cultural factors and language barriers can hinder effective communication and learning Addressing these challenges is essential for improving English language instruction and ensuring that students achieve proficiency in a globalized world The survey underscores the need for targeted strategies and support to enhance the teaching and learning experience in primary education.
Furthermore, since children reproduce the accent of their teachers with deadly accuracy, pronunciation skills are vitally important at the early stages
Requiring advanced spoken English proficiency from teachers of young learners contradicts common policies and beliefs in education The approach to addressing this issue differs across countries For instance, Oman’s Ministry of Education is working on a significant initiative to elevate primary English teachers to degree level However, in regions lacking resources for such retraining, it is crucial for policymakers to set realistic expectations regarding primary education outcomes.
Many educational contexts face significant challenges due to the low communicative competence of teachers In countries such as Hungary, Bulgaria, Estonia, and Croatia, there is a shortage of qualified educators Notably, over 76% of foreign language teachers in Czech basic schools lack proper qualifications, highlighting a critical issue in teacher training and competency (Nikolov & Curtain, 2000).
In Hong Kong, 55% of primary English teachers lack subject-specific training, leading to significant challenges in language proficiency and teaching methodology Untrained teachers often struggle to model effective language use and fail to engage students in meaningful learning experiences, which adversely affects their professional growth The prevalent reliance on traditional, teacher-centered approaches results in a focus on knowledge transmission, with students expected to passively absorb information Many classes are dominated by textbooks, as teachers, under pressure from schools and parents, prioritize completing the curriculum over addressing students' individual needs This dependence on textbooks is further exacerbated by teachers' insecurities regarding their English proficiency, making the textbook a necessary support in their teaching practice.
The challenges of teaching English at primary schools are significant, as revealed by a survey conducted in one province Educators face various obstacles, including limited resources, varying levels of student motivation, and a lack of trained teachers Additionally, the curriculum often does not align with the practical needs of students, making it difficult for them to grasp the language effectively Addressing these challenges is crucial for improving English language education and ensuring that students gain the necessary skills for future success.
Teachers working with ESOL learners face significant challenges, often feeling frustrated due to heavy workloads and the need to teach both language and specific content This dual responsibility makes it difficult to complete the syllabus, especially when learners have varying English proficiency levels Educators must provide extra support to struggling students while also challenging those with stronger skills, striving to ensure equitable education for all The presence of large numbers of ESOL learners exacerbates workload issues, particularly in lesson preparation and grading, leading to feelings of being overworked and resentful Discipline problems are also prevalent, with larger class sizes (over 30 students) correlating with increased behavioral issues Many educators believe that smaller class sizes would alleviate their responsibilities and benefit ESOL learners, as these students require ample time to engage in language practice.
A significant correlation exists between class size and the perceived competency of educators teaching ESOL learners Educators managing classes with over 30 students reported feeling competent only in specific situations, whereas those with smaller class sizes generally felt more competent across various circumstances This highlights the impact of class size on teachers' confidence in their instructional abilities.
The challenges of teaching English at primary schools in one province have been explored through a comprehensive survey This study highlights the various obstacles educators face, including limited resources, insufficient training, and varying student proficiency levels Additionally, it emphasizes the need for improved teaching methodologies and greater support from educational authorities to enhance the effectiveness of English language instruction Addressing these challenges is crucial for fostering a better learning environment and ensuring students develop strong English language skills.
Previous studies on primary school English teaching in Vietnam
Research has been conducted to identify effective methods for teaching English to primary school children, focusing on the integration of modern tools and techniques to enhance teaching quality The findings revealed several challenges associated with current classroom practices used by teachers in English instruction.
Vu Thi Luong (2002) and Dang Quang Sang (2007) highlight the importance of incorporating games into English language teaching for primary school children, as they align with children's interests and learning capacities Despite 90% of teachers acknowledging the effectiveness of games in language instruction, many expressed challenges due to a lack of resources, leading to the repetitive use of a limited number of games Only 20% of the 70% of teachers who utilized games did so frequently, while 30% refrained from using games altogether, believing that the focus should be solely on vocabulary and grammar to prepare students for exams Consequently, teachers often neglected to explore or gather new games, resulting in infrequent and ineffective use of games in teaching English to young learners.
Nguyen Minh Ha (2001) conducted a study on the effectiveness of teaching English through computers to primary school children in Hanoi Her research identified significant challenges associated with the use of computers in Teaching English to Young Learners (TEYL).
“most teachers are not qualified enough to meet the demands of teaching
Teaching English at primary schools presents significant challenges, as highlighted in a recent survey conducted in one province Educators face obstacles such as limited resources, varying student proficiency levels, and insufficient training These factors contribute to difficulties in effectively delivering the curriculum and engaging students Additionally, cultural attitudes towards English learning can impact motivation and participation Addressing these challenges is crucial for improving English language education and fostering a more conducive learning environment for young learners.
Many educators face significant challenges in teaching English on computers, including inadequate English proficiency, insufficient computer skills, and ineffective teaching methods A concerning trend is the over-reliance on technology, leading to difficulties in selecting suitable programs, establishing a sustainable curriculum, and applying appropriate techniques for students' levels This approach often results in a negative impact on children's attitudes toward the English language, as primary teachers tend to treat English as just another subject, similar to Math or Vietnamese, which encourages rote memorization of vocabulary and structures.
Ta Van Diep (2003) investigated the effectiveness of video clips in enhancing communicative competence among primary school children in Hanoi, highlighting that "video clips create a natural language environment with the combination of sound and pictures" (p 19) Despite this, many teachers were taken aback by the idea of using video clips for educational purposes, viewing them primarily as entertainment Additionally, the lack of video equipment in most Hanoi schools limited both teachers' and students' opportunities to incorporate video clips into English lessons.
In her 2010 exploratory study, To Thi Thu Huong provided valuable insights into the implementation of English Bilingual Education (EBE) across various educational levels in Vietnam, ranging from preschool to tertiary education, highlighting its significance in the East Asian context.
In response to society's urgent needs, strong political commitment from national leaders is crucial, as "EBE will move very fast in years to come" (p 112) However, the introduction of EBE at the primary level may present challenges for maintaining the Vietnamese language Additionally, several obstacles to the effective implementation of EBE have been identified.
- lack of understanding and support from leaders and managers
- teacher quality and professional competence
Teaching English at primary schools presents numerous challenges, as highlighted by a survey conducted in one province Key issues include limited resources, inadequate teacher training, and varying levels of student motivation Additionally, cultural factors and language barriers further complicate the learning process Addressing these challenges is crucial for improving English language education and fostering better communication skills among young learners Effective strategies and support systems are essential to enhance the teaching and learning experience in this critical stage of education.
- the English and Vietnamese proficiency levels of the learners.
Summary
This chapter outlines essential literature for establishing the theoretical and conceptual framework of the study It begins with an overview of teaching English to primary children, followed by an exploration of challenges faced in this context, particularly focusing on teacher quality and program continuity as prevalent issues globally Additionally, it discusses how young children learn English, highlighting their characteristics, optimal learning conditions, and the importance of a positive classroom environment Recommendations for addressing teacher-related challenges are also provided Finally, the chapter concludes with a review of the implementation of English language instruction in Vietnam, examining the transition from policy to practice.
This article highlights the urgent need to explore the challenges faced by teachers in instructing primary children in English within the province, as no prior research has addressed this issue By examining the difficulties perceived by both teachers and students, the study aims to identify effective solutions to enhance the teaching and learning experience in English language education for young learners.
Teaching English at primary schools presents numerous challenges, as revealed by a survey conducted in one province Key issues identified include a lack of qualified teachers, insufficient resources, and varying student motivation levels Additionally, the curriculum often does not align with students' needs, making effective learning difficult Addressing these challenges is crucial for improving English language education in primary schools and ensuring students develop essential language skills.
THE CONTEXT OF TEACHING ENGLISH TO
English instruction to primary children in Vietnam
In terms of policy, there is a strong political will for English language teaching in Vietnam
On September 30, 2008, Vietnam's Decision No 1400/QĐ-TTg was issued to approve a project for foreign language teaching in the national education system from 2008 to 2020, marking the first official introduction of foreign language education at the primary level Under this initiative, English was introduced in Grade 3, with a goal of teaching it to 100% of primary students by 2018 Following a decade of pilot programs, Decision 2080/QĐ-TTg was issued on December 22, 2017, to adjust the project for 2017-2025, making English an optional subject for Grades 1 and 2, and a compulsory subject for Grade 3 by 2025, gradually extending to higher grades Additionally, the Ministry of Education and Training's Decision No 50/2003/QĐ-BGD&ĐT established guidelines for full-day teaching, incorporating English as an optional subject starting from Grade 3, and subsequent curriculum developments paved the way for English to become a compulsory subject in primary schools.
Developing fundamental English communication skills—listening, speaking, reading, and writing—is essential for students to effectively interact in English at school, home, and within their social circles Emphasis should be placed on enhancing listening and speaking skills to foster better communication.
Teaching English in primary schools presents numerous challenges, as highlighted by a recent survey conducted in one province Educators face difficulties such as limited resources, varying student motivation levels, and a lack of trained teachers Additionally, the curriculum often does not align with students' needs, making it harder to engage young learners The survey underscores the importance of addressing these issues to enhance English language education and improve overall student outcomes in primary schools.
+ Provide students with fundamental knowledge of English to gain primary understanding of the country, people and culture of some English speaking country
+ Building students’ positive attitude to English, better understanding and love for Vietnamese through learning English Furthermore, students’ intelligence, personality and learning method have also been gradually formed (National curriculum 2003)
To achieve the desired educational outcomes, it is essential to provide four English lessons per week and ensure the presence of English specialists in each Education and Training Division across the districts.
Currently, English language teaching at primary level has been actively implemented
In grade 3, English is a core subject with a time allocation of 2 to 4 periods per week, depending on the school's facilities and the number of English teachers available For grades 1 and 2, English is offered as an optional subject.
- In Ho Chi Minh City, an Intensive Program has been piloted with 8 periods per week at Grade 1 since 1998 (Nguyen Ho Thuy Anh, 2007)
It is a fact that English education at primary level has been implementing for over a decade but it is still not become a compulsory subject
The Ministry of Education and Training (MOET) has officially announced the new curriculum for Primary English education Starting in the 2020-2021 school year, English will be a mandatory subject for students from grade 3 The program emphasizes the development of all four essential English communicative skills.
To achieve A1 level in ALTE by the end of primary education, students will engage in four English periods per week In grades 1 and 2, English will be an optional subject, with students participating in two periods weekly.
Primary teachers will be required to reach standard of qualification e.g TKT Certificate
The challenges of teaching English at primary schools in a specific province have been highlighted through a comprehensive survey This study identifies key obstacles faced by educators, including limited resources, insufficient training, and varying levels of student motivation Additionally, it emphasizes the need for improved teaching methodologies and curriculum development to enhance English language acquisition among young learners Addressing these challenges is crucial for fostering effective English education in primary schools.
Introduction to the province context of teaching-learning English at
The province, located about 100 km from Vietnam's capital, consists of 8 districts and has made significant strides in foreign language education On July 8, 2008, the Provincial Committee of People approved Plan No 21/ĐA-UBND, initiating a foreign language teaching scheme for 2008-2015, which introduced English into the primary education curriculum starting from grade 3 By the 2008-2009 school year, 10,234 students in grades 3 and 4 across 153 primary schools were enrolled in English classes, with 164 teachers hired for instruction Initially, English was taught for only 2 periods per week, despite the curriculum allowing for 4 periods However, by the 2018-2019 school year, 94% of students (43,960 out of 44,350) from 152 primary schools were receiving 4 periods of English instruction weekly, supported by a recruitment of 280 English primary teachers.
In response to concerns about the lack of primary teaching methodology training among newly recruited teachers, the Director of the Provincial Department of Education and Training initiated an evaluation program to assess the effectiveness of English instruction A formal partnership was established with the Apollo Organization of Education and Training to facilitate this evaluation In June 2010, a comprehensive English test was administered to all English teachers, including 164 primary school educators, focusing on speaking, listening, grammar, and vocabulary Despite sparking considerable debate, the test significantly heightened teachers' awareness of the importance of self-study and provided valuable insights into their proficiency levels.
The challenges of teaching English at primary schools are highlighted in a survey conducted in one province To address these challenges, teachers were categorized into different groups based on their proficiency levels for in-service training Subsequently, many teachers were gradually provided the opportunity to participate in training courses specifically designed for primary educators, which typically lasted around three months These courses aimed to enhance both language proficiency and teaching methodologies Additionally, teachers attended annual workshops lasting one to two days focused on effective strategies for teaching English to primary school students.
Teachers and their background
The shortage of qualified primary English teachers poses a significant challenge, with a severe lack of formally trained educators in this field In 2010, Dr Nguyen Loc highlighted the need for at least 1,700 English teachers at the primary level, yet the demand continues to exceed the supply of competent professionals Many schools resort to hiring teachers on a contract basis due to the absence of a staffing quota, leading to a workforce that often lacks adequate linguistic skills and teaching competencies Low salaries contribute to a lack of commitment and motivation among these teachers, further hindering the effectiveness of English as a Foreign Language (EFL) instruction Consequently, the overall proficiency and teaching capacity of primary English educators remain unsatisfactory, as evidenced by recent studies on teacher preparation in Vietnam.
A recent study by Do (in press) revealed that primary English teachers in the province exhibited significant weaknesses in key areas such as pedagogical skills, oral communication, vocabulary knowledge, and pronunciation Notably, there has been a lack of legislative policy regarding the credentialing of primary English foreign language teachers (PEFLTs).
The challenges of teaching English at primary schools in Vietnam are highlighted by a recent survey, which reveals ongoing issues despite the implementation of the National Primary English Curriculum in 2010 According to the curriculum, Primary English Foreign Language Teachers (PEFLTs) are required to possess a university degree, demonstrate language proficiency at Level B2 on the Common European Framework of Reference for Languages, and engage in professional development activities However, there is a significant shortage of qualified English teachers, and many currently employed lack adequate proficiency Contributing factors to these challenges include the low status of teachers, insufficient training opportunities, a lack of professional support, and inadequate in-service development programs, which hinder the overall quality of English education in primary schools.
Many teachers in the provinces are trained primarily to instruct adults and adolescents rather than primary school children, with most receiving in-service training While some achieve a B2 language proficiency level, they often regress due to a lack of practice opportunities Additionally, only a few teachers actively seek to learn modern primary English teaching techniques through training courses, as many resist participating in workshops due to a fear of change, preferring to stick to outdated methods they learned two decades ago.
Summary
This chapter presents briefly the province context in which the policy of primary English instruction and teachers’ background are detailed
Teaching English at primary schools presents several challenges, as highlighted by a survey conducted in one province These challenges include limited resources, varying levels of student motivation, and a lack of trained teachers Additionally, the curriculum often does not align with students' needs, making it difficult to engage them effectively Addressing these issues is crucial for improving English language education in primary schools and ensuring that students develop the necessary skills for future success.
THE STUDY
The data collection instruments
The instruments for data collection in this study were questionnaire, interview (face-to-face and facebook group) and class observation
Instrumentation one: A set of questionnaire answered by the teachers
The questionnaire comprised nine questions focusing on teachers' experience in teaching English, the training they received for instructing primary children, and the challenges they face in the classroom It explored the effectiveness of training workshops, issues related to learners, curricula, teaching resources, and personal teacher challenges Additionally, it examined the optimal conditions for teaching, including learner engagement, curriculum quality, and school facilities Finally, the survey sought insights into how teachers address these challenges and their recommendations for improvement.
The researcher conducted interviews (face – to – face with 8 key teachers and group of facebook with about 30 teachers) for further explanation,
The challenges of teaching English at primary schools in one province were explored through a comprehensive survey This study highlights various obstacles faced by educators, including limited resources, varying student proficiency levels, and the need for tailored teaching strategies Additionally, the research emphasizes the importance of understanding the unique teaching contexts of educators, which was not fully captured during the questionnaire phase Addressing these challenges is crucial for improving English language instruction and enhancing student outcomes in primary education.
A total of 11 classroom observations from 10 schools were done in a year The teachers’ teaching methods and students’ activities were taken notes and captured with some pictures
The topics below guided the analysis of data obtained from the questionnaire, classroom observation, interviewing:
(1) Teachers’ experience of English teaching at primary level
(2) Teachers’ self-judgement of training workshop they have attended
(3) Teachers’ difficulties in teaching at primary schools
(5) Teachers’ solution to solve their difficulties
The participants
A survey was conducted involving 100 elementary school teachers currently teaching English at primary schools, utilizing Google Forms and a Facebook group for data collection The survey aimed to gather insights into the teachers' perceptions and attitudes regarding different aspects of English instruction On average, the survey took participants 15 to 20 minutes to complete.
Data collection procedure
The researcher conducted a year-long study visiting 10 schools across the province, including 3 urban schools and 7 rural institutions Throughout this period, a total of 11 class observations were performed, comprising 2 observations in Grade 3 and 5 in Grade 4.
4 in Grade 5 Thus, class observations with a lot of notes and small talk with the teachers revealed much about what was happening in the classroom
The challenges of teaching English at primary schools have been highlighted in a recent survey conducted in one province This study reveals various obstacles faced by educators, including limited resources, inadequate training, and varying levels of student motivation Additionally, the survey indicates that cultural factors and differing language backgrounds significantly impact the effectiveness of English instruction Addressing these challenges is crucial for improving English language education at the primary level, ensuring that students receive a quality learning experience that prepares them for future academic success.
The questionnaire was distributed via Google Forms through a Facebook group, where the researcher clarified its purpose and the expectations for respondents Prior to distribution, the researcher addressed any inquiries from participants and encouraged them to seek clarification on any aspects of the questionnaire they found confusing.
To ensure the accuracy of the collected questionnaires, the researcher requested permission to follow up with respondents after data collection via Google Forms, allowing her to clarify any ambiguous answers.
Besides, the researchers interviewed 8 teachers who are key teachers- representatives of 8 districts in the province These eight areas differ slightly in terms of their economic and educational development.
Data analysis
The questionnaire data were quantitatively analyzed using percentages, while responses to open-ended questions were categorized for detailed analysis Additionally, observational data were meticulously examined, and pertinent extracts were selected for further evaluation.
Findings
The result of the study will be reported in the following items:
- Teachers’ experience of English teaching at primary level
- Teachers’ self-judgement of training workshops they have attended
- Teachers’ difficulties in teaching at primary schools
- Teachers’ solution to solve their difficulties
- Teachers’ performance in the classroom
Teaching English at primary schools presents significant challenges, as highlighted by a survey conducted in one province Key obstacles include limited resources, insufficient teacher training, and varying student motivation levels Additionally, cultural factors and language barriers can hinder effective communication and learning Addressing these issues is crucial for improving English language education in primary settings and fostering better outcomes for students.
3.5.1 Teachers’ experience of English teaching at primary school level
A total of 100 teachers participated in the survey, with 70 respondents from rural areas The average teaching experience in English among them was 8 years, and 22% had over 10 years of experience, while another 22% had less than 5 years Notably, 78% of the respondents reported that they had not received formal training in teaching English to primary school children during their university education.
There is no meaningful differ in teachers’ teaching experience with their responds
3.5.2 Teachers’ self-judgement of training workshops they have attended
Half of the respondents participated in teaching methodology workshops 5-10 times, while others attended 3-4 times An impressive 90% of surveyed teachers expressed a positive attitude towards the training workshops they attended The workshops primarily focused on enhancing language competencies, understanding children's characteristics, teaching methodologies, and techniques to foster children's abilities Additionally, they covered the integration of information technology in teaching and assessment, designing engaging teaching activities, and utilizing games, songs, and chants in English instruction, along with training in formative and summative assessments for primary students.
A survey revealed that 10% of teachers are critical of workshops aimed at enhancing language competence to B2 and C1 levels, believing they do not benefit their teaching of children and create unnecessary pressure due to the need for retesting despite having previously achieved B2 Conversely, while 90% of respondents view teaching method workshops positively, they struggle to implement many of the techniques learned in their classrooms.
Teaching English at primary schools presents several challenges, as highlighted by a survey conducted in one province These challenges include insufficient resources, varying levels of student motivation, and a lack of trained teachers Additionally, cultural differences and language barriers can hinder effective communication and learning Addressing these issues is crucial for improving English language education and ensuring that students receive a quality learning experience Implementing targeted strategies can help overcome these obstacles and enhance the overall teaching and learning process.
Order Items of advantageous Number of mentions
1 Students are active in learning, confident and have the love for English 26
2 Parents concern about their children’s learning 41
3 Programme and course books are clearly presented and accompanied with the e-version, “sach mem” 51
4 Have assistance from school managers and others 53
5 Classrooms are equipped with school facilities 44
6 Love teaching job, continuously self upgrading language competences and teaching techniques 27
7 Teachers are initiative in finding creative techniques to teach children 19
Surveyed teachers consistently highlighted the key advantages of receiving support from school managers and the community in teaching English at primary schools This indicates a growing recognition of the importance of English education in urban areas, where teachers are more likely to benefit from such assistance.
3.5.4 Teachers’ difficulties in teaching at primary schools
Through questionnaire, class observations and interviewing with 8 keys teachers, the most common challenges are listed as below:
Teaching English at primary schools presents various challenges, as highlighted by a survey conducted in one province These challenges include limited resources, insufficient teacher training, and a lack of student motivation Furthermore, the curriculum often does not align with the students' needs, making it difficult to engage them effectively Addressing these issues is crucial for improving English language education and enhancing student outcomes in primary schools.
Order Items of challenges Number of mentions
1 Large class size (more than 35 sts, up to 43) 35
3 Unfavorable conditions for learning English in the rural areas 43
4 Parents’ and school leaders’ unawareness of the role of
5 Contents in the course book are not related to students’ real life 32
6 Inappropriate sequence of activities and linguistic content in the course book 27
7 Lack of teaching technologies or lack of physical space for using technologies in teaching 30
8 Available equipment is not in good condition 40
9 Heavy teaching schedule while students cannot learn
English four class periods a week 31
10 Teachers do not feel confident teaching children 35
11 Teachers lack of initiative in finding creative techniques to teach children 29
12 Lack of time for self-study 12
Among 11 items above, number 1, 7 are mainly come from the advantageous areas as cities, towns Nowadays, people often rush to earn living in cities, population there increase, classes are dense with students because it is difficult to expand the schools, English rooms are also used for classes, teachers often have to bring along cassettes to classes to use instead of projectors Items number 4, 8, 9 are mainly from remote areas, and this reveals that in remote areas English does not get much concern from people, in those places are often short of teachers, short of schools’ facilities Other items are from both rural and urban areas
Teaching English at primary schools presents numerous challenges, as highlighted by a recent survey conducted in one province Educators face difficulties such as a lack of resources, insufficient training, and varying levels of student motivation Additionally, cultural factors and language barriers further complicate the teaching process The survey underscores the need for improved teacher support and effective curriculum development to enhance English language instruction in primary education Addressing these challenges is essential for fostering a more effective learning environment for young students.
3.5.5 Teachers’ solutions to their difficulties
Order Solutions Number of mentions
1 Love children, be children’s friend, love teaching job 17
Continuously study independently to improve their language competence and teaching techniques by using resources and materials on the internet, from other teachers, through workshops
3 Try to find creative techniques of teaching s to make learning fun to the students
4 Adapt materials to the students’ levels and characteristics
5 Guide students to learn by themselves outside the classroom
6 Cooperate with teachers from schools and students’ parents
There are totally 100 surveyed teachers, however, 35% stated that
Many teachers struggle with effectively teaching children techniques and lack confidence in their abilities Only 14% believe that ongoing self-improvement in language skills and teaching methods is necessary The majority emphasize the importance of guiding students in self-directed learning and peer collaboration, as well as adapting materials However, observations reveal that many educators are not proficient in facilitating group learning and often adhere rigidly to the course materials without making necessary adaptations.
The challenges of teaching English at primary schools in one province reveal significant obstacles faced by educators A recent survey highlights issues such as inadequate resources, varying student proficiency levels, and a lack of teacher training These factors contribute to difficulties in delivering effective English instruction Additionally, cultural attitudes towards learning English can impact student motivation and engagement Addressing these challenges is crucial for improving English language education in primary schools and fostering better learning outcomes for students.
Order Proposals Number of mentions
1 Have English room equipped with basic facilities for teaching and learning English 32
2 Reduce the number of weekly teaching hours to 18 instead of 23 29
3 Recruit enough English teachers to make sure that all students can learn English four class hours per week 25
If possible, reduce the number of students in English class to 20 or 25 so that teachers can individualize their teaching
5 Invest in creating a favorable teaching and learning environment within the school 35
Encouraging teachers to continuously improve their professional competence and to think of more creative ways of teaching
Respondents emphasized the need for an improved environment that enhances language proficiency and teaching skills for both teachers and students Candidates from urban areas particularly advocated for dedicated spaces for English instruction within schools In contrast, rural schools frequently face a shortage of teachers, resulting in students receiving less than the recommended four English lessons per week.
The biggest percentage proposal in this table is for encouragement from schools’ managers to teachers who are creative and active in self upgrade language competences and teaching techniques
Teaching English in primary schools presents numerous challenges, as highlighted by a survey conducted in one province Educators face obstacles such as limited resources, varying student proficiency levels, and insufficient training Additionally, cultural factors and parental involvement significantly impact the effectiveness of English instruction Addressing these issues is crucial for enhancing the quality of English education at the primary level The findings underscore the need for targeted support and innovative teaching strategies to improve learning outcomes for students.
3.5.7 Teachers’ performance in the classroom
In an analysis of 11 observed lessons, it was found that 40% of teachers struggled with pronunciation issues, specifically with final sounds, syllable clusters, and intonation This challenge hindered their ability to provide children with an accurate linguistic model for imitation.
For example: In grade 5, unit 9 “What did you see at the zoo”
T: Good job, sit down please ok we are saw many animal at the roo (zoo) ok today we are continue unit 9 what did you see at the roo (zoo) whole class open book on page 58 ok or
T: “Look at the board listen and repeat unit 9 what did you see at the roo (Zoo)”
In the above lesson extract, the teacher did not speak the sentence with correct intonation and word stress, let along grammatical accuracy
CONCLUSION
This research identifies key challenges in teaching English to young learners, including insufficient teacher training, inadequate school facilities, and excessive workloads While government policies often focus on familiarizing teachers with modern educational approaches, these training initiatives do not always effectively support educators Teachers specifically highlight the need for training in teaching skills and differentiation, indicating that training courses and course materials should address these critical areas to enhance teaching effectiveness.
English teachers face significant challenges when teaching ESOL learners, including large class sizes, varying teacher skills and confidence in English, and time constraints These educators expressed frustration over heavy workloads and inadequate resources, highlighting the need for enhanced teaching facilities, professional development, and parental involvement A deeper understanding of the needs and coping strategies of teachers could improve training and better prepare school leadership teams (SLTs) to support educators This insight may also drive further research and potential policy changes to address the challenges faced by educators, especially as more ESOL learners are integrated into English-speaking classrooms.
Teaching English at primary schools presents significant challenges, as highlighted by a survey conducted in one province These challenges impact educators' ability to ensure that learners can reach their academic potential The involvement of school leadership teams (SLTs) is crucial in addressing these obstacles, as it helps create equitable learning opportunities for students Ultimately, the goal is to provide all learners, regardless of their language background, with the same chances for success as their peers who are educated in their first language.
The survey conducted in a single province of Vietnam offers valuable insights for policy-makers and teacher educators nationwide, as the political, economic, social, and educational contexts are likely similar across the country While the findings may reflect broader trends in other provinces, larger-scale studies encompassing diverse geographical areas are essential for making generalizations Additionally, employing multiple data collection methods would enhance the comprehensiveness of the information gathered.
Teaching English at primary schools presents significant challenges, as highlighted by a recent survey conducted in one province Educators face obstacles such as limited resources, varying student proficiency levels, and a lack of training in effective teaching methodologies Additionally, cultural attitudes towards English learning can impact student motivation and engagement Addressing these challenges is crucial for enhancing English language education in primary schools and ensuring students develop essential communication skills for their future.
1 Abbas, T & Teddlie, C (2003) Handbook of mixed methods in social & behavioral research USA: Sage Publications
2 Cameron, L (2003) Challenges for ELT from the expansion in teaching children
ELT Journal, April, Issue 57, Oxford University Press
3 Dang, Quang Sanh (2007) Using Language Games in Teaching Speaking and Listening to Primary School Children in Han Thuyen School Graduation Paper VNU
4 Hayes, D (2007) English Language Teaching and Systemic Change at the Primary Level: Issues in Innovation Primary Innovations Regional Seminar,
5 Krashen, S D (1987) Principles and Practice in Second Language Acquisition New York: Prentice-Hall International
6 McLachlan, A (2009) Modern languages in the primary curriculum: Are we creating conditions for success? Language Learning Journal, 37(2), 183-203
7 Moon, J (2005) Investigating the Teaching of English at Primary Level in Vietnam: A Summary Report Presentation at the Conference on English Language Teaching at Primary Level, Hanoi, June 2005, pp 47-55
In her 2007 presentation at the Primary Innovations Regional Seminar hosted by the British Council in Vietnam, Ho Thuy Anh Nguyen discussed the Pilot Intensive Programme in Ho Chi Minh City, highlighting its alignment with societal needs The programme aims to address specific educational demands within the community, showcasing innovative approaches to learning and development.
9 Nguyen, Minh Ha (2001) A Study on Teaching English on Computer to Primary
School Children in Hanoi Graduation Paper VNU
10 Nguyen, Loc (2005) MOET Strategies for Teaching Foreign Languages at Primary Level Presentation at the Conference on English Language Teaching at
Primary Level, Hanoi, June 2005, pp 3-13
11 Nguyen, Loc (2007) Challenges for Primary Education in the Strategy for Teahing and Learning Foreign Languages in Vietnam Presentation at the Primary
Innovation Regional Seminar, Hanoi, March 2007, pp.53-59
The challenges of teaching English at primary schools have been extensively explored through a survey conducted in one province This study highlights various obstacles faced by educators, including limited resources, varying student proficiency levels, and insufficient training for teachers Additionally, the survey reveals the impact of cultural factors on language acquisition and the need for more engaging teaching methods Addressing these challenges is essential for improving English language education and ensuring that students develop the necessary skills for effective communication.
12 Read, C (2003) Is younger better?' in English Teaching Professional, Issue 28,
13 Read, C (2005) Managing Children Positively' in English Teaching Professional, Issue 38, Modern English Publishing
14 Slattery, M & Jane, W (2001) English for Primary Teachers Oxford University Press
15 Thuy Anh, N H (2007) Pilot intensive programme in Ho Chi Minh City: A programme that meets the needs of society In L Grassick (Ed.), Primary innovations regional seminar: A collection of papers (pp 113-116), Hanoi,
16 To, Thi Thu Huong in Johnstone, R (2010) (Eds) Learning Through English: Policies, Challenges and prospects Insight from East Asia Chapter 5 British Council
Báo cáo nghiên cứu của Lê Văn Cảnh (2017) đánh giá chương trình bồi dưỡng giáo viên tiếng Anh phổ thông, tập trung vào năng lực sư phạm và năng lực ngoại ngữ Nghiên cứu này cung cấp cái nhìn sâu sắc về hiệu quả của các chương trình đào tạo, từ đó đề xuất các giải pháp nâng cao chất lượng giảng dạy cho giáo viên.
The challenges of teaching English at primary schools in one province have been thoroughly examined through a comprehensive survey This study highlights various obstacles faced by educators, including limited resources, insufficient training, and varying levels of student motivation Additionally, the survey reveals the impact of cultural factors on language acquisition, emphasizing the need for tailored teaching strategies Addressing these challenges is crucial for enhancing English language education and ensuring effective learning outcomes for primary school students.
Bảng hỏi này nhằm khảo sát những khó khăn trong việc dạy học tiếng Anh tại các trường tiểu học trong tỉnh Những câu trả lời của bạn sẽ được đánh giá cao và góp phần tích cực vào việc cải thiện giảng dạy tiếng Anh Thông tin bạn cung cấp sẽ được giữ bí mật hoàn toàn và chỉ sử dụng cho mục đích khảo sát Chân thành cảm ơn sự hỗ trợ và hợp tác của bạn.
1 Bạn đã dạy tiếng Anh trong trường tiểu học được bao lâu?
a) dưới 5 năm b) từ 5 đến 10 năm c) trên 10 năm
2 Trường tiểu học nơi bạn dạy ở nông thôn hay thành thị? a) rural areas: b) urban areas:
3 Bạn có được đào tạo về phương pháp giảng dạy tiếng Anh tiểu học khi học ở đại học sư phạm không?
4 Bạn đã được bồi dưỡng về phương pháp dạy tiếng Anh cho học sinh tiểu học mấy lần rồi?
5 Bạn hãy miêu tả ngắn gọn nội dung các lớp bồi dưỡng bạn đã tham dự
6 Các lớp bồi dưỡng đó có hữu ích với bạn không? a) Rất không hữu ích b) Rất ít hữu ích c) Rất hữu ích
7 Bạn gặp những khó khăn gì trong giảng dạy tiếng Anh ở tiểu học?
7.1 Khó khăn về người học 7.2 Khó khăn về chương trình, sách giáo khoa
7.3 Khó khăn về điều kiện dạy và học
7.4 Khó khăn về chính bản thân bạn
8 Bạn có những thuận lợi gì trong giảng dạy
Teaching English at primary schools presents significant challenges, as highlighted by a survey conducted in one province Key issues identified include a lack of qualified teachers, insufficient resources, and varying levels of student motivation Furthermore, the curriculum often does not align with practical language use, making it difficult for students to engage effectively Addressing these challenges is crucial for improving English language education and ensuring that students develop essential communication skills.