Rationale
In English as a Foreign Language classrooms, opinions on the use of the first language (L1) vary significantly Some institutions enforce strict policies mandating that teachers use only English, while others allow for more flexibility, permitting the use of L1 during instruction This divergence in language policy reflects differing perspectives among educators and students regarding the role of L1 in enhancing the learning experience.
My experience teaching English at a high school highlights a prevalent issue: policymakers and educators often enforce a monolingual approach, neglecting the advantages of incorporating students' first language (L1) in lessons In formal evaluations, L1 is frequently prohibited, yet in practice, Vietnamese is often used due to students' proficiency levels and an examination-focused methodology Despite numerous studies advocating for the integration of learners' mother tongue (Schweers 1999; Swain & Lapkin 2000; Burden 2001; Prodromou 2002; Tang 2002; Al-Nofaie 2010), decisions to exclude L1 stem from unexamined assumptions (Auerbach 1993, p 29) While it may seem logical for high school English classes to be conducted solely in English, the effectiveness of this policy in promoting learning remains questionable.
Despite recent studies highlighting the use of mother tongue in EFL classrooms, there is a lack of research on the role of L1 and students' perspectives in the Vietnamese context Kim Anh's (2010) study focused solely on university teachers' attitudes toward using Vietnamese in English instruction, and no research has explored students' attitudes regarding L1 use in English classes at Tien Lang High School This paper aims to fill this gap in the literature, emphasizing the importance of considering learners' voices alongside teachers' perspectives in the teaching and learning process to inform effective pedagogical decisions.
This study examines English as a Foreign Language (EFL) classrooms in a high school where both teachers and students are encouraged to use only English, particularly during formal evaluations However, the use of English is restricted to a minimum Educational policymakers assert that exclusive English instruction significantly increases students' exposure to the target language, aligning with the principles of the Natural Approach (Krashen, 1981).
Aims and objectives of the study
With the above aim, the objectives of the study are as followed:
Explore whether or not Ss support both T’s use and Ss’ use of L1 in L2 classes, their reasons and in which contexts they prefer using L1
Investigate the differences of Ss’ attitudes towards the use of L1 in L2 classrooms according to their language proficiency levels.
Research questions
1 What are Tien Lang students’ attitudes towards the use of Vietnamese in EFL classrooms?
1.1 What are Tien Lang students’ attitudes towards teachers’ use of Vietnamese in EFL classrooms?
1.2 What are Tien Lang students’ attitudes towards students’ use of Vietnamese in EFL classrooms?
2 What are high-achievers’ attitudes towards using Vietnamese in EFL classrooms compared to those of low-achievers?
2.1 What are high-achievers’ attitudes towards teachers’ use of Vietnamese in EFL classrooms compared to those of low-achievers?
2.2 What are high-achievers’ attitudes towards students’ use of Vietnamese in EFL classrooms compared to those of low-achievers?
In this study, 'attitudes' denote the participants' inclinations to either accept or reject ideas, reflecting their favorable or unfavorable feelings towards certain beliefs (Gay, Mills & Airasian, 2006).
The methodology of the study
The methods applied in this study are both quantitative and qualitative The data come from questionnaire and audio record for interview section
The study involved 91 randomly selected grade 11 students from Tien Lang High School, who were categorized into two groups based on their English proficiency levels derived from their end-of-semester test scores: low-achievers (below 5.5) and high-achievers (above 8.0) Initially, all participants completed a questionnaire, followed by interviews with ten selected students.
The survey questionnaire serves as a vital tool for gathering information and evidence for the study, while the interview section aims to clarify students' responses to the questionnaire All insights, remarks, recommendations, assumptions, and conclusions presented in the study are grounded in thorough data analysis.
The scope of the study
A study at Tien Lang High School in Hai Phong explored the attitudes of 11th-grade students towards the use of their mother tongue by both teachers and students in English as a Foreign Language (EFL) classrooms Due to time constraints, the research specifically examined whether students with varying levels of English proficiency held different perspectives on this issue The participants included non-English major students from two classes, 11B2 and 11B8.
Design of the paper
The second part of the article comprises three key chapters: literature review, methodology, and results and discussions The concluding section addresses the implications for educators and curriculum developers, outlines the study's limitations, and offers suggestions for future research.
Attitudes
Definition of attitudes
Attitude can be defined in various ways, with researchers in psychology and education, particularly in language learning, offering diverse definitions that reflect different contexts and perspectives (Alhmali, 2007, cited in Alzwari H., 2012).
An attitude is defined as a consistent way of thinking, feeling, and reacting to various stimuli, including people and social issues, and can vary significantly among individuals and over time (Lambert, 1973; Lambert, 1987) It plays a crucial role in shaping one’s self-perception, perceptions of others, and cultural understanding (Brown, 1980) Additionally, attitudes are evaluative reactions based on personal beliefs and opinions, influencing choices across different activities, whether academic or informal (Gardner, 1985; Padwick, 2010).
Wenden (1991) provides a comprehensive definition of the concept of attitude, categorizing it into three interrelated components: cognitive, affective, and behavioral The cognitive component encompasses beliefs and thoughts about the attitude object, while the affective component pertains to an individual's feelings and emotions, indicating whether they like or dislike it Lastly, the behavioral component reflects how these attitudes influence actions and behaviors Overall, Wenden’s definition offers a clear and holistic understanding of the attitude concept.
“attitude” with three main components, which the researcher bases on to design a survey questionnaire afterwards.
Language attitude and effects of language attitude
To effectively master a second language, students require not only mental competence and language skills but also positive attitudes and perceptions towards the target language (Gardner & Lambert, 1972) Attitudes towards a language play a crucial role in its restoration, preservation, decay, or extinction (Baker, 1992, as cited in Abidin, 2012) Furthermore, De Bot et al (2005) emphasize that high motivation and positive attitudes significantly enhance the second language learning process.
The learning process is seen as a transformative experience that positively impacts an individual's personality across emotional, behavioral, and cognitive domains When a person acquires knowledge in a specific area, it leads to changes in their thinking patterns, behaviors, and beliefs, highlighting the significance of learning in personal development (Kara).
The learning process encompasses not only cognitive elements but also significant social and psychological dimensions Attitudes play a crucial role in influencing behavior, shaping mental operations, and affecting emotional responses.
1.2.1 Effect of attitude on behavior
Attitude significantly influences behavior, shaping how individuals react in various situations Successful language learning enhances learners' identification with native speakers, leading them to adopt behaviors typical of the target language community According to Kara (2009), as cited in Abidin (2012: 123), this process is essential for effective language acquisition.
Positive attitudes foster positive behaviors in students, encouraging them to immerse themselves in their studies and pursue deeper learning These students demonstrate a greater willingness to tackle problems, seek out valuable information and skills for everyday life, and engage emotionally in their educational experiences.
1.2.2 Effect of attitude on mental operation
According to Abidin (2012: 122), language learners' beliefs about their knowledge and understanding during the language learning process are linked to the cognitive aspect of attitude This cognitive attitude can be broken down into four key steps: connecting prior knowledge with new information, creating new knowledge, verifying this new knowledge, and applying it across various situations.
1.2.3 Effect of attitude on affection
Feng and Chen (2009), as cited in Abidin (2012: 123), emphasize that the learning process is inherently emotional, influenced by various emotional factors that engage both teachers and students Learners' attitudes play a crucial role in expressing their preferences towards objects and situations in their environment Research by Choy and Troudi (2006, cited in Abidin, 2012: 123) supports the notion that the emotions and inner feelings of foreign language learners significantly shape their perspectives and attitudes toward the target language This study primarily investigates how attitudes impact behaviors, mental processes, and emotional responses.
Use of mother tongue in EFL classrooms
Monolingual approach
The monolingual approach emphasizes the exclusive use of the target language (L2) in educational settings, minimizing reliance on the first language (L1) to enhance exposure and proficiency in L2 This method aligns with Krashen’s Input Hypothesis, which argues that limiting L1 use maximizes learners' engagement with the target language In EFL contexts, where opportunities for L2 exposure are often scarce, it becomes crucial for teachers to create environments that encourage frequent use of L2 Turnbull (2001) highlights that employing L1 can diminish students' chances to practice L2, while Cook (2001) suggests that fostering L2 interaction in the classroom promotes a naturally communicative atmosphere essential for language development.
Throughout the history, a number of teaching methods have been developed Some methods are in line with the use of L1, others exclude learners’ first language use
In the sixteenth century, the Grammar Translation Method (GTM) emerged, requiring the use of L1 in English as a Foreign Language (EFL) classrooms for translation and grammar comprehension Over time, various teaching methods have evolved, including the Direct Method, which prohibits L1 usage by promoting direct associations between words and objects Similarly, the Audiolingual Method also discourages the use of L1 in language learning.
2.1.2 The weaknesses of monolingual approach
Although there are a number of researchers and linguists supporting the monolingual approach, it has been also received a huge of considerable criticism and opposition
Opponents of the idea that adult language learning mirrors child language acquisition argue that this perspective is flawed, as age significantly influences the learning process (Elmetwally, 2012) Bley-Vroman (1990) identifies five key differences between first language (L1) acquisition in children and second language (L2) learning in adults Firstly, the innate ability to acquire a language diminishes in adulthood Secondly, adults often rely on their L1 while learning L2, unlike children who start without any prior language knowledge Additionally, adults typically have limited exposure to L2, as their learning is often restricted to formal educational settings Furthermore, children benefit from social factors such as motivation and personal circumstances, which adults may lack Lastly, despite facing challenges, adults possess more advanced cognitive abilities that can aid their learning.
Brown (2007) highlights the distinct learning processes of children and adults, noting that children acquire two languages simultaneously, while adults approach language learning systematically Adults often rely on their first language (L1) to navigate challenges in learning a second language (L2) This reliance on their mother tongue persists even in English as a Foreign Language (EFL) or English as a Second Language (ESL) classes, influencing the overall L2 learning experience (Wechsler, 1997).
Learning a foreign language as a child is often thought to be more effective than for adults, a notion supported by the Critical Period Hypothesis, which posits that optimal language acquisition takes place before puberty (Cameron, 2001) This raises questions about the similarities between second language (L2) learning and first language (L1) acquisition.
One significant limitation of the monolingual approach is its impracticality, particularly given that the majority of English teachers are non-native speakers (Phillipson 1992: 191-192) who may not possess the same level of proficiency in the language.
Last but not least, monolingual approach fails to differentiate between English as a second language (ESL) and English as a foreign language (EFL)
ESL (English as a Second Language) refers to teaching English in environments where it is essential for daily life, such as in countries like Canada, the USA, and Australia, where English plays a significant role in education, business, and government In contrast, EFL (English as a Foreign Language) is used in communities where English is not the primary means of communication, meaning learners typically only engage with the language in formal classroom settings This distinction highlights the need for different teaching approaches tailored to the specific contexts of ESL and EFL, as ESL learners often come from diverse linguistic backgrounds and require English for real-world interactions, while EFL learners have limited opportunities to use English outside the classroom.
In summary, the monolingual approach has faced significant criticism due to insufficient evidence supporting its effectiveness in teaching English Consequently, the following section will examine the bilingual approach as an alternative.
Bilingual approach
The bilingual approach, introduced by Dodson in 1967, facilitates students' transition between their first language (L1) and second language (L2) This method is employed for three key reasons: it fosters a comfortable classroom environment, enhances students' understanding, and optimizes the use of class time (Tsukamoto, 2011:147).
In the evolution of second language (L2) teaching, the New Current Method emerged alongside the Grammar-Translation Method (GTM), advocating for a balanced integration of first language (L1) and L2 in educational settings This approach emphasizes that 'codeswitching' should be implemented in a systematic and purposeful manner to enhance language learning, as highlighted by Alnofaie.
2010) Moreover, a recent study by Raschka et al (2009) in a Taiwanese classroom concludes that ‘code switching’ is a ‘frequent strategic device’ used by highly communicative competent teachers
However, the balance between L1 and L2 does not avoid problems More methods appear to limit the use of L1 in the EFL contexts They are Communicative
In Communicative Language Teaching (CLT) classrooms, the use of the first language (L1) is limited to specific situations, such as providing instructions Conversely, Task-based Learning encourages learners to utilize various communication tools in the second language (L2), including gestures and copying from task sheets, while translation is suggested as a last resort, as noted by Prabhu (1987) Research, including findings by Chavez (2002), indicates that students often do not favor the simultaneous use of both L1 and L2 in language learning environments.
Research indicates that the classroom setting often fails to reflect the authentic social culture of a second language (L2) (Alnofaie, 2010) Studies by Prodromou (2000), Atkinson (1987), and Cook (2001) highlight the advantages of utilizing the first language (L1) in L2 learning environments, emphasizing that L1 can significantly enhance students' learning experiences and attitudes towards language acquisition.
To explain difficult concepts or vocabulary items
To motivate students in classes (To joke around with students)
To help students feel more comfortable and confident
To explain difficult grammar points
To explain the relationship between English and Vietnamese
Encouraging the use of students' mother tongue (L1) in pair or group work can enhance their learning experience Cook (2001) suggests that utilizing L1 allows students to effectively explain tasks, negotiate roles, and verify their understanding and language production with peers, ultimately fostering better collaboration and comprehension.
2.2.2 The weaknesses of bilingual approach
Although bilingual approach is useful for teaching L2 in many ways, there are still some weaknesses of this method, as followed:
The focus is on the grammatical structures not on the day-to-day conversation
The teacher must be proficient in L1 and L2
It does not follow any set theory
Students become dependent on their mother tongue
The methods and procedures are not different
A possible disadvantage of the method is that if the teacher is not imaginative enough, this method may degenerate into the Grammar Translation Method with all the attendant drawbacks
Whereas, the Bilingual Method is useful at the secondary stage, the Direct Method is more useful than the Bilingual Method at the primary stage
Related studies
The role of mother tongue in learning English
Recent studies highlight the significant role of L1 in L2 learning, indicating that it serves as a valuable tool for socio-cognitive processes and fosters a positive learning environment (Mattioli, 2004; Kavaliauskienė, 2009) Incorporating L1 into lessons can create a dynamic classroom atmosphere, providing learners with a sense of security and validating their experiences (Schweers, 1999) Additionally, Swain & Lapkin (2000) suggest that L1 can enhance task management, focus attention, and facilitate interpersonal interactions Storch & Wigglesworth (2003) further emphasize that L1 is beneficial for clarifying and managing joint composition tasks and discussing vocabulary during reconstruction tasks.
Supporting mother tongue in second language (L2) classrooms can have significant drawbacks, particularly by reducing students' opportunities to practice L2 While Swain and Lapkin (2000) suggest that L1 use should be permitted in target language classrooms, they caution against actively encouraging it, as it may replace essential L2 learning (Lapkin, 2000: 268) Additionally, over-reliance on the mother tongue can impede learners' autonomy in foreign language communication (Cianflone, 2009: 2) Atkinson (1987) supports limited L1 use but warns against excessive reliance Although the bilingual approach views L1 as a valuable resource that aids the learning process, educators must weigh the advantages and disadvantages of incorporating mother tongue to optimize students' L2 learning outcomes.
Research suggests that L1 can serve as an effective learning tool, yet further investigation into the perspectives of both learners and teachers is necessary Many decisions regarding the adoption of monolingual or bilingual approaches have been made without consulting those directly impacted Therefore, the following section will explore studies that focus on the perceptions of learners and teachers regarding the use of L1 in English classrooms.
Students’ and teachers’ attitudes towards using L1 in English classrooms
3.2.1 Studies on students’ attitudes towards using L1 in L2 classrooms
A study by Prodromou (2002) examined the perceptions of 300 Greek students regarding the use of their native language (L1) in learning English, revealing that beginners have a more positive attitude towards L1 usage compared to intermediate and advanced learners Beginners are more accepting of L1 for explaining grammar, clarifying L1 and L2 rules, and checking comprehension Conversely, Nazary (2008) conducted a similar study in Iran, finding that all proficiency levels held negative attitudes towards using Farsi, with intermediate students exhibiting the strongest aversion to L1 This contrasts with previous research by Schweers (1999), Burden (2001), Tang (2002), and Prodromou (2002), which indicated a greater perceived value of L1 in vocabulary and grammar explanations Supporting Prodromou's findings, Mouhanna (2009) noted that higher English proficiency correlates with decreased reliance on L1.
Brooks-Lewis (2009) conducted a study examining adult learners' perceptions of using their native language, Spanish, in English classrooms The findings revealed an overwhelmingly positive attitude towards the inclusion of L1, with learners believing it significantly facilitates English learning This approach supports a learner-centered methodology that actively engages students in their language learning experience, enhancing their overall educational journey (Brooks-Lewis, 2009: 234).
Research indicates that understanding students' perceptions of using their first language (L1) in second language (L2) classes is crucial for educators However, the appropriate frequency of L1 usage is often overlooked, impacting students' exposure to the target language This necessitates a heightened awareness among both teachers and students about the appropriate contexts for L1 and L2 use The following section will delve into the attitudes of both students and teachers regarding this issue.
3.2.2 Studies on both Sts’ and Ts’ attitudes toward using L1 in English classrooms
Burden (2001) explores the necessity of using Japanese in English classes, revealing a consensus among teachers and students on the significance of incorporating the first language (L1) into target language (TL) instruction Both groups agree on utilizing L1 for explaining new vocabulary, providing instructions, teaching grammar, and assessing comprehension.
Tang (2002) investigates the attitudes of students and teachers regarding the use of Chinese in English as a foreign language classes The findings reveal that both groups have a favorable view of incorporating their native language (L1) when tackling complex grammatical structures and difficult vocabulary The study suggests that a moderate use of L1 can enhance the learning experience by facilitating the practice of new phrases and expressions.
“assist in the teaching and learning process”
According to Al-Nofaie (2010), both Arabic teachers and students support the restricted use of Arabic in the English learning process, favoring its application for giving exam instructions, translating new vocabulary, and making comparisons between English and Arabic.
Research consistently reveals that both students and teachers favor the use of the first language (L1) in second language (L2) classrooms, despite varying contexts Most surveyed students advocate for L1 inclusion during lessons, particularly for teaching grammar, explaining new vocabulary, comparing L1 and L2, and checking comprehension, with the exception of Nazary’s (2008) study Additionally, findings indicate a correlation between learners' proficiency levels and their attitudes towards L1 use, with lower-achieving students expressing more positive views compared to their higher-achieving counterparts.
Most teachers exhibit positive attitudes toward the use of the mother tongue, albeit in a limited manner to prevent interference with English teaching and learning This chapter outlines the theoretical framework surrounding monolingual and bilingual approaches, alongside empirical studies that explore the roles of L1 and the attitudes of both students and teachers toward its inclusion The next section will detail the methodology employed in this research, including the study context, participants, data collection tools, research procedures, and data analysis methods.
The setting of the study
In competitive examinations, students in the 11th grade, aged 16 to 18, demonstrate varying levels of proficiency in English across two sections: natural science and social science While most students have a foundational grasp of grammar and vocabulary, those in social science classes achieve the highest proficiency levels compared to their peers in non-gifted and natural science streams, creating a significant disparity between these groups.
Subjects of the study
To select students for interviews, a Stratified Sampling method was employed, which effectively represents the population (Sommer, 2006) Students were categorized based on their English proficiency levels, with low-achievers scoring below 5.5 and high-achievers scoring above 8.0 The sample included participants from both proficiency strata to facilitate comparison, resulting in the selection of ten students—five from each proficiency level.
Instruments of collecting data
Data collection for the study utilized two instruments: a questionnaire and interviews The questionnaire was adapted from the research of Elmetwally Elmenshawy (2012) and Wafa Al Sharaeai (2012), with modifications made to enhance clarity and alignment with the research objectives A Likert-type scale was employed due to its reliability, flexibility, and ease of construction, requiring no specific statistical assumptions or judgments (Karavas-Doukas, 1996) This scale provides accurate and measurable quantitative data, facilitating straightforward analysis while capturing the direction and intensity of respondents' attitudes by allowing them to express their level of agreement or disagreement with various statements (Albaum).
1997) The reliability in terms of Cronbach’s α for the items 1 – 7 was 0.707; items
9 – 18 was 0.7; items 19 – 25 was 0.8; items 27 – 34 was 0.71, which achieved the reliability coefficient of 0.7 recommended in most social science research situations (Santos, 1999)
The researchers chose semi-structured interviews to gain a deeper understanding of interviewees' perceptions, attitudes, and feelings This method combines the flexibility of unstructured interviews with the focused agenda of surveys, allowing for qualitative, textual data collection (Schensul, Schensul & Le Compete, 1999) Semi-structured interviews involve pre-formulated, open-ended questions that explore various factors within a specific research area (Brown, 2001) Unlike traditional questionnaires, this approach enables researchers to probe for more information, resulting in rich, spontaneous, and truthful data (Brown, 2001).
Data collection
Before conducting the actual survey, it is crucial to estimate response rates, ensure data quality, and assess the validity and clarity of the questionnaire This involves correcting any inappropriate or ambiguous questions and organizing them into a logical sequence (Silman & Macfarlane, 2001) In the pilot study, participants took an average of 15 to 20 minutes to complete the survey.
In July, a questionnaire was distributed to 91 students at Tien Lang High School, where the researcher visited two selected classes to clarify any uncertainties the students had while completing the survey.
The researcher aimed to ensure that students would not copy each other's answers and clearly understand the questionnaire's requirements The questionnaire consisted of two parts, assessing students' attitudes toward both the teacher's and their own use of Vietnamese in English classrooms, utilizing a five-point Likert scale ranging from 'Strongly Disagree' to 'Strongly Agree' and 'never' to 'every time' for specific items However, interpreting the midpoint of the scale can be challenging, as it may indicate a lack of clear opinion or interest The first part included demographic questions about age, gender, and 11th-grade English final marks, along with eighteen items on students' attitudes toward the teacher's use of Vietnamese The second part contained sixteen items focusing on students' perceptions of their own use of L1 in L2 classes The questionnaire captured the impact of attitudes on emotions, cognitive processes, and behaviors, reflecting students' preferences for using Vietnamese, their comfort level with it, and their choices regarding its use in various learning contexts.
In order to accommodate students’ different levels of English proficiency, the questionnaire was translated into Vietnamese On each questionnaire item,
‘strongly agree’ and ‘agree’ both reflected students’ support and vice versa
To enhance the clarity of questionnaire responses, the researcher conducted semi-structured interviews with students, recording the sessions with their consent These interviews aimed to delve deeper into students' attitudes and feelings, uncovering insights that may not have emerged from the questionnaires alone As noted by Nunan (1992), this interview format offers significant flexibility, allowing the researcher to prepare questions in advance while also enabling participants to articulate their perspectives in their own words This approach ultimately yields reliable and relevant data, contributing to a richer understanding of the students' experiences.
Data analysis
The study examines students' attitudes towards the use of their mother tongue, Vietnamese, by teachers in English as a Foreign Language (EFL) classes, comprising eighteen items categorized into three subgroups: general attitudes, frequency of Vietnamese use by teachers, and preferred learning occasions for its use Additionally, it explores students' perspectives on their own use of L1 in L2 classes through sixteen items, also divided into three subgroups: general attitudes toward personal L1 use, frequency of L1 use, and preferred learning occasions for using L1 Data analysis employed central tendency methods, utilizing frequency counts for responses to closed-ended questions, while qualitative responses from specific items were integrated with the quantitative data for a comprehensive understanding.
Participants' responses to positive statements were coded on a scale from 1 to 5, with 1 representing "strongly disagree" and 5 indicating "strongly agree." A higher score reflects more positive attitudes towards the use of L1 in L2 classes For frequency items, responses ranged from 1 for "never" to 5 for "every time," where a higher score signifies more frequent use of Vietnamese by both teachers and students in English classes Thus, each participant's response fell between the lowest score of 1 and the highest score of 5.
After coding all 34 items, the average scores for both low and high achievers were calculated, with scores ranging from 1 to 5 and a neutral point set at 3 An average score above 3 indicated a favorable attitude To assess significant differences in attitudes between the two groups, Mann Whitney U-tests were conducted with an alpha level of 05 Additionally, qualitative responses from participants were analyzed alongside the quantitative data for items 8 and 26.
A qualitative analysis was conducted to explore participants' responses to open-ended interview questions regarding their preferences for using their mother tongue in L2 classes This analysis aimed to uncover students' reasons for their choices and identify specific learning situations where they support the use of their first language.
On one hand, for the positive statements, participants’ responses were analyzed as followed: “I prefer…”, “ Vietnamese should be used frequently…”,
“I like… ” or “I do like…” On the other hand, for the negative statements, participants’ responses should be “I feel difficult in…”, “I do not prefer….”, or
CHAPTER THREE: RESULTS AND DISCUSSIONS
Results
What are Tien Lang students’ attitudes towards students’ use of
1.2 What are Tien Lang students’ attitudes towards students’ use of Vietnamese in EFL classrooms?
2 What are high-achievers’ attitudes towards using Vietnamese in EFL classrooms compared to those of low-achievers?
What are high-achievers’ attitudes towards teachers’ use of Vietnamese in
in EFL classrooms compared to those of low-achievers?
2.2 What are high-achievers’ attitudes towards students’ use of Vietnamese in EFL classrooms compared to those of low-achievers?
In this study, the term "attitudes" refers to the participants' tendencies to accept or reject ideas, reflecting their favorable or unfavorable feelings towards these beliefs (Gay, Mills & Airasian, 2006).
4 The methodology of the study
The methods applied in this study are both quantitative and qualitative The data come from questionnaire and audio record for interview section
The study involves 91 randomly selected grade 11 students from Tien Lang High School For the second research question, participants are categorized into two groups based on their English proficiency levels, determined by their end-of-semester test scores: low-achievers (below 5.5) and high-achievers (above 8.0) Initially, all participants complete a questionnaire, followed by interviews with ten selected individuals.
The survey questionnaire serves as a vital tool for gathering information and evidence for the study, while the interview section aims to clarify certain student responses from the questionnaire All insights, comments, recommendations, and conclusions presented in the study are derived from thorough data analysis.
5 The scope of the study
A study at Tien Lang High School in Hai Phong examined the attitudes of 11th-grade students towards the use of their mother tongue by both teachers and students in English as a Foreign Language (EFL) classrooms Due to time constraints, the research specifically focused on whether students with varying levels of English proficiency held differing opinions The participants included non-English major students from two classes, 11B2 and 11B8.
6 The significance of the study This study can contribute to help teachers and educators to know students’ attitudes toward the use of Vietnamese in English lessons, to understand why their students support or not the use of their first language in English language classrooms, and to understand in which contexts their students prefer to use their mother tongue instead of using English Thanks to it, teachers will be better informed about which methods may facilitate their students’ language learning Therefore, this may lead to the eventual improvement of the students’ English language skills in the classrooms Besides, students themselves could have a better idea and explanation of their attitudes toward learning target language By realizing their own justifications, they may have a better chance to develop their English language skills
7 Design of the paper The current thesis paper includes three main parts Part one is introduction
Part two of the article encompasses three key chapters: a literature review, methodology, and results with discussions The concluding section addresses implications for educators and curriculum developers, highlights the study's limitations, and offers suggestions for future research.
Attitudes can be defined in various ways, with researchers in psychology and education, particularly in language learning, highlighting multiple definitions that reflect different meanings based on diverse contexts and perspectives (Alhmali, 2007, cited in Alzwari H., 2012).
An attitude is defined as a consistent way of thinking, feeling, and reacting to people, groups, social issues, or events in the environment, and it can vary significantly between individuals and over time (Lambert, 1973; 1987) It plays a crucial role in shaping one’s self-perception, perceptions of others, and understanding of culture (Brown, 1980) Additionally, attitudes are evaluative responses towards specific objects or referents, influenced by an individual’s beliefs and opinions, and are closely linked to personal values, ultimately affecting choices in both academic and informal contexts (Gardner, 1985; Padwick, 2010).
Wenden (1991) offers a comprehensive definition of the concept of attitude, categorizing it into three interrelated components: cognitive, affective, and behavioral The cognitive component encompasses beliefs and thoughts about the attitude object, while the affective component pertains to an individual's feelings and emotions, indicating whether they like or dislike it Lastly, the behavioral component reflects how these attitudes influence actions and behaviors Overall, Wenden's definition provides a clear and holistic understanding of the attitude concept.
“attitude” with three main components, which the researcher bases on to design a survey questionnaire afterwards
1.2 Language attitude and effects of language attitude
Mastering a second language requires not only mental competence and language skills but also positive attitudes and perceptions towards the target language (Gardner & Lambert, 1972) According to Baker (1992), attitudes towards a language play a crucial role in its preservation or decline (as cited in Abidin, 2012) Furthermore, De Bot et al (2005) emphasize that high motivation and positive attitudes significantly enhance the second language learning process.
The learning process is viewed as a transformative experience that positively impacts an individual's personality across emotional, psychomotor, and cognitive domains When a person acquires knowledge in a specific subject, it leads to changes in their thoughts, behaviors, and beliefs, reflecting a significant shift in their overall mindset and approach to life (Kara).
The learning process encompasses not only cognitive dimensions but also significant social and psychological elements Attitudes play a crucial role, influencing behavior, mental operations, and emotional responses.
1.2.1 Effect of attitude on behavior
Attitude significantly influences behavior, shaping how individuals act and respond in various situations Successful language learning enhances learners' identification with native speakers, leading them to adopt behaviors characteristic of the target language community As noted by Kara (2009) and cited in Abidin (2012: 123), this process is crucial for effective language acquisition.
Positive attitudes foster positive behaviors in students, encouraging them to immerse themselves in their studies and pursue deeper learning These motivated learners demonstrate a strong willingness to tackle problems, acquire practical knowledge and skills, and engage emotionally with their educational experiences.
1.2.2 Effect of attitude on mental operation
Abidin (2012) highlights that language learners' beliefs about their knowledge and understanding during the language learning process are tied to the cognitive aspect of attitude This cognitive aspect can be broken down into four key steps: connecting prior knowledge with new information, creating new knowledge, verifying this new knowledge, and applying it across various contexts.
1.2.3 Effect of attitude on affection
Students’ interview
RQ1: What are Tien Lang students’ attitudes towards the use of Vietnamese in EFL classrooms?
This section aims to analyze and present the findings from qualitative data gathered through interviews with 10 Grade 11 students The results are discussed in relation to the research questions regarding students' perceptions of using Vietnamese in English classrooms The interviewees reflect a range of English proficiency levels among the students.
The study involved interviewing five high achievers and five low achievers using a set of pre-formulated, open-ended questions to gather comprehensive data These interviews aimed to elicit in-depth insights, facilitating a thorough analysis of the contrasting behaviors and attitudes between the two groups.
A significant majority of students, eight out of ten, believe that English teachers should incorporate Vietnamese in the classroom This approach is particularly beneficial for lower-level students, as it helps them maintain focus and understand the lesson better One student expressed, “I find it hard to follow when the teacher uses only English; I end up daydreaming instead of engaging with the class.”
However, the other two interviewees said that using Vietnamese excessively discouraged students to use the target language and drove them not to pay attention
T: In your opinion, do you prefer teacher to use Vietnamese in English classrooms? Why?
S: In my opinion, I do not prefer my teacher to use Vietnamese too much in English classes Because I think that I do not have many chances to practice English if using Vietnamese So, I take as many chances as possible to speak English
All interviewed students, regardless of their English proficiency levels, agreed that using Vietnamese can be advantageous for introducing new vocabulary and complex grammar rules They found Vietnamese particularly helpful for translating exercises, collaborating in group or pair work, clarifying English word meanings, explaining tasks to peers, and negotiating roles within group activities.
T: In your opinion, when do you prefer teacher/students to use Vietnamese in English classes? With whom?
S: I think, there are some learning occasions teachers should use Vietnamese like introducing new vocabulary as well as difficult grammar rules because I find it difficult to learn grammar in English Sometimes, I cannot understand what the teacher means because my vocabulary is not large enough to understand the lesson
In fact, I like to talk Vietnamese with my classmates to save time and my teacher if I cannot express my ideas
RQ2 What are high-achievers’ attitudes towards using Vietnamese in EFL classrooms compared to those of low-achievers?
Analysis of data from ten interviews reveals that low-level students exhibit a more positive attitude towards the use of Vietnamese in English classrooms compared to high achievers These students feel more at ease and less intimidated when their native language is incorporated Most interviewees agree that using Vietnamese occasionally aids their understanding of lessons and prevents them from falling behind However, two participants argue that the use of the native language should be minimal, emphasizing the importance of practicing English as much as possible during lessons.
In terms of learning occasions, while low achievers supported L1 use in motivating students in classes, high achievers were not sure whether it was necessary or not
T: In your opinion, when do you prefer teacher/students to use Vietnamese in English classes? With whom?
High achievers: I’m not sure In some cases, I found it very helpful But in others, I don’t To me, using Vietnamese or not do not affect my learning
I support the use of Vietnamese in English classes for introducing vocabulary, grammar rules, and translation, as indicated in the questionnaire My limited English proficiency makes it difficult to grasp lessons when only English is used However, it's essential to balance this approach; Vietnamese should not dominate all aspects of the class since it is primarily an English learning environment.
2 Discussion This study has shed light on our understanding of students’ attitudes towards the use of L1 from several aspects
A group of students expressed a preference for using their native language (L1) in English (L2) classes, aligning with the findings of Schweers (1999), Burden (2001), Tang (2002), and Prodromou (2002) Both teachers and students acknowledged the significant role of Arabic as a supportive tool in learning English, which also encouraged greater student participation in classroom activities While students were not particularly anxious about an English-only policy, they feared being ridiculed for making mistakes in English, leading to a reluctance to use the target language This study reinforces Al-Nofaie’s (2010) conclusion that excessive use of Vietnamese limits learners' exposure to English, reducing their practice opportunities and hindering their learning Furthermore, over-reliance on Vietnamese can demotivate students, resulting in decreased effort to learn the second language This supports Tang’s (2002) recommendation for a balanced and limited use of L1, suggesting that Vietnamese should be incorporated selectively in L2 lessons.
Recent research indicates a strong consensus among students regarding the advantageous use of Vietnamese in English language classes This finding aligns with existing literature, highlighting the potential benefits of incorporating native language support in language learning environments (Schweers, 1999; Swain).
In the context of this study, the use of Vietnamese proved beneficial for facilitating complex classroom tasks and clarifying challenging concepts, particularly in explaining new vocabulary and grammar rules It also helped students recognize the similarities and differences between Vietnamese and English The findings indicated no significant difference in attitudes towards language use between high achievers and low achievers, although high achievers generally opposed the use of Vietnamese, believing it did not aid their second language acquisition Conversely, low achievers preferred using Vietnamese, finding it useful for motivation, understanding difficult instructions, and peer interactions, highlighting a divergence in perspectives on the role of the mother tongue in language learning.
A summary of study and implications
Both high achievers and low achievers acknowledge the reasonable use of both teachers' and students' language strategies Their perspectives on factors such as language anxiety, the role of L1 in L2 learning, and the contexts in which Vietnamese is used—like conveying meaning and organizing class activities—are largely similar However, differences arise in motivations, proficiency levels, and peer feedback preferences.
Research suggests that L1 can enhance L2 acquisition, challenging the notion that it hinders the learning process Language educators are encouraged to integrate L1 into L2 instruction, as it can positively impact students' performance in learning the target language However, the study emphasizes that Vietnamese should be used judiciously in L2 classrooms to maximize students' exposure to English communication opportunities.
The debate over the use of L1 in L2 classrooms continues, highlighting the importance of considering students' perspectives on L1's role in learning English To effectively support second language acquisition, educators must recognize learners as key stakeholders in the educational process By actively listening to students' voices, teachers can identify potential mismatches between teaching practices and learners' needs, allowing for necessary adjustments in instructional methods and policies.
Limitations of the study
is, both teachers’ and students’ attitudes towards the use of L1 in other contexts.
Suggestions for further research
Further research is essential to explore the connection between the use of Vietnamese and learner motivation, which could aid educators and curriculum developers in creating effective guidelines for teaching English Additionally, it is crucial for teachers to encourage student participation in English activities beyond the classroom, ensuring that Vietnamese serves as a limited resource in the English learning process.
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APPENDICES APPENDIX 1 Questionnaire for students
This survey aims to explore your attitudes and beliefs regarding the use of your first language, Vietnamese, in English classes All responses are confidential and will solely be utilized for research purposes Your feedback is crucial for teachers and educators to gain insights into your needs and to understand the impact of incorporating Vietnamese in English instruction.
Thank you for your cooperation!
English Final mark in grade 11:
6.5 – 7.9 8.0 – 10.0 PART 1: (Items 1 – 18): Circle the appropriate number (1, 2, 3, 4, 5) to indicate how much you agree or disagree with TEACHER’S USE OF VIETNAMESE in each following statement
Strongly disagree Disagree Neutral Agree Strongly agree
1 Teachers should use Vietnamese in English classrooms 1 2 3 4 5
2 I feel more comfortable when the teacher talks to students in Vietnamese in English lessons
3 Teacher’s use of Vietnamese motivates me to participate more 1 2 3 4 5 in English classroom activities
4 That teacher using only English in class makes me feel nervous
5 I prefer the teacher to use Vietnamese in English lessons because I do not learn English well
6 Teacher’s use of Vietnamese in class helps me learn English better
7 I understand the lesson much better when the teacher uses Vietnamese
8 How much do you like teachers to use Vietnamese in English classes?
Never Almost never Sometimes Almost every time Every time
Items 9 – 18: Do you agree with teacher’s use of Vietnamese in these below cases?
9 Motivating students in classes (joking around with students…)
10 Helping students feel more comfortable and confident
11 Explaining difficult concepts or vocabulary items
13 Explaining the relationship between English and Vietnamese (compare English and Vietnamese)
16 Getting contact with individual students
PART TWO: (Items 19 – 34): Circle the appropriate number (1, 2, 3, 4, 5) to indicate how much you agree or disagree with STUDENTS’ USE OF
VIETNAMESE in each following statement
19 Students should be allowed to use Vietnamese in English classrooms
20 I feel more comfortable when I talk to my teacher in Vietnamese in English lessons
21 Being allowed to use Vietnamese motivates me to participate more in English classroom activities
22 I prefer to use Vietnamese in English lessons because I do not learn English well
23 Having to speak English only in class makes me feel nervous
24 I prefer to use Vietnamese because I’m afraid of being laughed at by my classmates
25 Being allowed to use Vietnamese in class helps me learn English better
26 How much do you like students to use Vietnamese in English classes?
Never Almost never Sometimes Almost every time Every time
Items 27 – 34: Do you agree with students’ use of Vietnamese in these below cases?
28 Clarifying meaning of words in English 1
29 Doing group works or pair works
30 Explaining tasks to my classmates
31 Negotiating the roles we are going to take
33 Checking production of language against my peers
APPENDIX 2 Phiếu điều tra dành cho học sinh
Các em học sinh thân mến, phiếu điều tra này nhằm khảo sát thái độ của các em về việc sử dụng tiếng Việt trong lớp học tiếng Anh Dữ liệu thu thập sẽ được bảo mật và chỉ phục vụ cho nghiên cứu Những câu trả lời của các em sẽ hỗ trợ giáo viên và nhà giáo dục hiểu rõ hơn về nhu cầu và nguyện vọng của các em trong việc sử dụng tiếng Việt, cũng như tác động của nó trong các lớp học Anh văn.
Trước khi trả lời các câu hỏi, các em vui lòng điền một vài thông tin cơ bản sau:
Giới tính: ……… Điểm tổng kết tiếng Anh cả năm lớp 11:
Trong phần 1, hãy khoanh tròn vào con số thể hiện mức độ đồng ý của bạn về việc giáo viên sử dụng tiếng Việt trong các lớp học tiếng Anh Các câu hỏi sẽ giúp xác định quan điểm của bạn về tầm quan trọng và hiệu quả của việc sử dụng tiếng mẹ đẻ trong quá trình học ngoại ngữ.
Hoàn toàn không đồng ý Không đồng ý Phân vân Đồng ý
1 Giáo viên nên sử dụng tiếng Việt trong các lớp học tiếng Anh
2 Em cảm thấy thoải mái khi giáo viên nói chuyện với học sinh bằng tiếng Việt trong tiết học tiếng Anh
3 Việc giáo viên sử dụng tiếng Việt trong lớp học tiếng Anh thúc đẩy em tham gia vào các hoạt động trong giờ học
4 Giáo viên chỉ sử dụng duy nhất tiếng Anh trong lớp học khiến em trở nên lo lắng
5 Em thích giáo viên sử dụng tiếng Việt trong lớp học tiếng Anh vì tiếng Anh của em không tốt
6 Việc giáo viên sử dụng tiếng Anh giúp em học tiếng Anh tốt hơn
7 Em hiểu bài hơn khi giáo viên sử dụng tiếng Việt trong lớp học tiếng Anh
8 Em muốn giáo viên sử dụng tiếng Việt bao nhiêu trong lớp học tiếng Anh?
Không bao giờ Hầu như không bao giờ Thỉnh thoảng
Hầu như mọi lúc Mọi lúc
Hãy giải thích câu trả lời của em
(Câu 9 – 18): Em có đồng ý với việc GIÁO VIÊN SỬ DỤNG TIẾNG VIỆT trong các trường hợp sau không?
9 Tạo hứng thú cho học sinh trong lớp học (kể chuyện cười…)
10 Giúp học sinh cảm thấy thoải mái, tự tin hơn
11 Giải thích các từ vựng, khái niệm khó trong tiếng Anh
12 Giải thích các chủ điểm ngữ pháp khó
13 Giải thích mối quan hệ giữa tiếng Anh và tiếng Việt (so sánh sự giống và khác nhau giữa tiếng Anh và tiếng Việt…)
14 Đưa ra lời chỉ dẫn trong các bài tập khó
15 Đưa ra phản hổi, nhận xét cho học sinh
16 Nói chuyện với riêng từng cá nhân học sinh
17 Kiểm tra xem học sinh có hiểu bài hay không
Trong phần 2 (Câu 19 – 34), hãy khoanh tròn vào con số tương ứng với mức độ đồng ý của bạn về việc học sinh sử dụng tiếng Việt trong các lớp học tiếng Anh Các câu hỏi sẽ giúp đánh giá quan điểm của bạn về sự ảnh hưởng của tiếng Việt đối với quá trình học tập tiếng Anh của học sinh.
19 Học sinh nên được sử dụng tiếng Việt trong lớp học 1 2 3 4 5 tiếng Anh
20 Em cảm thấy thoải mái khi nói chuyện với giáo viên bằng tiếng Việt trong giờ học tiếng Anh
21 Được sử dụng tiếng Việt trong tiết học tiếng Anh thúc đẩy em tham gia vào các hoạt động trong giờ học
22 Em thích sử dụng tiếng Việt trong lớp học tiếng Anh vì tiếng Anh của em không tốt
23 Việc học sinh chỉ được sử dụng tiếng Anh trong lớp học khiến em trở nên lo lắng trong các giờ học tiếng Anh
24 Em sử dụng tiếng Việt trong lớp học tiếng Anh vì em sợ các bạn chê cười khi em sử dụng tiếng Anh sai
25 Được sử dụng tiếng Việt trong lớp học tiếng Anh khiến em học tiếng Anh tốt hơn
26 Theo em học sinh nên sử dụng tiếng Việt bao nhiêu trong lớp học?
Không bao giờ Hầu như không bao giờ Thỉnh thoảng
Hầu như mọi lúc Mọi lúc
Hãy giải thích câu trả lời của em
(Câu 27 – 34): Em có đồng ý với việc HỌC SINH SỬ DỤNG TIẾNG VIỆT trong các trường hợp sau không?
27 Làm các bài tập dịch
28 Làm rõ nghĩa của các từ trong tiếng Anh
29 Làm việc theo cặp hoặc theo nhóm
30 Giải thích nhiệm vụ trong giờ học cho bạn hiểu
31 Phân công nhiệm vụ trong giờ học với các bạn
32 Giải thích bài học cho các bạn
33 Kiểm tra đáp án bài tập tiếng Anh của em với bạn học
Cảm ơn sự hợp tác của tất cả các em!