Rationale
English has become a global language, essential in various fields such as diplomacy, business, science, and technology It is taught as a compulsory subject in schools across many countries, including Vietnam, where it is regarded as the most important foreign language The Vietnamese Ministry of Education and Training has emphasized its significance through Decision No 1400-QD-TTg, issued on September 30th.
In 2008, a significant initiative was launched to transform English teaching and learning within the national education system, emphasizing the importance of introducing English education from elementary levels through to colleges In Hadong, English has been designated as an optional subject for first-grade students, presenting a considerable challenge due to the lack of trained teachers in the region, particularly for instructing young learners in English.
Identifying the challenges faced in teaching English to first-grade students in Hadong district is essential for improving educational outcomes This study, titled "Difficulties in Teaching English for 1st Grade Primary School Students in Hadong District, Hanoi City," aims to uncover these obstacles By recognizing the difficulties, the author will propose effective solutions to enhance the English learning experience for young learners.
The aims of the study
- Investigating the areas of difficulty that the teachers in Hadong primary schools are coping with in their daily teaching to grade one students
- Suggesting some solutions to help teachers overcome these difficulties
It is hoped that the findings from the study will bring some benefits to teachers of 1st grade at Hadong primary schools.
The scope of the study
- The 1 st grade children in Hadong district
- The teachers of English of grade one in primary schools in Hadong district
- English for grade one children
The methods of the study
This study explores the challenges faced by grade one teachers in primary schools within Hadong district, employing both quantitative and qualitative research methods Data was gathered through questionnaires directed at grade one teachers and observational studies to identify the specific difficulties encountered in their daily teaching practices.
The design of the thesis
The study is organized into six chapters:
Chapter one: Introduction This chapter includes rationale, aims, methods, scope of the study, and design of the thesis
Chapter two: Literaturer review This chapter consists of theoretical background which is relevant to the purpose of the study
Chapter three focuses on the research methodology, detailing the context of primary schools in Hadong district It outlines the study's subjects, the instruments used for data collection, the procedures followed, and the methods employed for data analysis.
Chapter four: Presentation and analysis of data This chapter presents and analyze the data which have been collected and concluded the findings of the study
Chapter five: Suggested solutions This chapter deals with some suggested solutions to the problems in the findings
Chapter six: Conclusions Summary, limitations as well as suggestions for further studies and reference of the study are included in this chapter
Chapter Two: Literature Review outlines essential literature that forms the theoretical and conceptual framework for the study It begins with an overview of children's characteristics, developmental stages, and learning styles, emphasizing the importance for teachers and educators to understand these aspects for effective teaching and learning The chapter then reviews English teaching methods focusing on listening, speaking, reading, writing, vocabulary, and pronunciation Additionally, it identifies various elements of classroom management, including classroom organization, lesson planning, preventive strategies for behavioral issues, maintaining flexible lesson movement, and addressing inappropriate behaviors It also discusses teacher-learner relationships, appropriate disciplinary measures, and external factors affecting classroom management.
Children’s characteristics
In the book "Teaching English to Children," the authors emphasize the remarkable traits of children, including their eagerness to express their feelings and thoughts about their experiences They possess the ability to argue and articulate their reasoning, utilizing logical thinking and vivid imagination Additionally, children demonstrate a diverse range of intonation patterns in both their native and second languages However, they often have short attention spans, and their understanding is primarily developed through sensory experiences (Scott and Ytreberg, 1991).
Young children often struggle to distinguish between fact and fiction, as the line separating reality from imagination is blurred for them They thrive in play-based learning environments where enjoyment is key, yet they also perceive their activities as meaningful work (Sharon & Woolley, 2004) It is commonly believed that children are self-centered until around the age of six or seven, which can lead to difficulties in understanding others' perspectives This self-focus may result in reluctance to collaborate, as they might not see the purpose of working together or fully grasp what is expected of them, and they are unlikely to admit their uncertainties.
Young children exhibit a natural enthusiasm and positivity towards learning, thriving on praise and recognition for their efforts To maintain their motivation and sense of success, it is crucial to offer encouragement from the outset As Pyles and Algae (1970) emphasize, labeling children as failures can lead them to internalize that belief, underscoring the importance of positive reinforcement in their development.
Children’s stages of development
Socio-emotional Development
Nunan (1988) observed that children undergo significant social and emotional development during their early years Initially, some may exhibit shyness and a lack of initiative, but as they acclimate to their environment, including teachers and peers, they often gain confidence, forge friendships, and engage actively in the classroom Conversely, other children may display excessive assertiveness before learning more suitable ways to interact with their peers This period is crucial for testing and exploring social relationships.
Physical Development
Children exhibit a wide range of physical skills and abilities, with some being cautious while others eagerly embrace challenges Generally, young children are energetic and enthusiastic, engaging in activities like running, swinging, climbing, and jumping, while also exploring their strength by moving large objects They develop a sense of rhythm through activities such as marching, jumping, or clapping to music Group activities should be brief and promote participation rather than prolonged stillness, as most children find movement more enjoyable and less stressful than being inactive.
Sensory development occurs unevenly, with the coordination of vision and other senses still maturing During this period, physical growth slows, allowing for the consolidation of skills and the enhancement of fine motor control However, excessive focus on fine motor tasks like writing, cutting, and visual discrimination can lead to tension and frustration (Pinter, 1997).
Intellectual Development
According to Wood (1981), children have a natural inclination to engage in conversation, showcasing their intellectual growth through an expanding vocabulary and enhanced expression of ideas They are honing their visual and auditory memory, developing listening skills, and demonstrating a keen ability to imitate sounds and intonations from different languages While they may require assistance in distinguishing certain sounds, they eagerly absorb new vocabulary, often enthusiastically adopting terms like "infinity" and "trillion." Children thrive on opportunities to play with language, whether through rhymes, jokes, explanations, or even friendly debates.
Individual Differences
Understanding general characteristics of children can be beneficial, but these normative insights do not offer the specific information teachers require about individual students Each child is unique, making it essential for teachers to conduct systematic observations to gather the necessary data for effective planning.
Children’s learning styles ……………………………… ….…… … ………… 1 Spatial visual style ………………………………… … … .……… 5 5 2 Kinetic style
Language- oriented style
Children have a natural affinity for language, often thinking in words and expressing ideas through storytelling and humor They may excel in reading or favor oral communication, showcasing remarkable memory for names, dates, and trivia These children enjoy word games, utilize tape recorders, and frequently display musical talent To nurture their skills, it's beneficial to encourage them to create their own word problems, dictate stories to others, read aloud together, and engage in tape recording sessions for later playback.
Logical style
Children are naturally curious and conceptual thinkers, often exploring patterns and relationships through puzzles and hands-on activities They possess the ability to engage in abstract logical reasoning from an early age, quickly solving math problems in their minds Their interests include strategy games, computer activities, and purposeful experiments, as well as designing and building with blocks or logos.
An overview of English teaching methods for young learners …
Listening skill
Listening is often the most challenging language skill for learners, primarily due to the pressure to comprehend every word To effectively develop this skill, teachers play a crucial role, as outlined by Vale and Feunteun (1995).
To effectively prepare students for a listening task, teachers must first ensure that they comprehend the necessary language and understand the task requirements It's crucial to reassure students that they are not expected to grasp every word they hear, which can alleviate anxiety and enhance their listening skills.
The next important step is to encourage pupils to anticipate what they are going to hear
In everyday life, the situation, the speaker, and visual clues all help us to decode oral messages
To enhance the listening activity for students, it's beneficial to frame it within the context of the teaching unit's topic This approach aids students in anticipating potential answers Additionally, teachers can facilitate this process by posing questions and utilizing illustrations, prompting students to make educated guesses before they listen to the text.
To enhance comprehension during listening activities, students should focus solely on understanding the message, avoiding distractions like reading, drawing, or writing simultaneously Providing a second opportunity to listen to the text allows those who struggled initially to grasp the content better.
After completing the activity, gather responses from the entire class without putting individual students under pressure Instead of confirming the correctness of answers, replay the cassette for students to listen again for validation If various answers are provided, list them on the board and play the text once more, allowing the class to select the correct response Regardless of how well students seem to have completed the task, always encourage them to listen to the text again and verify their answers independently.
Speaking skill
In "Beginning English with Young Children," the authors emphasize that the language input provided to students should exceed their expected language production levels This approach includes various speaking activities in the initial stages that allow students to engage with minimal verbal responses As students progress to higher levels, they are encouraged to manipulate the language and express themselves more personally (Monica and Roger, 1983).
In primary schools, speaking activities primarily focus on two approaches: mimicry and manipulation The first approach involves pupils imitating models such as songs, chants, and poems from cassettes, which aids in mastering the sounds, rhythms, and intonation of English through simple reproduction Conversely, games and pair work activities, while still based on a model, allow pupils to manipulate the language by providing them with some choice within a controlled environment.
During the activity, the teacher encourages children to speak English freely, minimizing corrections of mistakes Instead of pointing out errors, the teacher casually praises their attempts and repeats the utterances correctly It's essential to acknowledge and celebrate the children's efforts, regardless of the accuracy of their English.
Reading skill
When selecting reading materials for children, it is essential to evaluate both the complexity of the texts and their engaging qualities, such as humor or interest This approach encourages children to read for enjoyment and curiosity, similar to their motivations in their native language.
Preparing for reading activities is crucial for engaging students effectively Utilize illustrations, students' prior knowledge, and key vocabulary to help them anticipate the text's content Encourage discussions and ask probing questions to spark interest and elicit language Ensure that students grasp the essential vocabulary necessary for completing the task before they start reading.
In primary schools, EFL pupils progress from writing isolated words and phrases, to short paragraphs about themselves or about very familiar topics (family, home, hobbies, friends, food, etc.)
Many students at this level may struggle to write independently due to limited linguistic and intellectual skills Therefore, it is crucial to focus on developing their language abilities and providing a model for their writing Writing activities should utilize parallel texts and offer simple cues to guide students Typically, these activities are introduced at the end of a unit, ensuring that students have ample exposure to the necessary language, structures, and vocabulary.
At this stage, students' work will naturally include errors Teachers should approach corrections with sensitivity, focusing on the most significant mistakes rather than insisting on addressing every single error.
Receiving feedback marked heavily in red can be discouraging for students and may hinder their motivation It's beneficial to promote self-correction among pupils during their writing process Additionally, allowing students to enhance their written work creatively and showcasing their efforts in the classroom can foster a more positive learning environment (Monica and Roger, 1983).
According to Juel (2003), many English teachers tend to shy away from teaching pronunciation, despite the availability of numerous textbooks and instructional resources on language teaching methodologies This highlights a significant gap in the resources focused specifically on the learning of pronunciation in English.
Teaching pronunciation is essential when instructing a foreign or second language, as effective communication is the primary goal for students Without clear pronunciation, understanding between speakers becomes challenging, hindering the learning process.
Elley (1989) highlighted that teachers often err by combining pronunciation practice with vocabulary introduction While this approach may benefit students with strong auditory skills or those who speak a related language, it can be ineffective for learners whose native language bears no resemblance to the target language.
According to Templeton (2004), vocabulary knowledge is essential for reading comprehension, making it crucial for educators and caregivers to support young readers in building a robust vocabulary and effective learning strategies Various explicit strategies, involving intentional and planned instruction, alongside implicit methods that arise spontaneously as children encounter new words in texts, can be utilized by adults to enhance vocabulary development in readers of all ages.
Classroom management
Organizing the classroom and planning the lesson
Effective classroom management is essential for teachers, who play crucial roles in lesson planning and classroom organization to enhance student learning To achieve successful classroom management, educators can follow a series of strategic steps designed to create an optimal learning environment.
Try and achieve a warm, friendly, relaxed atmosphere in which young learners feel comfortable, competent and most important secure
The physical organization of the classroom plays a crucial role in enhancing the learning experience Ideally, classrooms should feature easily movable desks and chairs, designated areas for action songs and games, and quiet corners for reading and self-study Although such ideal setups are often unattainable, it is beneficial to arrange tables and chairs to facilitate pair or group work, while also providing space for students to interact with the board and move freely Investing five to ten minutes in reorganizing the classroom can significantly improve the effectiveness of activities Additionally, displaying students' work and relevant posters on the walls helps create an engaging learning environment, so it's important to keep these displays current.
Creating a stress-free English learning environment for young learners is essential Teachers and parents should avoid pushing them too hard, instead fostering encouragement and support for their attempts to speak English Patience is key when they hesitate, and showing genuine interest in their efforts is vital Mistakes should not be met with blame; rather, positive reinforcement through praise or rewards for good performance can motivate them to try again As noted by Machado (1985), rewarded behaviors are likely to be repeated, helping to establish a positive learning habit.
Preventive approaches to classroom behavior problems
Effective classroom management starts with establishing clear rules and expectations for students at the beginning of the school year To promote discipline, teachers should create a concise list of behavioral guidelines during the initial class meetings, focusing on the specific behaviors necessary to achieve lesson goals Additionally, it is important to communicate the consequences for rule violations and the rewards for adhering to them, as emphasized by Kounin (1970).
Keeping proper and flexible moving space of lessons
Kounin (1970) discovered that effective classroom managers maintain a brisk lesson pace to minimize inappropriate student behaviors To keep learners engaged and prevent boredom, it is essential to incorporate interesting and enjoyable topics and activities into the curriculum.
He also suggests some other basic suggestions to have better classroom management as follow:
Keep and eyes on different groups at the same time
Be able to be aware of events’ occurring based on observation
Use both verbal and nonverbal skills such as voice control and eye contact
Plan lesson and include varied activities and interactions that keep the learners busy
Motivate the learners by focusing on what they do satisfactorily or well more than what they do badly
Try to create a sense of community in the group
Be fair to all learners, never favoring some over others (Kounin, 1970)
2.5.4 Solutions to student's inappropriate behaviors in classroom
Many teachers tend to dominate classroom conversations, believing it is their responsibility to guide interactions However, incorporating silence can be a powerful tool for maintaining discipline among students When teachers frequently talk, student attention often wanes, leading to side conversations In contrast, when a teacher suddenly stops speaking and lowers their voice, it captures students' attention, prompting them to focus on the lesson to understand what is happening (Archer & Smith, 1999).
Proximity control in the classroom significantly impacts student behavior and interaction When a teacher moves closer to a specific learner, it can convey various messages, such as "I am standing close to you," "I don't like your company," or "we have something in common." This strategic use of physical distance allows teachers to effectively manage inappropriate behaviors, as the close proximity creates a more controlled environment for learning (Scott, 1970).
Students who struggle to modify inappropriate classroom behaviors may have underlying reasons for their actions To address this issue effectively, a post-class teacher-learner reference can be beneficial (Smith, 1995) The effectiveness of this approach largely hinges on the teacher's demeanor; maintaining a positive and calm attitude, rather than asserting authority, fosters better communication with the student This supportive interaction is crucial for facilitating the learner's behavioral improvement.
Loannou and Pavlou (2000) emphasize that teachers may occasionally need to implement punishment for disruptive students; however, it is crucial to avoid humiliating or unreasonable consequences After administering any form of reprimand, teachers should reintegrate the affected learners into the classroom group to maintain a positive dynamic, benefiting both the individual student and the teacher's reputation Two effective types of punishment can be identified for classroom management.
Temporary isolation involves briefly removing a misbehaving student from class activities The isolation area should be simple and uninviting, and the duration typically lasts between five to ten minutes It's crucial to ensure that this approach is not used as a means of intimidation for the learner.
Response cost refers to the removal of reinforcers associated with a specific behavior For instance, a teacher may take away a student’s water paints for misusing them on a classmate In classroom management, common forms of response cost include the loss of tokens or privileges Many educators believe that implementing response cost effectively reduces inappropriate behaviors among young learners.
―It is also useful to develop your sense of humor, which is usually appreciated by others and can help you face small and sometimes large problems.‖ (Hill, 1985:332)
2.5.7 The factors outside the classroom, which influence the classroom management
The graduation paper by Do, Thi Mai Chi (2008) mentioning factors outside the classroom which influence the classroom management as follow:
Peer relations are crucial in a young learner's education, as they provide reinforcement through attention and approval, serve as models for social comparisons, and shape perceptions of success Positive peer interactions can alleviate social isolation and enhance both social and academic skills, while negative relationships may lead to isolation and psychological issues Accepted learners are more likely to engage in classroom activities, whereas those who face rejection often experience anxiety and diminished confidence Additionally, peer prejudice can trigger misbehavior Therefore, teachers should foster positive relationships by promoting interaction, cooperation, and communication in the classroom.
The relationship between teachers and students is crucial in shaping students' attitudes, values, and abilities, as emphasized by educationists Positive feedback and attention from teachers significantly enhance young learners' performance in the classroom.
Parents play a crucial role in shaping young learners' performance through their care and encouragement Their positive attitudes significantly influence classroom management Consequently, regular teacher-parent conferences are commonly held in primary schools to foster this essential collaboration.
Teacher- learner reference
Students who fail to modify inappropriate classroom behaviors may have underlying reasons for their actions To address this issue effectively, a post-class teacher-learner discussion can be beneficial (Smith, 1995) The effectiveness of this approach largely hinges on the teacher's demeanor; maintaining a positive and calm attitude, rather than asserting authority, fosters better communication This supportive environment can significantly aid the learner in making behavioral improvements.
Proper punishment
Loannou and Pavlou (2000) suggest that teachers may occasionally need to implement disciplinary measures for disruptive students; however, it is crucial to avoid humiliating or unreasonable punishments After reprimanding a student, reintegrating them into the classroom community is essential for both the individual's well-being and the teacher's authority Two effective types of punishment can be identified to address classroom disruptions.
Temporary isolation involves briefly removing a misbehaving student from class activities to address disruptive behavior The isolation area should be simple and uninteresting, and the duration typically ranges from five to ten minutes It's important to ensure that this method is not used as a form of punishment or to instill fear in the student.
Response cost refers to the removal of reinforcers associated with a specific behavior, such as a teacher taking away a student's water paints for inappropriate actions In classroom management, this often manifests as the loss of tokens or privileges Many educators believe that implementing response cost strategies effectively curtails undesirable behaviors among young learners.
―It is also useful to develop your sense of humor, which is usually appreciated by others and can help you face small and sometimes large problems.‖ (Hill, 1985:332).
The factors outside the classroom, which influence the classroom
The graduation paper by Do, Thi Mai Chi (2008) mentioning factors outside the classroom which influence the classroom management as follow:
Peer relations are crucial in a young learner's education, as they provide reinforcement through attention and approval, serve as models for social comparisons, and shape perceptions of success Positive peer interactions can alleviate social isolation and enhance academic abilities, while negative relationships may lead to isolation and psychological issues Learners accepted by their peers are more likely to engage in classroom activities, whereas those rejected may experience anxiety and diminished confidence Furthermore, peer prejudice can trigger misbehavior Therefore, teachers should foster positive relationships by promoting interaction, cooperation, and conversation within the classroom.
The relationship between teachers and students is crucial in shaping students' attitudes, values, and skills, as emphasized by educationists Positive feedback and attention from teachers significantly enhance young learners' performance in the classroom.
Parental involvement and support are crucial for enhancing young learners' performance in the classroom Regular teacher-parent conferences are commonly held in primary schools to foster effective communication and collaboration, ensuring that parents play an active role in their children's education.
Summary
The author is prompted to explore the challenges of teaching English to children in Hadong district due to a lack of previous research on the subject A thorough understanding of children's needs is crucial for teachers and educators to enhance the teaching and learning process This investigation serves as a foundation for the subsequent chapters.
This chapter outlines the study's setting, focusing on twenty primary schools in Hadong and the current state of English instruction for children It discusses the various types of textbooks, teaching aids available, and profiles of the teachers and students within these schools Additionally, it details the data collection instruments and procedures, which serve as the foundation for subsequent chapters.
The setting of the study ………………… … ………………… ……………… 15 1 Teaching materials
Teaching facilities
Teaching facilities significantly influence the effectiveness of English instruction, with their impact being a longstanding concern in Hadong and Hanoi Mr Pham Xuan Tien, Head of the Primary Education Department at the Ministry of Education and Training, emphasizes the necessity of essential resources such as laboratories, CD players, cassettes, and teaching aids However, numerous primary schools, both public and private, continue to face shortages in these critical teaching facilities.
Subjects
Teachers
Most of the teachers (25) graduated from universities, the other fifteen teachers graduated from colleges and in – service study where English for children are not their major
In every school, there are typically a minimum of five first-grade classes, which means that each teacher is responsible for instructing multiple classes daily Beyond first grade, teachers also have the obligation to teach students in grades two, three, four, or five.
Teaching English to first graders presents challenges, as educators have primarily focused on grades three to five Although English has been introduced to grades one and two for the past two years, teachers lack specialized training for instructing young learners This gap in training may contribute to the difficulties teachers face when teaching English to first-grade students.
Many teachers in Hadong struggle with pronunciation, with approximately fifty out of seventy facing difficulties in articulating words correctly This lack of standard pronunciation among educators can impact the quality of language instruction in the region.
The school students
All 1 st grade school students in Hadong are six years old and the English is very new for them In fact, this is the first time they start study a foreign language As the result, they are very interested in studying English; this may be a favorable condition for teachers after a lot of difficulties They are from all classes of society However, no matter where the children are from, teachers always put the children’s study into a focus.
Instruments for collecting data ….…
This study utilizes questionnaires and classroom observations as primary tools for data collection due to their advantages These methods provide essential quantitative data while allowing all participants the opportunity to express their attitudes.
As a result, the study will be more objective with accurate data
The set of questionnaires was administered to get information concerning these following aspects:
Teachers’ attitudes towards English teaching for young learners
Student’s attitudes towards learning English
English teaching methods to children in Hadong
Professional training courses for teachers
Data collecting procedure
The procedure of collecting data is as follow:
In Hadong, teachers receive a purpose-driven set of questionnaires during their break time, with the researcher outlining the benefits of the research for their teaching practices This explanation motivates the teachers to complete the questionnaires, which the researcher collects immediately after they finish.
To enhance the reliability of the questionnaire results, the author conducted observations over a span of 10 weeks in ten primary schools, focusing on ten English teachers To ensure fair comparisons, vocabulary lessons were observed across all ten schools.
3.5 The method of analyzing the data
In this study, quantitative and qualitative methods are used to analyze data Particularly, charts and tables are employed to present data collected from questionnaires and classroom observations
This chapter outlines the current state of primary schools in Hadong, focusing on teaching materials, facilities, teachers, and students It details the data collection instruments, procedures, and analysis methods used, providing a comprehensive overview of primary education in the region This serves as a foundational framework for the subsequent chapter.
Chapter Four presents a comprehensive analysis of data gathered through questionnaires and classroom observations By utilizing these primary data collection methods, the chapter examines the results, leading to key findings and potential recommendations.
In this chapter, the collected data will be illustrated on tables and charts Each table or chart is followed by an analysis of the data
4.1 Presentation and analysis of data 4.1.1 Teachers’ opinions towards English teaching to 1st grade - students
Effective classroom management is crucial in young learners' English teaching, as it significantly impacts children's self-control and overall learning success (Ly & Wu, 1999; Campbell, 1990) However, a survey of forty teachers revealed differing opinions, with twenty-one identifying teaching methods as the primary challenge, while sixteen teachers, or forty percent, cited classroom management as their biggest issue Additionally, the remaining teachers highlighted knowledge of the subject, teaching demeanor, and English proficiency as their main concerns Ultimately, the predominant challenges faced by educators are related to English teaching methods and classroom management.
Chart 1: The most difficult skills to teach 15
The diagram illustrates the challenges of teaching English to first graders, highlighting that speaking, storytelling, and vocabulary require diverse teaching methods and prior knowledge, which young students often lack Consequently, teachers frequently struggle to achieve their educational goals Additionally, the data from question 3 reflects varying opinions among teachers regarding the feasibility of teaching English at this grade level.
Feasibility of teaching English to 1st grade students
A significant 92.5% of teachers believe that teaching English to first-grade children is feasible, aligning with Scovel's assertion (1999:56) that "young children are the best second language learners." In contrast, only 7.5% of educators disagree with this perspective.
Many believe that young students are too small to effectively learn a foreign language due to their limited reading, writing, and speaking abilities However, I argue that teaching English to young learners can be successful if the program is tailored to their strengths, particularly in areas like pronunciation and speaking skills.
4.1.2 Children’s attitudes on learning English
At the age of six, all students are encountering English for the first time in preschool, which places significant demands on primary teachers who must dedicate extra time and effort to support their learning However, encouragingly, survey results indicate that students have a positive attitude towards the English textbook and their studies, suggesting a willingness to engage with the language.
5 How do the children like the textbook? 24 60 16 40 a Really b Rather c A little d Not at all
7 To what extent do the children like studying English? 32 80 8 20 a Not at all b A little c Really d Quite
Table 1: Students' attitudes on learning English
Table 1 indicates that students have a strong preference for colorful books filled with vibrant pictures This aligns with Amstrong's (2000) assertion that visual imagery significantly enhances the learning process, as individuals tend to process information more effectively through images rather than text Consequently, children are naturally drawn to explore materials that capture their attention.
Children are drawn to learning through visual stimuli, as highlighted by Amstrong (2000), making vocabulary acquisition one of their preferred skills In addition to vocabulary, storytelling ranks high on their list of favorite learning activities Chart 3 below provides further insights into children's preferred skills.
Vocabulary learning Phonics learning Story telling
Many students find studying speaking and listening unappealing due to their limited vocabulary and grammar structures, which hampers their ability to construct sentences and comprehend spoken language This lack of foundational knowledge often leads to a perception that these skills are tedious and difficult to master.
Fortunately, 80% of students exhibit a positive attitude towards studying English, which is encouraging for teachers When students enjoy learning English, they are more enthusiastic about participating in various educational activities and processes.
According to Chart 4, 42.5% of teachers identify storytelling as the most challenging learning skill for students, attributing this difficulty to the length of stories and the presence of unfamiliar vocabulary, which can lead to negative attitudes Additionally, 40% of teachers believe that listening poses significant challenges for students, as English features stress and intonation in words and sentences that differ from the flat tone of Vietnamese This unfamiliarity makes it difficult for students to grasp the sounds of English during their initial exposure.
Chart 4: The most difficult skills to learn
Speaking Listening Story telling Phonic learning
In contrast, vocabulary instruction often lacks clarity, as teachers frequently rely on various teaching aids such as flashcards and multimedia resources Children show a keen interest in learning through engaging clips and images, making vocabulary acquisition an accessible and enjoyable process for them.
Scovel (1999:213) said "children are the world's best imitators", they can learn a new language very well Thus, phonics learning and speaking are not the difficult skills
4.1.3 English teaching methods to children of primary school teachers
Presentation and analysis of data
Teachers’ opinions towards English teaching to 1st grade - students …
Classroom management is widely recognized as a crucial factor in education, particularly in young learners' English teaching, where effective management correlates with successful teaching and learning (Ly & Wu, 1999; Campbell, 1990) However, a survey of forty teachers reveals a divergence in opinion, with twenty-one teachers identifying teaching methods as the primary challenge, while sixteen teachers, representing forty percent, cite classroom management as their biggest issue Additionally, the remaining three teachers highlight knowledge of the subject, teaching demeanor, and English proficiency as significant concerns Ultimately, the main challenges faced by educators include both English teaching methods and classroom management.
Chart 1: The most difficult skills to teach 15
The diagram illustrates the challenges of teaching English to first graders, highlighting that speaking, storytelling, and vocabulary acquisition necessitate diverse teaching methods and prior knowledge from students However, given that these students are only in grade one, teachers often struggle to achieve their educational goals Additionally, the data presented in question 3 reflects the varying perspectives of teachers regarding the practicality of teaching English at this early stage.
Feasibility of teaching English to 1st grade students
92.5 percent of the teachers agree with the feasibility of teaching English to 1st grade children, sharing the same opinion with Scovel (1999:56) that "young children are the best second language learners" Only 7.5 percent of the teachers think that it is not feasible
Many believe that young students are too immature to effectively learn a foreign language due to their limited reading, writing, and speaking abilities However, I contend that teaching English to young learners can be successful with an appropriate program that emphasizes their strengths, particularly in pronunciation and speaking skills.
Children’s attitudes on learning English
At the age of six, all students are encountering English for the first time, as none have learned it in preschool This situation places additional demands on primary teachers, who must dedicate extra time and effort to support their students' language acquisition However, positive responses from students regarding their attitudes towards the textbook indicate a promising outlook for their English studies.
5 How do the children like the textbook? 24 60 16 40 a Really b Rather c A little d Not at all
7 To what extent do the children like studying English? 32 80 8 20 a Not at all b A little c Really d Quite
Table 1: Students' attitudes on learning English
Table 1 indicates that the majority of students enjoy colorful books filled with vivid images Supporting this, Amstrong (2000) highlights the significance of visual imagery in the learning process, noting that individuals often process information through pictures rather than words, leading to interconnected ideas Consequently, children are naturally drawn to explore materials that capture their attention.
Children are naturally drawn to learning through visual elements, such as pictures, which enhances their vocabulary acquisition, making it one of their preferred skills Additionally, storytelling ranks high among their favorite learning methods Chart 3 below provides further insights into children's favorite skills.
Vocabulary learning Phonics learning Story telling
Many students struggle with speaking and listening due to a limited vocabulary and insufficient grammar knowledge, making these skills feel tedious and unengaging Teachers often note that this lack of foundational language skills hinders students' ability to construct sentences and comprehend spoken language, leading to a lack of interest in these critical areas of language learning.
A significant 80% of students exhibit a positive attitude towards studying English, which is encouraging for educators When students enjoy learning English, they are more enthusiastic about participating in various educational activities and processes.
Chart 4 below presents students’ most difficult learning skills, 42.5% of teachers think that story telling is the most difficult because most of the stories are a little bit long and have many new words that are confused the students As a result, this causes negative attitudes Then 40 percent of teachers agree that listening is the skill that puts students into trouble the most Their reason is that in English, words and sentences have stress and intonation, which is not flat like Vietnamese This is the first time they get familiar to English, so it is difficult to catch the words and sentences' sounds
Chart 4: The most difficult skills to learn
Speaking Listening Story telling Phonic learning
Vocabulary instruction often lacks a clear strategy, as teachers frequently rely on various teaching aids such as flashcards and multimedia resources Engaging materials like funny clips and pictures capture children's attention, making vocabulary acquisition enjoyable and effective Consequently, children find it easy to learn new words in this interactive environment.
Scovel (1999:213) said "children are the world's best imitators", they can learn a new language very well Thus, phonics learning and speaking are not the difficult skills
4.1.3 English teaching methods to children of primary school teachers
Richard and Rogers (1986) identified four primary language teaching methods: the direct method, grammar-translation method, audio-lingual method, and communicative language teaching method Chart 5 illustrates the percentage of teachers utilizing each of these methods.
A recent survey indicates that 57.5% of teachers utilize the Communicative Language Teaching (CLT) method, while 22.5% favor the grammar-translation approach, and 25% employ direct and audio-lingual methods The popularity of the CLT method stems from its emphasis on engaging students in language use through activities like games, role-plays, and problem-solving tasks However, classroom observations reveal a discrepancy, with seven teachers predominantly using Vietnamese during lessons, translating imperative sentences into Vietnamese immediately after stating them in English This reliance on translation reflects a concern for student comprehension, as teachers believe that understanding can be enhanced through gestures and actions rather than solely through language For instance, at Kien Hung Primary School, a teacher uses visual aids and prompts students to respond in their native language before providing English translations, highlighting the perceived necessity of using Vietnamese to avoid misunderstandings This practice underscores the challenges teachers face in balancing effective communication and language instruction.
At Doan Ket Primary School, the teacher employs a communicative method to engage students in learning She introduces vocabulary through realia, pictures, drawings, and gestures, fostering an enthusiastic learning environment This diverse approach allows students to utilize their vivid imaginations, enhancing their educational experience (Ytreberg, 1991: 32).
Question 10 indicates the time distribution in one period Most of the teachers in Hadong have rather good time distributions for each activity For instant, time allotted for warm- up activity is five minutes, for presentation is fifteen minutes, for practice is ten minutes and for production is five minutes The reasons of this may come from the form of the lesson plan According to the teachers, they all use the lesson plan form that the Hadong Department of Education requires in which the time for each activity is fixed In additon, in terms of using variety of activities, Amstrong (2000) says children usually communicate with body language and gestures They will get bored with just one or two activities In one period teachers use only one or two activities such as, ―slap the board‖, ―Chinese whisper‖ or ―hot seat‖ They use these activities again and again without adopting the new ones or adapting the old ones Besides, the ways of presenting vocabulary are not variable Instead of using pictures, realia, puppets, miming, they just use one of those methods to present vocabulary in the whole teaching period
According to the results from question 11, only 8 teachers utilize English for teaching at a rate of 60% to 80%, while the remaining 32 teachers employ English at a level of 30% to 50%.
Chart 6 : Teachers' using English in classroom
The limited use of English in the classroom by teachers is concerning, as many educators believe that students struggle to comprehend the language when it is spoken frequently Additionally, teachers often feel that their own English language skills, particularly in pronunciation, are inadequate, leading them to avoid speaking English during lessons.
Music serves as an effective tool for creating a relaxed learning environment, especially on hot, dull days, and can be integrated into lessons (Slattery & Willis, 2001) In a recent observation, 7 out of 10 teachers employed games and songs to teach English, recognizing the importance of warm-up activities in motivating students and setting a positive tone for the lesson (Pinter, 1997) However, 3 teachers omitted these engaging elements; one teacher skipped the warm-up entirely, while another relied on review questions that intimidated students, leading to a lack of enthusiasm In contrast, the teachers who incorporated games and songs saw eager participation, with students expressing excitement about the activities For instance, at Le Loi primary school, students enthusiastically requested to sing songs like "Head, Shoulders, Knees, and Toes." Despite the challenges of managing noise levels during these activities, the benefits of fostering a lively classroom atmosphere are clear.
Only 3 out of 10 teachers incorporate a variety of activities into their lessons, which is concerning for English educators The primary reason for this lack of diversity in teaching methods is the limited time available, making it challenging for teachers to complete the required lesson content while including different activities.
4.1.4 Professional training courses for teachers
The data in this table give information about the teachers’ training program：
12 The teacher training program is offered frequently a Agree b Disagree
13 The time allocation for teacher training program is enough a Enough b A little c Much 7 17.50 29 72.50 4 10
14 The training program is relevant with the requirement of the course a Very b Quite c A little d Not at all 9 22.50 20 50 11 27.5
15 The training program is well organized a Well organized b Not well organized 18 45 22 55
Table 2:Professional training courses for teachers
Professional training courses for teachers…
The data in this table give information about the teachers’ training program：
12 The teacher training program is offered frequently a Agree b Disagree
13 The time allocation for teacher training program is enough a Enough b A little c Much 7 17.50 29 72.50 4 10
14 The training program is relevant with the requirement of the course a Very b Quite c A little d Not at all 9 22.50 20 50 11 27.5
15 The training program is well organized a Well organized b Not well organized 18 45 22 55
Table 2:Professional training courses for teachers
A significant 57.5% of teachers expressed disagreement regarding the frequency of their training programs, which currently occur only once a year In contrast, 42.5% believe that training should happen three times a year—before the first semester, mid-semester, and during the second semester—due to the varying English programs they teach This disparity in training frequency leads to differing opinions on time allocation, with 72.5% of teachers feeling that the training duration is insufficient Meanwhile, 17.5% consider the current time allocation adequate, and only 10% believe that too much time is spent on training Overall, the data indicates a clear need for increased training frequency, with an ideal recommendation of at least three sessions per year.
Question fourteen examines the alignment of the training program with course requirements Fifty percent of teachers find the training content to be quite relevant, while 22.5 percent deem it very relevant, and 27.5 percent consider it only slightly relevant This disparity may stem from the trainer's failure to adequately align the training content with course objectives To enhance the relevance of the training program, trainers should thoroughly assess the course aims and conduct surveys to gather teachers' input on their training needs, ensuring the program effectively addresses both teacher requirements and course goals.
A recent survey revealed that 45% of teachers find the training program well organized, while 55% disagree Feedback indicates varied approaches to program organization: some offer comprehensive theoretical teaching methods for all skills simultaneously, while others break them down into smaller segments, culminating in micro teaching sessions Notably, 45% of teachers prefer the latter method, as it allows for an in-depth exploration of each teaching skill and provides opportunities for practical application and peer observation during micro teaching This structured approach facilitates meaningful discussions about teaching challenges and collaborative problem-solving.
Chart 7 : Needed - to - be - trained skills
Teaching Vocabulary Reading Speaking Listening Writing
Chart 7 shows us the figure of the teaching skills that teachers need to be trained in question sixteen Nearly half of them (47.5%) think that phonics teaching is the skill that they need to be trained the most, 37.5 percent of them want to be trained the methods to teach listening most 12.5 percent of the teachers think that speaking is the teaching skill that needs to be trained most Five percent of the teachers think vocabulary teaching needs to be trained most While only 2.5 percent of the teachers need to be trained writing and reading because the course does not focus on these two skills in grade one.
Classroom management
Classroom management plays a crucial role in the success of teaching, alongside effective teaching methods One key factor influencing classroom management is the number of students in a class, as it significantly impacts the teacher's ability to maintain order and facilitate learning.
Chart 8: Number of students in one class
Classroom observations reveal that the average number of students per class ranges from thirty to fifty, with Doan Ket having the highest at 46 students In contrast, Hollin (1997) suggests that an ideal English class should consist of only twenty to twenty-five students, a standard that no primary school in Hadong meets This overcrowding complicates classroom management, leading teachers to resort to methods such as shouting at disruptive students, imposing penalties like standing at their seats, or deducting points from their teams Alternatively, some educators manage noise levels by dividing the class into groups and fostering competition; groups that remain quiet earn stars, and the group with the most stars at the end of the period is declared the winner.
In Van Khe, teachers maintain classroom order by writing the names of disruptive students on the board, instilling fear among students who wish to avoid ridicule from their peers Hill (1985: 31) emphasizes the importance of fostering a warm and secure environment where young learners feel comfortable and competent Establishing clear rules at the start of the school year helps define teachers' expectations However, many teachers in Hadong inadvertently create a tense atmosphere, believing that this approach will ensure student compliance with classroom discipline.
In question 19, it was found that 33 teachers, representing 82.5%, do not implement various types of work arrangements—such as pair work, group work, individual tasks, or choral activities—during class periods, as illustrated in Chart 9 below.
Chart 9: Student's work in classroom
During lesson observations, it was noted that most teachers predominantly utilize choral repetition, while other instructional methods receive minimal attention In grade one, it is crucial for teachers to monitor each student's pronunciation, as early mispronunciations can become ingrained Additionally, effective classroom management appears to be lacking in Hadong, particularly in the area of providing praise and encouragement to students Recognizing and celebrating children's achievements is essential for fostering their enthusiasm and sense of success from the outset (Pyles and Algae, 1970).
The arrangement of desks and chairs significantly impacts classroom management for teachers at Hadong Primary Schools, where all classes are set up in rows This layout proves ineffective for teaching English to children, as it restricts movement and hinders participation in various activities Teachers note that the large number of students in each class, along with the shared use of classrooms for English, music, and other subjects, necessitates the row arrangement, despite its drawbacks of wasting time and creating noise.
Teaching curriculum
In an English program, the teaching curriculum is crucial, particularly in primary schools in Hadong An analysis of the data presented in Table 3 reveals insights into the alignment of the curriculum with students' proficiency levels Notably, 52.5 percent of teachers agree that the curriculum effectively meets the needs of their students.
Phonics and Let's Learn as the course books
21 How does the teaching curriculum suit students’ level? 0 0 21 52.50 19 47.50 0 0 a not at all b quite c a little d much
22 What are the focused skills in the curriculum?
7 17.50 21 52.50 12 30 0 0 a Reading and writing b Listening and speaking c Pronunciation
23 What is the time distribution of the curriculum?
23 57.50 17 42.50 0 0 0 0 a One period per lesson b Two periods per lesson c Three periods per lesson d More than three periods per lesson
24 How many skills are taught in one teaching period?
0 0 7 17.50 33 82.50 0 0 a One b Two c Three d More than three
Students with these two books get familiar with some short sounds, short words and short sentences For example, in the course book Phonics, some vowels in a short word like
The phonetic sounds such as /ӕ/ in "apple" and /e/ in "bed," along with consonants like /h/ in "hat" and /m/ in "mom," are introduced in the "Let's Learn" book, which features simple sentences like "I am Mai, What's your name?" Teachers using these materials find them easy for students to grasp In contrast, series like "Next Stop" or "Family and Friends" present varying words and sentences across units, with increasing complexity For instance, Unit 1 covers basic vocabulary like "mom," "dad," and "sister," while Unit 2 introduces longer terms such as "grandmother" and "pencil case." First graders often struggle with these longer words, and only 47.5% of teachers believe the curriculum adequately matches students' levels, indicating a need for further evaluation of the educational materials.
The disparity in course books results in varied emphasis on language skills among teachers, with 52.5% prioritizing speaking and listening, while 17.5% focus on reading and writing, and 30% highlighting pronunciation as essential According to the Ministry of Education and Training's Decision No 3321 (2010), the primary goal is to enhance student communication through the four skills: listening, speaking, reading, and writing, with a particular emphasis on listening and speaking It is crucial to align the English program with the curriculum to ensure that the skills targeted are appropriate for first-grade students.
In question 23 regarding curriculum distribution, 57.5% of teachers conduct lessons within a single period, while 42.5% teach lessons over two periods This variation is attributed to the differing needs and dynamics of the classroom environment, as expressed by the teachers.
English programs in each school and each program has a different teaching curriculum And, the time distribution is different correspondingly
Question 24 lets us know about the number of skills taught in one teaching period Mass of the teachers (82.5 %) have to teach three skills in one period and the other teachers (17.5 %) conduct two skills in one teaching period because each lesson is designed with different skills (usually speaking, vocabulary, and listening), so if they have to teach lesson in one periods, it means that they have to teach three skills and if the lesson is taught in two periods, then the teachers have to teach two skills in one period.
Teaching materials and teaching aids
The teaching-learning process is significantly influenced by the various types of equipment available in the classroom Modern educational aids, including audio, visual, and audio-visual tools, are essential as they enhance retention and understanding, addressing the natural tendency to forget Effective utilization of these teaching aids motivates students and facilitates better learning outcomes (Nikky, 2010).
Table 4 below reveals issues related to the teaching materials and teaching aids, a key factor in any teaching program
A survey of teachers reveals that 37.5% utilize Phonics as their primary course book, while 32.5% opt for Next Stop, and 17.5% choose Let’s Learn Additionally, 12.5% of educators use Family and Friends Each textbook emphasizes different skills, leading to variations in material relevance and curriculum alignment Notably, 21 teachers believe the chosen course books adequately meet curriculum requirements, yet a similar number disagree, citing discrepancies such as the curriculum prioritizing speaking skills while textbooks focus more on listening and pronunciation This misalignment may stem from decisions made by school heads who lack expertise in English, potentially leading to insufficient consideration of the textbooks' suitability.
25 Does the course book meet the curriculum's requirements? 19 47.50 21 52.50
26 Is the course book attached enough materials? 11 27.50 29 72.50
27 Is the course book designed with colorful pictures? 31 77.50 9 22.50
28 Do you usually make teaching aids? 29 72.50 11 27.50
Table 4:Teaching materials and teaching aids
The reliance on textbooks as the primary teaching material raises concerns, as evidenced by the fact that only 27.5% of teachers believe the materials provided are sufficient Many teachers express dissatisfaction, particularly those using the Next Stop book, which they find engaging but lacking accompanying VCDs Similarly, teachers using Let's Learn and Family and Friends highlight the absence of flashcards, making vocabulary instruction challenging This indicates a significant demand for teaching aids, yet available resources remain limited Notably, 72.5% of teachers frequently create their own teaching aids, while 27.5% do so occasionally, citing time and cost as barriers English, being a unique subject, necessitates diverse teaching aids for effective lessons, prompting educators to seek various resources to enhance their teaching effectiveness.
Question 27 brings positive news for both teachers and learners, as all the books are filled with vibrant illustrations This visually engaging content not only enhances the teaching experience for educators but also effectively captures the attention of students.
Teaching conditions
29 How many 1 st grade- classes are there in your schools?
9 22.5 7 17.5 26 65 a four b five c six d seven e eight
30 Beside grade one, what grade do you teach?
You can choose more than one options 0 0 19 47.5 14 35 24 60 0 0 a two b three c four d five e only grade one
31 How many teachers of English are there in your school? 4 10 31 77.5 5 12.5 a 1 b 2 c 3 d.4 e 5 f 6
32 How many periods of class time do you teach per week?
Table 5 presents the findings from questions twenty-nine to thirty-two, revealing insights into the teaching conditions of educators Notably, 65% of teachers report having six first-grade classes, while 22.5% indicate four classes, and 17.5% teach five first-grade classes Importantly, all teachers are required to instruct additional grades, such as third, fourth, or fifth, demonstrating that 100% of educators teach beyond grade one.
In a recent survey, 31 teachers reported having two English teachers in their schools, while five indicated three, and four stated there is only one This highlights the heavy teaching load, with some educators managing up to eight classes weekly Additionally, teachers have varying teaching periods, with 45% conducting 25-30 periods per week, and 22.5% teaching 20-25 periods.
In grade one, 20% of teachers instruct 15 to 20 periods weekly, while 12.5% teach 10 to 15 periods Additionally, these educators are responsible for teaching other grades, resulting in a substantial total of teaching periods each week.
A recent survey and classroom observations reveal that many teachers in Hadong face significant challenges in teaching methods, classroom management, and teaching facilities, with teaching methods being the most problematic due to limited training in English instruction for children Detailed findings will be explored in the following section.
Findings
Through a comprehensive teachers’ survey, classroom observations, and statistical analysis, we have identified the challenges faced by grade one teachers in teaching English These difficulties encompass various issues that educators must navigate in their instructional practices.
Teaching English to children in Hadong presents significant challenges for teachers, primarily due to their training background, as they are mostly graduates from colleges focused on secondary or high school education At the time, Vietnam lacked institutions that specifically trained primary school teachers, leading these educators to apply methods suited for older students when teaching young children Consequently, they often lack an understanding of children's developmental stages, learning styles, and specific needs, which hampers their ability to achieve lesson objectives and meet educational standards Additionally, the predominant teaching approach among these educators remains the translation method, with only a few adopting the more effective communicative method.
Moreover, the variety of activities is still limited In fact, a large number of teachers use maximum two activities in the class period
Many teachers lack sufficient training programs, receiving inadequate instruction only once or twice a year, which fails to address their needs, particularly in essential skills like storytelling and phonics A workshop conducted by the British Council on April 5th in Hanoi emphasized that teachers should ideally participate in training at least three times a year Additionally, when there are updates to the teaching curriculum or textbooks, it is crucial for teachers to receive supplementary training to effectively adapt to these changes.
Classroom management poses significant challenges for teachers in Hadong, primarily due to large class sizes averaging 30 to 50 students, which complicates control and limits individual attention This often results in minimal speaking practice for students, as teachers rely heavily on choral repetition rather than incorporating pair or group work Interaction predominantly flows from teachers to students, hindering peer engagement Additionally, the traditional row arrangement of desks and chairs restricts movement and participation, making it difficult to conduct interactive activities An ideal "U" shape setup, which facilitates better engagement, is absent in Hadong's primary schools, leading to a lack of dynamic learning experiences Research indicates that children benefit from learning through games, images, and reflective activities, highlighting the need for more effective classroom arrangements and management strategies.
Physical activities are essential for boosting students' confidence and social skills during the learning process However, the classroom arrangement in Hadong fails to meet educational standards Many teachers lack effective techniques for correcting students' mistakes, often ignoring them or addressing them inappropriately Furthermore, a significant number of teachers do not provide encouragement or praise for students' achievements, which is crucial for maintaining their enthusiasm and sense of success (Pyles & Algae, 1970: 45) Additionally, the methods used to manage student misbehavior are concerning, as many teachers resort to punitive measures, such as isolating students or forcing them into uncomfortable positions, due to the large class sizes and the challenges of maintaining order.
The current curriculum distribution places a significant burden on both teachers and grade one students, as each lesson is limited to a single 35-minute period that must cover multiple skills For instance, a vocabulary lesson typically includes the presentation of six new words, a task, and a practice activity, making it challenging for young learners to grasp all components effectively To alleviate this pressure, I believe that allocating two periods for each lesson would be more beneficial, allowing teachers to teach more comfortably and students to learn more effectively.
The textbook does not align well with the teaching curriculum, particularly regarding the focused skills This misalignment creates challenges for teachers in meeting curriculum objectives Consequently, it is essential for educators to select textbooks that are compatible with the curriculum to enhance teaching effectiveness.
The mismatch between required teaching aids and those available in schools significantly impacts the effectiveness of English instruction For instance, certain materials necessitate the use of flashcards and VCDs, yet schools often only provide tapes or CDs without these essential aids This lack of alignment between necessary resources and what is accessible hinders the overall teaching process, highlighting the critical role that appropriate teaching aids play in enhancing educational outcomes.
Teachers in Hadong face challenges due to limited English proficiency, with only 30 percent of primary school teachers in Hanoi achieving the common European framework level B2, primarily concentrated in central Hanoi This indicates that the number of qualified English teachers in Hadong remains insufficient.
Teaching conditions pose significant challenges for educators, as many are required to handle multiple classes across various grades, leading to an overwhelming number of teaching periods The shortage of English teachers in schools exacerbates this issue, transforming the teaching experience from a passion into a burdensome obligation for some instructors.
Summary
This chapter analyzes data from questionnaires and classroom observations to identify the challenges faced by teachers in Hadong The findings reveal that educators struggle with English teaching methods for children, lack of professional training, and classroom management skills Additionally, they contend with a heavy curriculum, insufficient teaching materials and aids, and demanding schedules with numerous classes each week The next chapter will propose potential solutions to address these issues.
This part deals with teachers’ difficulties in teaching English for grade one in Hadong and giving suggestions or possible solutions to the problems in the findings
To enhance the quality of English education, it is essential to focus on seven key areas: improving teachers' English proficiency, strengthening their teaching methodologies, ensuring adequate teaching facilities, selecting appropriate materials, adjusting class sizes, increasing training program durations, and modifying teachers' working hours.
For teachers
Improving teachers' English proficiency
In Hadong, the number of teachers achieving the B2 level according to the common European framework is notably low, highlighting the urgent need to enhance their English proficiency.
Improving pronunciation is crucial for English learners, especially children, yet many teachers struggle with it, as evidenced by the 90% of students making pronunciation errors Therefore, it is essential for educators to enhance their own pronunciation skills This can be achieved by consulting dictionaries for phonetic transcriptions and listening to audio resources prior to class to ensure accurate pronunciation.
To enhance their language proficiency, teachers are required to achieve a B2 level according to the Common European Framework, as mandated by the Ministry of Education All primary school teachers must meet this standard to retain their teaching positions To support this goal, teachers can enroll in specialized English courses designed to prepare them for the B2 examination, ultimately leading to certification.
To enhance their teaching effectiveness, English teachers must possess a strong mastery of grammar, as it serves as the foundation for essential language skills such as listening, speaking, reading, writing, and pronunciation Just as roots nourish a tree, a solid understanding of grammar is crucial for educators To achieve this mastery, teachers should engage in continuous learning through grammar books, online resources, and specialized courses, ensuring they are well-versed in both established and contemporary grammar rules.
Strengthening teachers' teaching methodology for young learners
Teachers of English in primary schools in Hadong must receive training in child-centered teaching methods, as their role in the learning process has evolved Instead of solely translating new vocabulary into Vietnamese, which fosters passive learning, teachers should focus on creating an engaging classroom environment that encourages active participation in activities and tasks In today’s educational landscape, students are at the center of the learning experience Additionally, teachers are expected to meet the Ministry of Education's requirement of achieving a B2 level on the Common European Framework, while also embodying the roles of artists, singers, dancers, and storytellers to enhance the learning experience.
Teachers in primary schools can enhance children's learning by encouraging imagination over mere explanation For example, when introducing the word "banana," a teacher can demonstrate peeling a banana instead of just describing its appearance and taste, allowing students to grasp the concept instantly Utilizing gestures is essential for teachers, particularly when presenting new vocabulary, as it fosters a more engaging and effective learning environment.
To improve teaching methodology, there are ways that many schools are conducting effectively such as:
Have teachers take part in teaching training programs in a sufficient amount of time (at least three times a year) When having a training program, the holder should follow these steps:
- Pre - training stage: Make a survey to investigate what teaching skills need to be trained for teachers most
- While training stage: to get the desired effects, the training should be organized by this way:
Have teachers work in groups of six or ten
Give a model teaching on each skill one by one
Get teachers work in groups and draw all steps for teaching that skill while they are observing the teaching demo
Teachers are asked to present the skill orally
Trainer summarizes the steps for teaching that skill
Teachers work in groups and choose a certain teaching skill to give a micro- teaching
Trainer and teachers give feedbacks to the teacher’s micro- teaching (Richards & Rodgers, 2005)
Teachers should engage in peer observations by visiting colleagues' classes during designated free periods After attending another English class, each teacher must compile a report detailing the instructional steps observed, highlighting effective stages and activities while identifying areas for improvement This report should also include constructive suggestions to address any identified challenges.
Hold some teacher conferences in which teachers will have chances to share teaching experiences Through these conferences, teachers can get a lot of benefits from theirs colleagues
Have some practice teaching on certain topics:
Choose a teaching skill that is a difficult for teachers to teach
Select a strong teacher who teaches this skill well
Teachers in the district are encouraged to participate in monthly teaching demonstrations held in real classrooms, where they will observe and take notes on the teaching process After each demo, teachers will provide constructive feedback and comments, fostering a collaborative learning environment Additionally, it is essential for educators to consider how to effectively adapt and utilize teaching materials to align with the diverse levels and learning styles of their students, as most resources are designed for larger groups and may not meet individual needs By tailoring materials appropriately, teachers can enhance the effectiveness of their teaching and improve student learning outcomes.
Teachers in Vietnam require training in technology to enhance their primary English classrooms The integration of technology in education has become prevalent, with many schools utilizing tools like projectors, screens, liquid crystal projectors (LCP), and interactive boards However, these technologies remain unfamiliar to many educators in the country, highlighting the need for targeted professional development.
Hadong in particular As a result, they need to be trained to use and apply these things in their teaching
Teachers must develop effective classroom observation skills to enhance their teaching practices While many educators can attend classes for observation, few fully understand the process Providing structured classroom observation sheets will enable teachers to document teaching procedures and offer constructive feedback Additionally, it is essential to equip teachers with key principles for classroom observation to help them concentrate on critical aspects of the teaching process Richard & Lockhart (2005) outlined several foundational principles to guide effective classroom observation.
The pre-observation stage aims to clarify the instructor's learning objectives for students, the materials utilized during the lesson, and the strategies employed to achieve these goals.
During class observations, the observer meticulously records both the actions of the instructor and students, capturing each moment's dynamics This includes noting the observer's personal responses, such as their understanding of the material, emotional reactions to student behaviors, and any questions that arise A highly effective note-taking method involves using a split-page format, where the left side is dedicated to documenting the content and instructor's actions, while the right side captures the observer's reflections, questions, and additional commentary This structured approach enhances the clarity and depth of the observation process.
In the post-observation stage, it is essential for the instructor and observer to engage in a discussion shortly after the class, ideally immediately following the session This timely conversation ensures that the details are still fresh in their minds and helps alleviate any anxiety the instructor may feel regarding the observation.
Finally, it is ideal if the teachers keep teaching journals, portfolio and lesson plans:
Maintaining a teaching journal provides educators with a dedicated space to brainstorm teaching ideas, address pedagogical challenges, and reflect on their classroom experiences It serves as a repository for insights and observations that may not be included in formal teaching documents, allowing teachers to document their thoughts immediately after class while the experiences are still fresh In addition to summarizing each lesson, educators can evaluate their effectiveness and jot down spontaneous ideas or notable student comments throughout the day This practice not only enhances lesson planning but also fosters continuous professional growth.
Equipping classroom management methods to teachers
ESL and TEFL teachers frequently lack the classroom management training that primary school educators receive, which can lead to challenges when handling energetic students To assist teachers in effectively managing classroom enthusiasm, Shelly Ann Vernon, a game writer for ESL English teachers, shares valuable tips and strategies.
In the first lesson, have students collaboratively define classroom rules and display them prominently on the wall for easy reference Understanding the rationale behind each rule enhances compliance, making it crucial to establish these guidelines from day one and consistently uphold them throughout the course.
- Be consistent in applying your rules If teachers are arbitrary about how to dish out rewards or 'consequences', or punishments teachers will undermine the rules themselves
Encouraging positive behavior fosters love and boosts self-esteem in children Teachers should focus on praising good actions rather than mimicking the common parental approach of constantly saying "don't do this" or "don't do that."
- There is nothing so sweet as the sound of one's own name So use an individual's name for praise and avoid using it when ticking someone off
- Prevention is better than cure, so try giving boisterous students an important task before they start to play up They may respond well to the responsibility
To maintain classroom order, avoid raising your voice to get the teacher's attention; instead, speak softly or pause and wait for a response Students should be aware that any delays will result in additional homework or other predetermined consequences.
To efficiently distribute materials in the classroom, consider implementing a system where well-behaved students are rewarded with the task of handing out items This not only encourages positive behavior but also keeps the class engaged While materials are being distributed, you can occupy students by singing a song together or counting, ensuring a smooth transition and maintaining focus.
- Play a mystery game and say that during the activity you will be watching out for 3 well-behaved students who will be rewarded
- Create teams and use peer pressure to encourage good behavior Deduct or reward behavior points to a team's score during a game
- Start a song the children know and love – they will all join in with teacher and at the end teacher will have their attention
- Clap out a pattern that they must clap back, or start a rhyme they know with actions
- Use quiet cues such as heads down or lights off
For children aged 6 to 12, engaging activities like "clap your hands," "turn around," "sit down," "eyes front," and "finger on lips" can make learning fun Teachers can customize these interactive actions based on the available space in their classroom.
When a teacher counts to three, it signals to the child that there will be a consequence, such as missing the next game, if they do not comply It is essential for the teacher to consistently enforce the consequence once they reach three, ensuring that the child understands the importance of following instructions.
Teachers must find the right balance between using the first language (L1) and English (L2) in the classroom, as many tend to over-rely on L1 To foster an effective English learning environment, it is essential for educators to utilize English appropriately during lessons Additionally, creating a communicative atmosphere is crucial, yet many teachers still adhere to traditional teaching methods Incorporating interactive elements such as games, songs, and dramas not only makes the learning experience more enjoyable but also encourages students to engage in natural conversations, enhancing their communication skills.
In summary, effective classroom management involves setting clear rules and consequences for behavior, applying them consistently, and modeling positive behavior Utilizing peer pressure and engaging techniques like favorite songs, action rhymes, and countdowns can enhance student engagement Teachers can successfully balance firmness with fun; however, if they struggle to manage their class, it's crucial to acknowledge that they may be wasting valuable time.
For stake-holders
Teaching facilities play a crucial role in the success of teaching and learning, as emphasized by Slattery (2001), who described them as essential tools for educators Beyond traditional resources like chalkboards and course books, classrooms should be equipped with modern technologies such as televisions, laptops, projectors, and audio equipment These contemporary tools enhance lesson engagement, allowing teachers to present subjects in a lively and effective manner while also saving time and energy Additionally, it is vital to maintain a well-stocked library with diverse reference materials for ESL English teachers to support their instructional needs.
Equipping teachers with the necessary facilities enhances the effectiveness of their teaching and simplifies the learning process This investment fosters positive attitudes towards both teaching and learning among educators and students alike.
Second, the materials should be chosen very carefully When it is chosen, these factors must be taken into account:
- The material serves the curriculum’s requirements/ aims
- It catches children’s eyes This means that the material is designed with all colorful pages and attractive pictures
- It has an appropriate skill distribution in each lesson Each lesson should contain at least two skills to be taught
- The material is attached with a variety of teaching aids
- The content of the material is easy and interesting for children to get access
To enhance the effectiveness of English classes, it is crucial to adjust the number of children in large-sized classes Statistics indicate that current class sizes are overloaded, necessitating a reduction in student numbers A forum on teaching English to children in Taiwan, held in June 2009, recommended that each class should ideally consist of 20 to 25 students This ensures that every child receives equal guidance and feedback from the teacher, fostering a more productive learning environment.
To enhance the effectiveness of teacher training programs, it is crucial to increase the duration of these courses, as many educators believe the current timeframe is inadequate Implementing training sessions three to five times a year would provide teachers with the necessary support Additionally, the teaching workload must be addressed; teachers in Hadong currently handle 25 to 30 periods per week, which is excessive This heavy load leaves little time for lesson preparation and contributes to teacher fatigue, ultimately impacting their health and the quality of education A more manageable teaching schedule of 20 to 25 periods per week would be beneficial for both teachers and students.
Summary
This chapter offers valuable solutions to the challenges identified in the findings, benefiting both teachers and educational managers It provides detailed guidelines for effective classroom management and teacher training courses, significantly enhancing the educational landscape in Hadong and across the country.
In summary, this study offers a comprehensive overview, including a concise description of its findings and conclusions It also presents practical solutions for ESL teachers working with young learners Additionally, the study acknowledges its limitations and proposes recommendations for future research.
Conclusions
This study investigates the challenges faced by English teachers for first graders in Hadong district and proposes solutions to address these issues It encompasses both theoretical and practical aspects, beginning with an examination of children's backgrounds, including their characteristics, developmental stages, learning styles, and effective teaching methodologies for English language skills, alongside classroom management in ESL settings The subsequent chapter provides an overview of the current state of English teaching and learning in primary schools in Hadong, highlighting the backgrounds of teachers and students, as well as the available teaching materials and facilities.
A survey was conducted among forty English teachers from twenty primary schools in Hadong to identify the challenges faced by first-grade educators The results revealed several significant difficulties, including insufficient teaching methods tailored for young learners, inadequate training programs, a lack of teaching resources, poor classroom management skills, large class sizes, excessive teaching hours, and a need for improvement in the teachers' proficiency in English.
To address the challenges identified in the study, several solutions are proposed, including providing teachers with training in effective teaching methodologies, enhancing their mastery of English, and improving classroom management skills Additionally, it is essential to equip classrooms with adequate teaching facilities, select appropriate learning materials, adjust class sizes, and optimize teachers' working hours Increasing the time allocated for teacher training programs is also crucial for fostering a more effective educational environment.
Teachers face significant challenges in teaching methodology, classroom management, and inadequate teaching facilities This study offers valuable suggestions to help educators address these issues, enabling them to tackle various difficulties more effectively.
Limitations and suggestions for further studies
Although the paper has accomplished the objectives set at the beginning, the thesis cannot avoid some limitations
Firstly, the target of the subjects of this study are limited to forty teachers in grade one at twenty primary schools in Hadong district
Secondly, the suggestions in the last chapter are likely to be subjective
Finally, within the limitation of a minor thesis, the study does not deal with all difficulties and their causes of teaching English for grade one in details
The author emphasizes the need for more comprehensive research on the challenges faced by teachers in instructing primary school children in English, advocating for broader content and scale in future studies.
Despite the existing limitations, this study aims to enhance research efforts and support primary school teachers for first grade in Hadong district.
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APPENDIX SURVEY QUESTIONNAIRE FOR TEACHERS
This survey questionnaire aims to gather insights for my research on the challenges of teaching English to first graders in Hadong district Your participation is invaluable and will contribute to enhancing English teaching methods for young learners Rest assured, all responses will be used solely for research purposes, and your identity will remain confidential in any analysis of the data.
1 What are your big problems in teaching English for children?
2 What do you think is the most difficult to teach English to 1st grade students?
3 In your opinion, how feasible is teaching English for grade one? a Feasible b Not feasible State the reasons for your choice:
4 Did the children study English in preschool? a Yes, they did b No, they didn’t
5 How do the children like the textbook? a Really b Rather c A little d Not at all
State the reasons for that:
6 What do the children like to study the most? a Speaking b Listening c Vocabulary d Phonics e Story telling
7 To what extent do the children like studying English? a Not at all b A little c Quite d Really
8 What do you think the most difficult skills for your students to learn? And why?
9 What teaching method do you use to teach English for your children? a Grammar translation b Communicative Language Teachingc Audial - lingual d Direct
10 What is your time distribution in one period?
11 Circle the number to indicate the time of teacher’s use of English in class a b c d e
12 The teacher training program is offered frequently a Agree b Disagree
13 The time allocation for teacher training program is enough a Enough b A little c Much