INTRODUCTION
Rationale
In today's globalized world, English has emerged as an essential international language, making it crucial for individuals, particularly Vietnamese learners, to acquire proficiency for broader access to knowledge and communication Despite the increasing number of Vietnamese students learning English, a significant challenge remains: the inability to communicate effectively in real-life situations This highlights the urgent need for a communicative approach in English language teaching, prompting educators at secondary and high school levels to adopt innovative teaching methods aimed at boosting students' confidence in speaking English Additionally, many schools are initiating programs in collaboration with institutions from English-speaking countries to enhance students' language skills The recruitment of foreign or Native English-Speaking Teachers is on the rise, as students and parents believe that these educators will not only improve their English proficiency but also enrich their understanding of the cultures of English-speaking nations.
At Doan Thi Diem Secondary School, where the author serves as a non-native English teacher, students in grades 6 to 9 participate in bilingual programs taught by foreign teachers In addition to their Vietnamese curriculum, these students study English, Math, and Science in English While many secondary schools in Hanoi offer similar bilingual programs, this research specifically focuses on the English subject.
In recent decades, the debate over the advantages and disadvantages of native versus non-native English teachers has been prominent (Philipson, 1992; Medgyes, 1994; Lui, 1999) However, there is a notable lack of research on foreign teachers' impact in Vietnam This study aims to explore the perceptions of both students and teachers regarding the effectiveness of native English teachers Ultimately, the research seeks to provide valuable insights and recommendations for the employment of foreign teachers in Vietnam's educational context.
The aims of the study and research questions
This research aims to explore students' attitudes towards learning English with native teachers and the perspectives of non-native English teachers at Doan Thi Diem Secondary School regarding the teaching methods of native instructors Additionally, it seeks to provide insights on the employment of native teachers in Vietnam and offers guidance for parents selecting bilingual programs for their children The study is guided by two key research questions.
1 What are the 6 th form students’ attitudes toward learning English with native English-speaking teachers?
2 What are the non-native English teachers’ attitudes towards the teaching English of native English-speaking teachers?
The scope of the study
This research investigates the attitudes of teachers and sixth-form students towards learning English with native teachers, considering the constraints of time and the specific context in which these educators operate It highlights the general advantages and disadvantages associated with native teacher instruction in English language learning.
Research methodologies
This research aims to explore the attitudes of teachers and sixth form students towards learning English with foreign teachers A survey approach was selected, utilizing two primary data collection methods: questionnaires and semi-structured interviews Census sampling was employed, involving all English teachers and students from classes 6s1 to 6s5 Data were collected from 100 students and five non-native English teachers, with the analysis focused on addressing the research questions.
1.5 The organization of the thesis
The thesis consists of five chapters:
Chapter 1: Introduction covers the rationale for choosing the topic, the aims and research questions, the scope of the study, research methodologies and organization of the thesis
Chapter 2: Literature Review provides the basic theoretical background of literature on attitudes such as definition, characteristics, classification and role of attitudes in second language acquisition Then, concepts, advantages and disadvantages of foreign teachers in teaching English as a second or foreign language are presented Finally, previous studies related to the topic are reviewed
Chapter 3: Methodology deals with the overall picture of how the research was carried out from the first step of determining the design to the last one of analyzing and collecting results
Chapter 4: Data Analysis and Findings interprets the answer of the posed research questions: What are the teachers‟ and students‟ attitudes towards learning English with native teachers? The findings end with conclusions and comments after these instruments such as questionnaires, semi-structured interviews are conducted and completed
Chapter 5: Recommendation and conclusions reviews the main content and findings of the study, some possible implications for the teachers and learners; and giving out some suggestions for further researches.
Organization of the thesis
This chapter provides a theoretical foundation for the study by discussing the definitions, characteristics, classifications, and roles of attitudes in language learning It further explores the concepts, advantages, and disadvantages of foreign teachers, specifically native English-speaking teachers, in the context of teaching English as a second or foreign language Finally, a summary of previous studies related to the topic is presented.
2.1 THEORETICAL BACKGROUND OF ATTITUDES 2.1.1 Definitions of attitudes
There are many definitions of attitude Gardner (1985, p.8) admits that the term attitude “is complex Many definitions have been proposed to describe its essence” Allport
An attitude is defined as a mental and neural state of readiness shaped by experience, influencing an individual's responses to various objects and situations (Gardner, 1985) Similarly, Gibb (1988) emphasizes that attitude reflects a state of mind influenced by one's feelings, beliefs, and experiences in the world.
The concept of attitude has been pivotal in the evolution of social psychology throughout the twentieth century (Louw & Edwards, 1997) Likert (1932) defines attitude as an inference derived from a complex of beliefs regarding an object, while Gardner (1980) expands this definition to encompass a person's instincts, feelings, biases, and convictions about specific topics Fishbein and Ajzen (1975) describe attitude as the overall evaluation, ranging from positive to negative, that an individual holds towards themselves, others, objects, or events Ajzan (1988) succinctly defines attitude as a tendency to respond favorably or unfavorably to various stimuli, and Baker (1992) characterizes it as a hypothetical construct that explains the direction and persistence of human behavior.
LITERATURE REVIEW
NATIVE ENGLISH-SPEAKING TEACHERS
Native English speakers are often defined as individuals who have acquired their first language during early childhood, typically within their family environment or the country they reside in According to "A Dictionary of Language Teaching and Applied Linguistics" (1992), a native speaker is someone who communicates fluently in their native language, which is the language learned from birth.
Native speakers of English, as defined by Medgyes (1994), are individuals who were either born in an English-speaking country or learned English in a childhood environment where it was the primary language They speak English as their first language and possess native-like proficiency, enabling them to produce fluent and natural discourse Additionally, native speakers can use the language creatively and have a reliable intuition for distinguishing between correct and incorrect forms.
Even though some of the above mentioned criteria are rather hazy and occasionally very simplistic, in the majority of cases they serve as a useful starting point
Penny Cook (1994) claims that the native speaker is the “idealized person with a complete and possible innate competence in the language” (p.175) Moreover, Bloomfield
(1933) studied the acquisition of language among American Indians and contended that
A native language is defined as the first language a person learns, typically from their mother during childhood, making them a native speaker of that language This suggests that only the language acquired in early life qualifies as a native language, as opposed to languages learned later However, linguist Bloomfield did not account for situations where children are exposed to multiple languages simultaneously or move to environments with different languages Understanding these nuances is essential for a comprehensive definition of native speakers.
1 The individual acquired the language in early childhood (Davies, 1991; McArthur, 1992; Phillipson, 1992) and maintains the use of the language (Kubota, 2004; McArthur, 1992)
2 The individual has intuitive knowledge of the language (Davies, 1991; Stern, 1983)
3 The individual is able to produce fluent, spontaneous discourse (Davies, 1991; Maum, 2002; Medgyes, 1992)
4 The individual is communicatively competent (Davies, 1991; Liu, 1999; Medgyes,
1992), able to communicate within different social settings (Stern, 1983)
In this study, the researcher utilizes Tay's (1982) definition of a native speaker, describing them as individuals who acquire English during childhood and maintain it as their primary language, achieving a significant level of fluency.
2.2.2 Advantages and Disadvantages of Native English-Speaking Teachers in Teaching English as a Second or Foreign Language
Both native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) offer unique advantages and disadvantages in the context of teaching English as a second or foreign language, as highlighted by numerous studies on the subject.
Research indicates that individuals raised in English-speaking environments typically exhibit higher proficiency in the language compared to those from non-English-speaking backgrounds (Medgyes, 1992) This inherent advantage positions Native English-Speaking Teachers (NESTs) favorably against Non-Native English-Speaking Teachers (NNESTs), as English proficiency is essential for effective teaching Furthermore, Wang (2007) noted that students are often drawn to NESTs due to their unique appeal and novelty.
Many scholars (Li & Meng, 2005; Liu, 1999; Medgyes, 1994, etc) share the same idea that the most common strength of NESTs is their oral competence In other study, Li
According to Meng (2005, as cited in Mingxui & Limei Zhang 2007), non-native English-speaking teachers (NESTs) possess two notable strengths that contribute to effective language instruction Firstly, NESTs employ a diverse range of teaching methods that are often more engaging and attractive to students Additionally, they create a comfortable and enjoyable learning atmosphere that encourages student participation and involvement in class activities.
According to a study by Mingxui and Limei Zhang (2007), Native English-Speaking Teachers (NESTs) foster a more welcoming classroom atmosphere for students Additionally, NESTs enhance students' independent thinking skills, an area where Non-Native English-Speaking Teachers (NNESTs) may struggle.
According to Dr Ismet Sahin (2005), Native English-Speaking Teachers (NESTs) possess several advantages over Non-Native English-Speaking Teachers (NNESTs) NESTs tend to be more tolerant of grammatical errors made by learners, prioritize fluency over accuracy, and encourage students to communicate in English by minimizing the use of their native language This approach results in increased speaking opportunities for students and reduces the influence of their mother tongue on second language acquisition.
While native English-speaking teachers (NESTs) exhibit several strengths, they also have notable weaknesses Research by Arva and Medgyes (2000) and Liaw (2003) indicates that NESTs tend to adopt a more informal classroom approach compared to non-native teachers They often do not adhere strictly to the curriculum, opting instead for diverse materials Additionally, NESTs are generally more lenient in correcting errors, assign less homework, prefer free activities, utilize a variety of resources, and favor group work over individual tasks.
Li and Meng (2005, as cited in Mingxiu & Limei Zhang 2007) argue that Native English-Speaking Teachers (NESTs) often lack awareness of their students' expectations and challenges Additionally, these teachers tend to choose their own teaching materials rather than adhering to those provided by educational institutions, and they apply flexible evaluation methods without consistent criteria However, I believe that the latter two criticisms are less compelling, as educators can adapt or create materials that better suit their students' needs and establish assessment criteria tailored to specific learning environments and groups.
Ulku Ozturk and Derlin Atay (2010) along with Chen Xiao (2008) highlight that Native English-Speaking Teachers (NESTs) often struggle to anticipate the challenges faced by their students This difficulty arises from NESTs' lack of personal experience in acquiring foreign languages, which limits their understanding of the learning process Furthermore, NESTs may find it challenging to establish a positive rapport with students and assist them in overcoming obstacles, primarily due to their inability to communicate in the students' native language.
In 1997, it was noted that non-native English speaking teachers (NNESTs) have a unique advantage in understanding students' learning challenges in English, as they have experienced similar difficulties themselves This insight highlights a significant drawback of native English speaking teachers (NESTs), who may struggle to recognize and empathize with certain learning obstacles due to language barriers and differing educational experiences.
NESTs possess notable language proficiency, yet often lack awareness of learners' challenges and expectations Despite this common shortcoming, they can effectively leverage their strengths when teaching in areas that align with their expertise.
Previous studies on teachers‟ and students‟ attitudes towards learning English
Research indicates that students generally hold positive attitudes towards learning English from native English-speaking teachers (NESTs) However, they also face certain challenges during their studies with NESTs.
Mahboob (2004) explored ESL students' attitudes toward their teachers and the factors shaping their perceptions, gathering data from 32 students in a Midwestern US university's intensive English program The findings revealed that participants viewed Native English-Speaking Teachers (NESTs) as more proficient in English and superior in teaching oral skills, vocabulary, and cultural knowledge Similarly, Cheung (2002) examined the perceptions of university students and teachers regarding NESTs and Non-Native English-Speaking Teachers (NNESTs), utilizing a survey of 420 undergraduate students and interviews with 10 students and 22 expatriate English teachers across six Hong Kong universities The analysis indicated a consensus among both students and teachers that NESTs and NNESTs possess distinct strengths, with NESTs being recognized for their high proficiency in English and cultural insights related to English-speaking countries.
A study by Chen Xiaoru (2008) reveals a strong preference for Native English-Speaking Teachers (NESTs) in the areas of pronunciation, cultural knowledge, and speaking skills Her findings indicate that 13 out of 76 groups believe NESTs offer superior assistance in pronunciation, while 9 out of 53 groups feel they gain more cultural insights from NESTs Students reported that NESTs speak fluently, utilize English as the medium of instruction, and provide ample speaking opportunities, making them ideal models for imitation Similarly, Tsui (1996) supports this view, noting that students appreciate the authenticity of NESTs regarding pronunciation, cultural knowledge, and their informal, flexible teaching methods.
Sekigawa et al (2003) explore the pros and cons of native English-speaking teachers (NESTs) and reveal that many students prefer NESTs for speaking and pronunciation classes The study highlights that students find it thrilling to hear authentic English in the classroom, allowing them to practice the language in real-life contexts As a result, they become more accustomed to speaking and thinking in English.
A study by Mingxu Liu and Limei Zhang (2007) reveals that the majority of students prefer studying in classes led by foreign teachers, as they find these environments to be friendlier and less stressful compared to those taught by Chinese teachers.
A study by Ting (2001) examined the preferences of junior high school students in Kaohsiung City regarding Native English-Speaking Teachers (NESTs) versus Non-Native English-Speaking Teachers (NNESTs) The findings revealed that students favored NESTs due to their engaging teaching style and the absence of assignments Similarly, Liu's (2004) research indicated that students held a positive view of NESTs, appreciating their elective courses for being more interesting and noting that NESTs had better intonation and pronunciation compared to NNESTs.
In Vietnam, research on students' and teachers' attitudes toward Native English-Speaking Teachers (NESTs) is scarce, as their employment in schools remains limited and underappreciated by educators The author, an English teacher at a secondary school employing over ten NESTs in bilingual classes, notes that Non-Native English-Speaking Teachers (NNESTs) assist NESTs by managing classroom dynamics This study aims to explore the perceptions of both teachers and students regarding NESTs' English teaching, ultimately providing valuable insights for enhancing English language instruction and contributing to the evaluation of NESTs in the Vietnamese educational context.
Numerous studies highlight mixed attitudes towards learning English with Native English-Speaking Teachers (NESTs) Many students express a positive outlook, appreciating the friendly classroom atmosphere, diverse activities, and adaptable teaching methods that NESTs provide They favor native speakers for speaking, pronunciation, and cultural courses, as these teachers offer strong oral competence and serve as effective role models Conversely, some research indicates that NESTs may not adequately assist students in overcoming learning challenges or achieving exam success.
Summary
This chapter explores key concepts related to second language acquisition, focusing on the characteristics, classification, and roles of attitudes It provides an overview of native English teachers, discussing their definitions, advantages, and disadvantages in teaching English as a second language Additionally, it summarizes previous studies on students' and teachers' attitudes towards learning with foreign educators The subsequent chapter will outline the research methodology.
METHODOLOGY
Participants
The study was conducted at Doan Thi Diem Secondary School, which offers bilingual classes where students learn English with foreign teachers The research focused on five bilingual classes in grade 6, involving a survey of 100 students (48 boys and 52 girls) These students receive English instruction from native teachers for two 45-minute periods each week Notably, 43% of the participants have been learning English with foreign teachers since primary school, indicating their familiarity with native teaching styles.
In addition to sixth form students, five non-native English teachers from Doan Thi Diem Secondary School were invited to participate in the interview to gather data Each teacher has been teaching English alongside foreign instructors for a minimum of two years.
Instruments
In order to examine teachers and 6 th form students‟ attitudes towards learning English with foreign teachers, both survey and semi-structured interview were used as detailed below
This study utilized a questionnaire as its main research method, divided into two sections Section A gathered data on students' backgrounds through three items, while Section B included 15 statements designed to assess students' attitudes toward learning English with foreign teachers Each item was rated on a 4-point scale, ranging from strongly disagree to strongly agree.
My opinions about foreign teachers’ teaching English
Strongly agree Agree Disagree Strongly disagree
A They give us much help on pronunciation
B They provide us with lots of chances to speak English
C I can learn daily English more from foreign teachers
D They keep me using English because of their incapability of using my own language
E Their teaching styles motivate me to enjoy the lesson more
F I have less examination stress in class with foreign teachers
G They enable us to take part in a lot of activities
H They help me to learn more about the English speaking countries
I I have more freedom in class with foreign teachers
J They have casual manner, which creates a friendly classroom environment
K I do not hesitate to discuss my opinions with foreign teachers
L They understand children and know their needs
M I have difficulties in understanding the lessons because of their different pronunciation and fast speed
N I can not establish a good communication with them as my English is limited
O They have different culture, so we easily have misunderstandings
P Their explanation of grammar is not as good our Vietnamese teachers
Table 1: Items in the questionnaire for students’ attitudes towards learning English with native English-speaking teachers
A semi-structured interview was conducted to assess teachers' attitudes towards teaching English alongside native teachers Participants were queried about their years of experience in teaching English, their experience working with native teachers, their perceptions of native teachers' teaching methods, and the strengths and weaknesses they associate with native instructors.
Procedures of data collection
Given the description of the questionnaire and interviews, this sub-section presents the procedures used in the administration process
The study was conducted at Doan Thi Diem Secondary School, where students were briefed on the research's objectives and significance before receiving the questionnaire They were encouraged to provide honest responses and ask for clarifications as needed After completing the questionnaire, students were asked to review their answers for any incompleteness or missing information.
Prior to the interviews, participants were informed about the objectives and procedures involved, ensuring complete confidentiality of their responses Ethical considerations regarding the cultural backgrounds of the interviewees and the surrounding environment were carefully addressed The interviews were recorded using an MP4 device and supplemented with notes for accuracy.
This study employed a combination of quantitative and qualitative data collection methods, specifically utilizing content analysis and descriptive statistics The quantitative data gathered from questionnaires were analyzed using percentage calculations, while the qualitative data from interviews were examined through content analysis, focusing on themes pertinent to the research objectives.
This chapter outlines the study's methodology, focusing on the research questions, participants, and instruments utilized It details the data collection procedures and methods employed in the research The subsequent chapter will discuss the investigation and present the findings in relation to the previously mentioned topics.
Summary
This chapter outlines the study's methodology, beginning with the research questions, participants, and instruments used It then details the procedures and methods for data collection The subsequent chapter will discuss the investigation and present the research findings in relation to the aforementioned topics.
DATA ANALYSIS AND DICUSSION
Data analysis
4.1.1 Students’ attitudes towards learning English with native English-speaking teachers
My opinions about foreign teachers’ teaching English
Strongly agree Agree Disagree Strongly disagree
A They give us much help on pronunciation 41% 48% 9% 2%
B They provide us with lots of chances to speak English 56% 37% 4% 3%
C I can learn daily English from foreign teachers 30% 46% 17% 7%
D They keep me using English because of their incapability of using my own language
Table 2: Students’ attitudes towards native teachers’ language competence
Figure 1: Students’ attitudes towards native English-speaking teachers’ language competence
According to the findings, a significant majority of students (88%) hold positive views on the language competence of native teachers, with 89% acknowledging their crucial role in enhancing pronunciation as effective models for imitation While non-native teachers may also possess good pronunciation skills, they can occasionally make errors in sounds and stress Native teachers, on the other hand, naturally serve as models without additional effort Furthermore, 93% of respondents agree that native teachers provide ample opportunities for English practice through engaging speaking activities in class, facilitating easy language use Additionally, 76% of students believe they learn practical, everyday English from native teachers, enabling them to communicate effortlessly with foreigners Notably, 82% of participants appreciate that native teachers capitalize on their lack of knowledge of students' native languages, promoting exclusive use of English in the classroom This approach helps students become accustomed to thinking and using English Overall, the consensus among students is that native teachers excel in teaching speaking and pronunciation due to their oral competencies, a sentiment echoed by various researchers in the field.
Research by Davies (1991, 2003), Árva and Medgyes (2000), and Liaw (2003) indicates that native English teachers possess superior overall language competence and are more adept at using English in real-life contexts These competencies are characterized by a heightened sense of confidence and the ability to employ authentic language rather than textbook phrases As a result, native speakers demonstrate greater ease and naturalness in communication compared to non-native speakers, whose skills are often acquired through formal study and practice rather than immersive experience.
Xiaoru (2008) highlights that students prefer native teachers for speaking practice, as they significantly aid in pronunciation and provide natural, fluent language use The study indicates that native teachers encourage students to communicate exclusively in English, minimizing the use of their mother tongue This immersion not only increases student talking time but also enhances the acquisition of speaking skills.
My opinions about foreign teachers’ teaching English
Strongly agree Agree Disagree Strongly disagree
E Their teaching styles motivate me to enjoy the lesson more 40% 29% 23% 8%
F I have less examination stress in class with foreign teachers 37% 32% 23% 8%
G They enable us to take part in a lot of activities 45% 37% 10% 8%
H They help me to learn more about the English speaking countries
Table 3: Students’ attitudes towards native English-speaking teachers’ teaching styles
Figure 2: Students’ attitudes towards native English-speaking teachers’ teaching styles
Chart 2 shows that nearly three-quarters of the students agree that native teachers‟ different teaching styles help them learn more and enjoy the lesson More than half (69%) think that native teachers‟ teaching styles motivate them to enjoy the lesson more This is because they apply new teaching methods while non-native teachers often follow traditional one While students are usually stressed with the exam in non-native teachers‟ class, more than half (59%) agree that they have less stress in class with foreign teachers Less than half (41%) still feel scared in exam, as they want to get high results in all subjects with both native and non-native teachers Furthermore, 84% of the participants think that native teachers enable them to take part in a lot of activities, thus they are more active and more confident in the class Finally, the results show that students (65%) have chance to learn a lot about the English-speaking countries Many studies have also mentioned the differences in teaching styles between native teachers and non-native teachers Árva and Medgyes (2000) and Liaw (2003) claimed that native teachers were more informal in their classroom setting than non-native teachers The native teachers did not follow the curriculum strictly, preferring to use a variety of materials instead of the prescribed ones Some of the other differences found were that the native teachers were found to be more tolerant in correcting mistakes, assigned less homework, favored free activities, used a variety of materials and preferred group work over individual work This also means that students are less stressed in the class and they can take part in many activities in class
My opinions about foreign teachers’ teaching English
Strongly agree Agree Disagree Strongly disagree
I I have more freedom in class with foreign teachers 25% 37% 30% 8%
J They have casual manner, which creates a friendly classroom environment 40% 51% 6% 3%
K I do not hesitate to discuss my opinions with foreign teachers 34% 39% 22% 5%
L They understand children and know their needs
Table 4: Students’ attitudes towards motivation in native English-speaking teachers’ class
Figure 3: Students’ attitudes towards motivation in native English-speaking teachers’ class
The chart indicates that students feel more motivated in classes with native teachers, with 57% agreeing that they experience greater freedom in these environments compared to the stricter rules enforced by non-native teachers A significant 91% of participants believe that native teachers foster a casual and friendly classroom atmosphere, while non-native teachers tend to focus excessively on mistakes, causing students to hesitate in participating In contrast, foreign teachers create a supportive environment that encourages student involvement Although most students feel comfortable discussing their opinions with native teachers, only 45% believe that these teachers truly understand their needs, highlighting a gap in perception regarding student-teacher rapport.
Research by Sahin (2005) and Liu & Zhang (2007) highlights that native teachers play a crucial role in fostering a student-friendly classroom environment, which is essential for language classes This supportive atmosphere is particularly important in addressing common language learning challenges such as learners' nervousness and anxiety.
4.1.1.4 Disadvantages of native English-speaking teachers
My opinions about foreign teachers’ teaching English
Strongly agree Agree Disagree Strongly disagree
M I have difficulties in understanding the lessons because of their different pronunciation and fast speed
N I can not establish a good communication with them as my English is limited
O They have different culture, so we easily have misunderstandings 33% 32% 21% 14%
P Their explanation of grammar is not as good as our Vietnamese teachers
Table 5: Students’ attitudes towards the disadvantages of native English- speaking teachers
Figure 4: Students’ attitudes towards the disadvantages of native English-speaking teachers
As can be seen from the above chart, more than half of the respondents (56%) agree with the native teachers‟ weakness; whereas, a bit less than half (44%) disagree with them
Half of the participants report difficulties in understanding lessons due to varying speeds of instruction, while the other half feel they adapt to foreign teachers' accents over time Only 46% struggle with communication, as most students from Doan Thi Diem Secondary School have a solid foundation in English and are comfortable interacting with native speakers However, over half acknowledge cultural differences that can lead to misunderstandings during lessons Additionally, 60% of students believe that native teachers are less effective in explaining grammar compared to non-native teachers, often citing a lack of grammatical knowledge as a significant drawback.
Nonnative teachers often take pride in their in-depth knowledge of English grammar, as they can provide scientific explanations for its constructions and usage Consequently, it is more beneficial for native teachers to lead conversational classes.
4.1.2 Teachers’ attitudes towards the teaching English of native English-speaking teachers
Most respondents express positive attitudes towards native teachers, highlighting their teaching methods as creative, relaxing, and effective One teacher noted, “I really like the teaching English of native teachers.”
However, the respondents mentioned both the strong points and weak points of studying with foreign teachers
Native teachers are highly valued for their ability to provide students with accurate pronunciation and intonation Respondents highlighted that these teachers serve as excellent role models, using authentic language and demonstrating confidence and naturalness in their speech.
Native English teachers are praised for their natural fluency and consistent use of the language in class, which benefits both students and non-native teachers While non-native teachers may have correct pronunciation, they can struggle with stress and intonation, leading to less natural-sounding speech Many non-native teachers report improving their own pronunciation by assisting native teachers, as they appreciate the smoothness and accuracy of their speech However, some students find it challenging to understand native teachers due to differences in accents and voice, a topic that will be explored further.
Native teachers play a crucial role in motivating students to learn English, fostering a closer and more relaxed teacher-student relationship Their open and friendly demeanor encourages students to participate confidently in class activities Unlike non-native teachers, who often emphasize exam results and create stress, native teachers focus less on marks, reducing pressure on students Overall, the casual and approachable nature of native teachers makes them more preferred by students compared to their non-native counterparts.
Participants noted that native teachers employ diverse teaching styles that significantly enhance student motivation One interviewee remarked that native teachers utilize innovative methods, prioritizing speaking and listening skills, while Vietnamese teachers tend to rely on traditional approaches centered around grammar instruction This results in students engaging in numerous grammar exercises in non-native teachers' classes, in contrast to the interactive activities offered by foreign teachers Ultimately, native instructors focus on communicative English teaching, whereas non-native teachers place greater emphasis on grammar and structural understanding.
In conclusion, native teachers have some strength: language competence, motivating students and new teaching styles
One significant drawback of native teachers is their inability to communicate in the students' native language, which hinders their understanding of students' needs and challenges As one respondent noted, “Native teachers cannot speak students’ own language, so they do not understand all students’ problems, leading to dissatisfaction with their explanations.” Additionally, native teachers lack personal experience in learning English, making them unaware of the specific difficulties that students face.
Not all native teachers excel in class management, often exhibiting a more casual demeanor compared to their non-native counterparts One respondent noted that "in class with native teachers, students are often free and noisy," highlighting the challenges in maintaining order Another interviewee mentioned that "some native teachers cannot control the students," prompting the school to employ a non-native teacher to assist with classroom management.
Summary
This chapter outlines the data derived from the study's analysis, discussing the findings in relation to previous research The next chapter will summarize the findings, address the study's limitations, and provide recommendations for future research.
RECOMMENDATION AND CONCLUSIONS
Conclusions
This study aimed to discover the attitudes of the teachers and 6 th form students towards learning English with native teachers Students of five bilingual classes, totaling
A total of 105 non-native teachers volunteered for this study, which utilized both surveys and semi-structured interviews to thoroughly explore the research questions The quantitative data was collected using a researcher-developed 4-point scale questionnaire, while five non-native teachers were selected for in-depth semi-structured interviews to provide additional insights.
The following part synthesizes and discusses both survey findings and interview data Discussions are organized following the order of research questions proposed earlier in this study
The attitudes of 6th form students towards learning English with native-speaking teachers are predominantly positive, as they appreciate the advantages these teachers offer Students value native teachers for their superior oral competence, particularly in pronunciation, serving as effective models for imitation While non-native teachers may also possess good pronunciation skills, they can occasionally make errors in sounds and stress Native teachers facilitate ample opportunities for students to practice English through engaging activities and enforce an English-only communication policy, which encourages students to think and speak in English Additionally, learning everyday English from native teachers enhances students' ability to communicate confidently with foreigners.
Native teachers possess distinct advantages in their teaching styles, as they bring diverse methodologies from their respective countries, fostering an engaging learning environment Students benefit from authentic insights into English-speaking cultures through direct interaction rather than textbook learning Additionally, native teachers excel at motivating students due to their friendly and casual demeanor, which helps create a relaxed classroom atmosphere, reducing stress levels However, a notable drawback is that some students feel their native teachers may not fully understand their needs or perspectives, which can hinder effective communication compared to non-native teachers.
Native teachers have both strengths and weaknesses in the classroom While their excellent pronunciation is a significant advantage, it can also lead to misunderstandings with students who may struggle to keep up with their fast speech or different accents Additionally, cultural differences between students and native teachers can create further barriers to effective communication Many students perceive that native teachers are less effective at explaining grammar compared to non-native teachers, indicating that their strengths lie more in teaching speaking and pronunciation rather than grammatical concepts.
Students generally exhibit a favorable attitude towards learning English from native teachers, which motivates many to pursue exams for the opportunity to study in classes led by these instructors.
The study revealed that non-native teachers generally hold positive attitudes towards the teaching of English by native speakers, recognizing their strong language competence, particularly in pronunciation and speaking skills These native teachers are also seen as creative, friendly, and engaging, which significantly motivates students However, non-native teachers pointed out some limitations, such as native teachers' lack of firsthand experience in learning English, which affects their ability to address all student challenges Additionally, non-native teachers excel in classroom management, a skill where native teachers may struggle Overall, the benefits of native teachers outweigh their shortcomings, leading non-native teachers to appreciate lessons taught by them.
Limitations of the study
While the study yielded statistically significant results and employed a robust research design, it is important to acknowledge its limitations A key limitation is the sample size, as only 100 sixth form students and five non-native English teachers participated in the survey and interviews Consequently, these findings may not accurately represent the broader population of students and teachers in secondary schools.
Moreover, the study has not yet compared the differences in attitudes of students to both non-native teachers and native teachers in teaching English
This study may not be universally applicable to all secondary schools in Vietnam, but it offers valuable insights for Doan Thi Diem Secondary School and other institutions that employ native teachers.
In short, all of the limitations are the suggestions for further studies, which will be presented in the next section of this chapter
For the limitations stated above, there are some suggestions for further study relating to this matter
To gain valuable insights, it is recommended to conduct research involving participants from various grades in secondary school This approach will facilitate a comprehensive comparison of students' attitudes toward native English teachers across the entire secondary school population.
Research should be conducted to assess students' attitudes towards both non-native and native English teachers to determine which group is more effective in teaching the language.
Finally, it is advisable to carry out a more detailed study on the skills which are taught best by native teachers
To summarize, this chapter presents the conclusion for the study and at the same time points out the limitations and then bring about some suggestions for further study
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Appendix 1: SURVEY QUESTIONAIRE ON 6 TH FORM STUDENTS’ ATTITUDES TOWARDS LEARNING ENGLISH WITH FOREIGN TEACHERS.
This survey aims to assess the attitudes of teachers and 6th form students towards learning English with foreign teachers at Doan Thi Diem Secondary School, as part of my MA thesis titled “An Investigation into Teachers’ and 6th Form Students’ Attitudes Towards Learning English with Foreign Teachers.” Your honest participation in completing this questionnaire is greatly appreciated Please be assured that all information provided will be used solely for research purposes, and your identity will remain confidential in any discussions of the data.
Thank you very much for your cooperation!
1 Are you male or female? ………
2 Did you learn English with foreign teachers at primary school? ………
B Student’s attitudes towards learning English with foreign teachers
The article presents a series of statements regarding opinions on the teaching of English by foreign teachers It emphasizes that there are no definitive right or wrong answers, as perspectives vary among individuals Readers are encouraged to express their views on each statement by marking one of the four provided columns.
Example: They (foreign teachers) help us much on pronunciation If you strongly agree with this statement, please tick at the column strongly agree
My opinions about foreign teachers’ teaching English
Strongly agree Agree Disagree Strongly disagree
A They give us much help on pronunciation
B They provide us with lots of chances to speak English
C I can learn daily English more from foreign teachers
D They keep me using English because of their incapability of using my own language
E Their teaching styles motivate me to enjoy the lesson more
F I have less examination stress in class with foreign teachers
G They enable us to take part in a lot of activities
H They help me to learn more about the English speaking countries
I I have more freedom in class with foreign teachers
J They have casual manner, which creates a friendly classroom environment
K I do not hesitate to discuss my opinions with foreign teachers
L They understand children and know their needs
M I have difficulties in understanding the lessons because of their different pronunciation and fast speed
N I can not establish a good communication with them as my
O They have different culture, so we easily have misunderstandings
P Their explanation of grammar is not as good our Vietnamese teachers
APPENDIX II: PHIẾU ĐIỀU TRA
VỀ THÁI ĐỘ CỦA HỌC SINH LỚP 6 ĐỐI VỚI VIỆC HỌC TIẾNG ANH VỚI NGƯỜI BẢN NGỮ TẠI TRƯỜNG TRUNG
HỌC CƠ SỞ ĐOÀN THỊ ĐIỂM
Các con học sinh thân mến!
Hiện tại, cô đang thực hiện tiểu luận thạc sĩ với đề tài “Thái độ của giáo viên và học sinh lớp 6 đối với việc học Tiếng Anh với người bản ngữ” tại trường trung học cơ sở Đoàn Thị Điểm Nghiên cứu này nhằm tìm hiểu thái độ của học sinh lớp 6 đối với việc học Tiếng Anh với người bản ngữ Cô rất mong các em dành chút thời gian để hoàn thành phiếu điều tra dưới đây; đây không phải là bài kiểm tra, vì vậy không có câu trả lời đúng hay sai.
“đúng” hay “sai” Các con hãy đưa ra câu trả lời chân thực nhất bởi chỉ có như vậy mới đảm bảo sự thành công của nghiên cứu này
Xin chân thành cảm ơn sự hợp tác của các con!
3 Con có được học Tiếng Anh với giáo viên bản ngữ ở trường tiểu học không?
B Thái độ của học sinh đối với việc học Tiếng Anh với giáo viên bản ngữ
Hãy đánh dấu (V) vào cột hoàn toàn đồng ý, đồng ý, không đồng ý, hoặc hoàn toàn không đồng ý cho các ý kiến dưới đây liên quan đến việc giảng dạy tiếng Anh của giáo viên bản ngữ.
Ví dụ: Họ giúp chúng con phát âm tốt hơn Nếu con hoàn toàn đồng ý với ý kiến này thì con hãy tích vào cột hoàn toàn đồng ý
A Họ giúp chúng con phát âm tốt hơn
B Họ khuyến khích chúng con tham gia nhiều hoạt động trong giờ học
C Họ tạo cho chúng con nhiều cơ hội để giao tiếp bằng Tiếng Anh
D Chúng con có khó khăn trong việc hiểu bài vì họ có cách phát âm khác và họ nói nhanh
E Họ có phong cách thoải mãi do đó họ tạo ra môi trường thân thiện trong lớp học
F Con không thể giao tiếp một cách tự nhiên với họ bởi vì khả năng Tiếng Anh của con còn nhiều hạn chế
G Con bị ít áp lực thi cử hơn khi con học với giáo viên nước ngoài
H Con không ngần ngại chia sẻ ý kiến của mình với giáo viên
I Họ không hiểu học sinh và không biết được nhu cầu của học sinh
J Cách dạy của họ khuyến khích học sinh thích học hơn
K Khả năng dạy ngữ pháp của họ còn nhiều hạn chế so với giáo viên Việt
L Chúng con luôn luôn phải sử dụng Tiếng Anh vì họ không thể nói được ngôn ngữ của chúng con
M Chúng con được tự do và thoải mái hơn trong lớp học
N Chúng con được học Tiếng Anh giao tiếp hàng ngày
O Họ giúp chúng con hiểu biết hơn về nền văn hóa của các nước nói Tiếng Anh
Interview with non-native English teachers
I appreciate the English teaching approach of native teachers, as it is creative, relaxing, and effective They utilize diverse teaching methods that emphasize speaking and listening skills, engaging students through various activities In contrast, Vietnamese teachers often rely on traditional methods, concentrating primarily on grammar instruction, which leads to extensive grammar exercises in their classes.
Native English teachers exemplify effective pronunciation models, using authentic language and speaking confidently and naturally However, their inability to communicate in students' native languages can lead to misunderstandings regarding students' challenges, resulting in dissatisfaction with their explanations Additionally, since native teachers lack personal experience in learning English, they may not fully grasp the difficulties students face.
Native teachers speak English fluently and naturally, using the language consistently in the classroom While non-native teachers may have correct pronunciation, they often struggle with stress and intonation, resulting in less natural speech Conversely, native speakers may not formally learn language rules, which can hinder their ability to explain grammar concepts clearly and understandably to students.