INTRODUCTION
The importance of English in today’s job market is undeniable, as highlighted by Hoang (2018), who notes that proficiency in English serves as a gateway to better employment opportunities across various industries, including tourism and hospitality In Vietnam, English is increasingly prioritized in schools, universities, and language centers, resulting in a growing number of teachers and students engaged in English education Despite the challenges many learners face in developing speaking skills, early exposure to the language is essential for improvement Consequently, parents are increasingly seeking suitable English centers for their kindergarten-aged children, with native teachers being a key factor in enhancing students' speaking abilities and overall success in learning English.
According to Hoang (2018), Vietnam has seen the establishment of numerous English language centers, both public and private, alongside foreign and joint venture schools These institutions, including renowned organizations like the British Council and American Apollo, cater to the growing demand for English education in major cities Additionally, universities, professional associations, government agencies, and private enterprises have also created language centers that utilize English as a primary means of communication.
Vietnam is increasingly attracting children from affluent families, leading to rapid advancements in English language education The efforts of these families have significantly enhanced the quality of English teaching and learning in the country However, the actual effectiveness and the contribution of native speakers in these educational centers have yet to be thoroughly examined.
Clever School English Centre is a small English center in Thanh Tri,
In Hanoi, a language center established over a decade ago has gained the trust of numerous parents and children due to its professional and experienced English teachers However, the effectiveness of native teachers in enhancing students' English speaking skills has not met expectations, leading to difficulties for many young learners Consequently, the author has chosen to explore the topic "A survey of the role of native speakers in learning English speaking for young learners at a foreign language center in Hanoi," aiming to provide insights that will help students improve their English speaking abilities.
2 Aims and objectives of the study
The study investigates the influence of native speakers on young learners' English speaking skills at the Clever School English Centre The primary objective is to understand how interaction with native speakers enhances language acquisition for these students.
- Investigating the current situation of English speaking lessons of young learners with native speakers at the center
- Finding out the role of native speakers for young learners to speak English of at the Centre
- Proposing some solutions to improve the role of native speakers for young learners to learn English speaking at the center
In order to achieve the above aims, the following research questions are suggested:
- What is the current situation of English speaking lessons of young learners with native speakers at the center?
- What are the roles of native speakers to young learners at the center to speak English?
- What should be done to improve the role of English native speakers in teaching English speaking skills for young learners at the Center?
A study at the Clever English Center explored the challenges faced by fifty young learners in a speaking class with five native speakers It aimed to assess the impact of native speakers on the English speaking skills of these learners Based on the findings, recommendations were made to enhance the role of native speakers in teaching English speaking skills to young learners at the Center.
This study employed both qualitative and quantitative methods to assess the effectiveness of English speaking lessons taught by native speakers to young learners A survey questionnaire was administered to 50 participants, serving as the primary tool for evaluating the current teaching status Additionally, qualitative observations of classroom interactions were conducted to analyze the role of native speakers in enhancing speaking skills This dual approach allowed the researcher to verify findings and ensure comprehensive data collection, which was subsequently sorted and analyzed quantitatively to derive meaningful results.
In conclusion, based on the collected data, we have formulated recommendations to enhance the involvement of English native speakers in teaching speaking skills to young learners at the Center.
This study aims to enhance the understanding of the roles of native speakers in English language education, both theoretically and practically It will examine the current state of English speaking lessons conducted by native speakers for young learners at the Medium English Center, assessing their effectiveness The findings will be disseminated among English teaching centers, offering positive solutions to improve young learners' speaking skills Additionally, the results will serve as a foundational database for future research in this area.
The study is organized three parts as follows:
Chapter 1, INTRODUCTION, presents rationale, objectives, research questions, scope, methods, significance, and design of the study
Chapter 2, LITERATURE REVIEW, presents a review of literature and theoretical background and related studies
Chapter 3, METHODOLOGY, introduces the research context and methodology of the study including the context, the subject, the data collection instruments, data collection procedure, and data analysis
Chapter 4, FINDINGS AND DISCUSSION, provides a comprehensive overview of the data analysis, focusing on the results derived from the survey questionnaire and class observations This section not only presents and analyzes the findings but also offers interpretations and discussions regarding the implications of the results Additionally, it includes recommendations for native speakers, young learners, and the management board of the center to enhance the educational experience.
Chapter 5, CONCLUSION, offers a summary of the key findings, implications, limitations, and future directions for further study.
LITERATURE REVIEW
Review of previous studies
The topic of Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNSTs) has garnered significant interest from researchers globally This section provides a concise review of relevant studies related to my thesis, focusing on findings from both Vietnam and international contexts.
This section highlights research conducted in various countries where English is taught as a foreign language, focusing on studies by Dr Ismet Sahin (2005), Yuko Goto Butler (2007), and Rahmila Murtiana These studies provide valuable insights into the methodologies and outcomes of English language education in diverse contexts.
Dr Ismet Sahin's 2005 study examined the impact of native speaker English teachers on the attitudes and success of EFL learners in Turkey The findings revealed that learners exposed to native speakers exhibited more positive attitudes toward the English-speaking community and achieved greater success in their English lessons compared to those without such exposure However, the study did not specify the age range of the EFL learners involved.
Yuko Goto Butler (2007) aimed to identify perceptional factors that native speakers were the ideal language teacher This study focused on
A study on Japanese elementary school teachers revealed insights into their self-assessed English proficiency, attitudes towards nonstandard English forms, and pride in their language and cultural heritage While the findings provide valuable information regarding the integration of English activities in classrooms, the applicability of these results to other teaching contexts remains uncertain.
Rahmila Murtiana (2011) conducted a study to explore students' perceptions of native speaker teachers (NST) and non-native speaker teachers (NNST) in an Indonesian university context Utilizing a questionnaire for data collection, the analysis revealed that students held a positive attitude towards both types of teachers However, they also faced challenges during the learning process with both NSTs and NNSTs The study highlighted the need for enhanced teacher education and professional development, aiming to empower non-native teachers to fully utilize their potential in English language instruction.
Omar Al-Nawrasy (2013) examined the impact of native versus nonnative English teachers on tenth-grade students' speaking skills, utilizing a speaking test at the end of the first term of the 2008/2009 academic year The study found no significant difference in overall speaking achievement scores between the two groups of teachers Al-Nawrasy emphasized that a trained, proficient, and enthusiastic teacher can effectively engage students, regardless of their background However, the research was limited to public school students, where English exposure was restricted to a few hours weekly, resulting in limited opportunities for communicative practice.
Research methods and contexts yield varying findings, highlighting the numerous factors that influence English speaking skills, with native teachers being a crucial element in helping learners achieve fluency Nonetheless, the specific roles of native speakers in facilitating young learners' speaking abilities at private centers remain underexplored.
2.1.2 Previous studies in Viet Nam
Research on students' perceptions of Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) has gained attention globally, including in Vietnam This article highlights selected domestic studies that contribute to this ongoing discourse.
Walkinshaw and Duong (2012) explored the prevalent belief that English as a foreign language learners favor native-speaker teachers over non-native speakers The study assessed the importance Vietnamese EFL students place on native versus non-native speakers, considering various professional, personal, pedagogical, cultural, and linguistic qualities that define an effective language teacher However, a limitation of the research was that data was exclusively gathered from tertiary institutions.
Le Pham Hoai Huong (2013) examined game activities utilized in primary English classes at a center in Vietnam, revealing a variety of engaging methods such as bingo, miming, hangman, and Total Physical Response (TPR) activities through video recordings and teacher interviews The study, while limited in scope and not generalizable, provided valuable insights and suggestions for implementing specific game activities to enhance targeted skills and language areas in primary English education However, the study did not clarify the distinct roles of Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) within the center.
Tuan and Mai (2015) conducted a study examining the challenges faced by students at a public high school during speaking lessons and the factors influencing their speaking performance Utilizing questionnaires and class observations as research instruments, the findings revealed that students encountered significant difficulties in learning to speak English, with one of the primary factors being the presence of Non-Native English-Speaking Teachers (NNESTs).
The research recommendations did not advocate for hiring native teachers to enhance students' attitudes, motivation, and pronunciation in English education.
In summary, the author highlights domestic studies indicating that Native English-Speaking Teachers (NESTs) are more effective than Non-Native English-Speaking Teachers (NNESTs) in teaching speaking skills Additionally, the incorporation of game activities in primary English classes is essential for enhancing student engagement and learning outcomes.
Research indicates that native speaker teachers significantly influence students' attitudes and motivation, which can enhance their academic achievement However, there remain gaps in understanding the specific impact of native speaker teachers on developing speaking skills This thesis aims to explore the essential role of native teachers in teaching speaking skills to younger learners at English private centers.
Review of theoretical background
Speaking is defined by various researchers in language learning, with the Webster New World Dictionary describing it as the oral expression of words, a means of communication through talking, making requests, and delivering speeches (Nunan, 1995) Chaney also contributes to this understanding of speaking in the context of language acquisition.
Speaking is the process of creating and sharing meaning through verbal and non-verbal symbols, influenced by context, participants, and their experiences (Brown, 1994; Burns & Joyce, 1997) It is an interactive and often spontaneous process that evolves over time, yet certain language functions can be anticipated in specific situations Effective speaking requires learners to master not only the mechanics of language—such as grammar, pronunciation, and vocabulary—but also to grasp the sociolinguistic aspects of when and how to communicate appropriately To achieve fluency, students must integrate both linguistic and sociolinguistic competence in their speaking skills.
English, they need to be able pronounce phonemes correctly, use appropriate stress and intonation patterns and speak in connected speech (Harmer, J 2007)
Speaking is an interactive process that involves producing, receiving, and processing information within a specific context For an effective English speaking lesson, students must communicate fluently and accurately Crucially, the interaction between teachers and students, as well as among students themselves, plays a vital role in determining the effectiveness of the lesson.
According to Turk, Christopher (1985), speaking process includes three main steps in speaking class as followings:
Pre-speaking activities are essential in preparing students for effective communication, as they allow learners to plan and organize their thoughts before speaking These activities help students generate and explore ideas for their speaking topics, focusing their attention on the speaking task at hand The primary objectives of pre-speaking are to enhance metacognitive awareness regarding speaking skills and to support learners in their speaking development Additionally, teachers play a crucial role in guiding students through language awareness exercises, such as vocabulary and grammar related to asking for and giving directions, ensuring they are well-prepared for the actual speaking activity.
Effective communication aims to achieve specific tasks, such as conveying messages, gathering information, or sharing opinions It relies on an information gap, where each participant holds unique knowledge To fulfill their objectives, individuals may need to clarify meanings or confirm their understanding Instructors should design classroom speaking activities that foster communicative competence by integrating a clear purpose and an information gap while encouraging diverse expressions This approach should blend structured output activities, which enhance accuracy through error correction, with communicative output activities that allow students to practice language use more freely.
Reflecting on both formal and informal speaking experiences is crucial for students, as it enhances their speaking skills and sets goals for improvement Through reflection, students identify their strengths and areas needing development Involving teachers and peers in assessing speaking performances can further enrich this process, with feedback provided in various formats, such as oral or written comments Structured conferences guided by teacher-determined questions or informal peer discussions can facilitate meaningful conversations about performance and growth.
Incorporating various speaking activities in the classroom is essential for effective language learning, as highlighted by Hammer (2007) Key activities include acting from a script, engaging in communication games, facilitating discussions, delivering prepared talks, conducting questionnaires, and participating in simulations and role-plays These methods not only enhance students' speaking skills but also promote active participation and collaboration.
Engaging students through acting from a script enhances their learning experience by allowing them to perform scenes from plays or course materials This interactive approach often includes filming their performances, providing a creative outlet for students Additionally, students frequently have the opportunity to act out dialogues they have composed themselves, fostering both creativity and collaboration in the classroom.
Communication games are designed to encourage students to speak quickly and fluently Notably, two key categories of these games include information-gap games and television and radio games, both of which effectively promote interaction and engagement among learners.
Discussions can vary from formal, large-scale events to informal small-group interactions, encompassing formats such as buzz groups, instant comments, formal debates, unplanned discussions, and consensus-building activities Each type of discussion offers unique benefits, enhancing engagement and promoting diverse viewpoints.
Prepared talks are a popular activity where students present on a topic of their choice Unlike informal conversations, these presentations are structured and resemble written work However, students are encouraged to use notes instead of reading from a script to enhance their delivery.
Questionnaires are valuable tools that facilitate structured communication between the questioner and the respondent, ensuring meaningful exchanges When carefully designed, they promote the use of consistent language patterns, fitting well within our communication continuum Students have the opportunity to create questionnaires on various relevant topics, with teachers available to assist in the design process The insights gained from these questionnaires can serve as a foundation for written assignments, discussions, or presentations.
Simulation and role-play activities are effective for enhancing general oral fluency and preparing students for specific scenarios, particularly in English for Specific Purposes (ESP) For successful engagement in these activities, students require a clear understanding of the situation and sufficient background information While creativity is encouraged, a lack of information can hinder their ability to perform effectively.
This study explores the frequency and effectiveness of communication games, discussions, prepared talks, questionnaires, simulations, and role-plays in English-speaking classrooms, as highlighted by Hammer (2007).
The author suggests that effective speaking instruction involves three essential steps: pre-speaking, while-speaking, and post-speaking However, the success of these steps largely hinges on the quality of the classroom speaking activities that occur between teachers and students.
1.2.1.3 Factors that cause speaking difficulties to EFL learners
According to Ur (1996), there are many factors that cause difficulty in speaking, and they are inhibition, lack of topical knowledge, low participation, and mother-tongue use
Summary
This chapter provides a comprehensive overview of key concepts related to speaking, including definitions, the role of native speakers, and insights into young learners It reviews previous studies from both overseas and Vietnam, highlighting essential aspects such as effective classroom speaking activities, factors contributing to speaking difficulties, and the crucial roles of EFL/ESL teachers in enhancing English speaking skills Additionally, it discusses the unique characteristics of young learners and outlines essential principles for facilitating their English language acquisition.
On the whole, the theoretical background is informative and clear for the author to continue with the research The next chapter will present the research methodology.
RESEARCH METHODOLOGY
Restatement of research questions
This study explores the impact of native speakers on young learners' English speaking skills at Clever School English Centre The author seeks to address key questions regarding this influence.
- What is the current situation of English speaking lessons of young learners with native speakers at the center?
- What are the roles of native speakers to young learners at the center to speak English?
- What should be done to improve the role of English native speakers in teaching English speaking skills for young learners at the Center?
The setting of the study
The center employs 24 young teachers aged 25 to 38, with teaching experience ranging from 1 to 10 years Among them, there are 7 full-time and 8 part-time non-native English teachers, most of whom are graduates from prestigious Vietnamese universities like Foreign Trade University and Vietnam National University While they are well-trained, some lack experience due to their youth These non-native teachers manage 20 classes focused on listening, reading, writing, and language skills, conducting two sessions per week for each class They participate in annual training courses to enhance their teaching methods Additionally, the center has 9 native English teachers, including 3 full-time and 6 part-time instructors, all holding international certifications such as TESOL and CELTA With 4 to 7 years of teaching experience, they are responsible for 10 speaking English classes, each with one session per week.
Approximately 120 young learners, primarily aged from kindergarten to middle school, are focused on enhancing their English skills While most aim to improve their speaking abilities, they also seek to develop reading, writing, and listening skills, particularly among students aged 9 to 14 However, there is a noticeable disparity in their English proficiency, with many struggling to achieve effective speaking skills at this age.
The center boasts modern, well-equipped facilities, featuring spacious classrooms designed to international standards, complete with overhead projectors, TVs, DVD players, and cassette players Each classroom is scientifically arranged to ensure student comfort and relaxation during study sessions To enhance listening and speaking skills, class sizes are kept between 8 to 12 students on average Additionally, the flexible arrangement of chairs, tables, and boards facilitates direct interaction between teachers and students, allowing for a variety of engaging activities.
The curriculum is thoughtfully designed with diverse content tailored to students' abilities and levels Course books for teaching English are crafted by experienced educators and draw inspiration from renowned resources for young learners, including My Little Island, Family and Friends, Amazing, Get it UP, Oxford Phonics World, Grammar Friend, Starters, Movers, and Flyers These engaging materials foster a stimulating learning environment that motivates students to enhance their speaking skills.
Classroom activities are carefully designed to enhance student engagement and confidence in speaking These activities range from singing songs and reading poems aloud to participating in dialogues, role plays, presentations, and games By blending learning with play, students become more active and self-assured in their communication skills.
The center boasts well-equipped facilities and qualified teachers, yet it faces challenges with a limited number of native speakers Additionally, some non-native teachers are relatively young, which may lead to teaching methods that are not ideally suited for young learners.
Participants
A survey was conducted with 50 students from the Immediate program class, selected for their kindness, friendliness, and honesty These participants were chosen due to their extensive experience at the center, which has equipped them with a solid understanding of the importance of native speakers in developing English speaking skills.
The author participated in five English-speaking classes led by experienced native speakers, comprising three full-time and two part-time instructors known for their effective teaching methods and extensive experience While Vietnamese assistants were present to support the native teachers, they played a minimal role, primarily providing interpretation when necessary The author concentrated on the native speakers' pronunciation, proficiency, and the rich vocabulary and structures utilized in teaching students speaking skills.
Data collection instruments
The data collection instruments used to conduct this study are questionnaire and class observation
A survey questionnaire with closed questions was administered to collect data from 50 students at the immediate classes at Clever School English Centre
The questionnaire consists of 14 questions which are designed in four parts with aiming at answering the three research questions mentioned above
To get this aim, the questionnaire is categorized into the following groups:
Information on the reality of English speaking lessons
Information on the roles of native teachers in speaking lessons
Suggetions for improving the roles of native speakers in English speaking lesson of younger learners
In order to collect reliable data and information from the subjects, questionnaires for students were well instructed for the participants to be clear about the questionnaire
3.4.2 Class observation of the author
A class observation sheet was developed based on survey questionnaire results, featuring three key components: the teacher's preparation, the teacher's presentation, and the interaction between the teacher and students.
In addition, three speaking learning classes are attended by the author
Class observation aims to evaluate how native English teachers facilitate speaking skills among students, focusing on their teaching methods and effectiveness It helps identify students' preferences, interests, and challenges faced during speaking lessons with native speakers Based on the findings from observations and questionnaires, tailored suggestions are provided to enhance the quality of English speaking lessons taught by native teachers.
Data collection procedures
A questionnaire was distributed to 50 students from an immediate program to gather information The students were informed in Vietnamese about the study's purpose, methods, and requirements to ensure their understanding and willingness to participate Due to the participants being young learners, collecting the data within a limited timeframe proved challenging Despite clear and careful explanations, it took the author a week to complete the questionnaire data collection.
The researcher sought permission from native English teachers to observe their classes, ultimately securing agreements from five educators for class observations Throughout these lessons, Vietnamese assistants provided language interpretation support, although their roles remained somewhat unclear The author's primary focus was on the performance of the native speakers during the classes.
Analysis of data
The author gathered data through questionnaires and observations, which will be analyzed to provide a comprehensive overview of the study's findings This analysis focuses on various aspects, including the current state of English speaking lessons, the roles of native teachers, suggestions for enhancing these roles, teacher preparation, and interactions among teachers and students The results will be systematically examined according to each item in the questionnaires and observations, and will be visually represented using bar charts for clarity.
Summary
This chapter provides a comprehensive overview of the study's setting, participants, instruments, data collection procedures, and data analysis methods Key findings will be presented and discussed in the following chapter.
DATA ANALYSIS AND FINDING
Data analysis
4.1.1 Questionnaire for the students 3.1.1.1 Information on the current situation of English speaking lessons
The below bar chart illustrates the reality of English speaking learning lessons at the Clever English center
Figure 3.1: The reality of English speaking teaching lessons
Most students found the speaking lessons engaging and enjoyable due to the incorporation of various games, with 76% affirming that English was actively used during the lessons Additionally, 56% expressed positive feedback about their learning experience.
Interesting Vocabulary English use Games Topic Songs and stories
During the lesson, students were provided with vocabulary related to "Disagree," "Neutral," and "Agree." Overall, students exhibited a positive attitude towards the speaking lesson, with a low percentage expressing "disagree" regarding the use of English and games in class However, when it comes to discussing topics and storytelling, a significant number of students indicated "disagree," highlighting a limitation in their ability to present topics and share stories in front of the class This suggests that only a few students feel comfortable engaging in these activities.
3.1.1.2 Information on the roles of native teachers in speaking lessons
The analysis of the results clearly indicates that students greatly enjoyed speaking lessons with native speakers This raises the question of why native teachers are so effective and what specific roles they play in these lessons The following chart will illustrate their contributions to the speaking curriculum.
Figure 3.2: The roles of native teachers in speaking lessons
It is clear that students highly appreciated the ability of organizing game activity (counting 82%) and an abundant and reliable source on pronunciation and vocabulary of native teachers (counting 76%) Besides,
Motivater Source Organizer Presenter Feedback provider
The atmosphere of the English speaking class was open and warm, as students generally agreed that their native teachers were friendly, enthusiastic, and patient Notably, 58% of students acknowledged that their teachers consistently corrected their pronunciation during communication These insights highlight the positive impact native teachers have in motivating young learners.
While native teachers offer significant advantages, they often struggle to effectively introduce new vocabulary and guide students in dialogues or presentations, particularly with younger learners in kindergarten and primary levels, where teaching relies more on communication and games than writing Notably, 48% of students disagreed that native teachers spoke English slowly and clearly, a situation attributed to various factors beyond the teachers themselves These include students' limited listening skills, the teachers' unfamiliar accents, and insufficient vocabulary instruction at the outset, which hindered comprehension.
In conclusion, while native speakers fostered positive motivation for children during speaking lessons, they often fell short in consistently applying common teaching methods, such as writing details on the board or providing new vocabulary beforehand, unlike their non-native counterparts This inconsistency may lead to misunderstandings or reduced engagement among students.
3.1.1.3 Suggetions for improving the roles of native speakers in English speaking lesson of younger learners
With two questions on the favorite activities and topics, the author could collect the data to improve the roles of native speakers in English speaking lesson of younger learners
Finger 3.3: The favorite activities in speaking lessons by native speakers
Younger learners have a strong preference for engaging activities, with 58% favoring role play and 46% enjoying singing activities This trend can be attributed to their natural inclination towards dynamic and interactive experiences, as they tend to resist sitting still for extended periods Incorporating games like role play and singing fosters an active and stimulating learning environment, making the educational process more enjoyable for young students.
Many young students find the "listen and repeat" method unengaging, with 62% expressing disagreement and only 28% in favor Additionally, a lack of vocabulary and structural knowledge hampers their ability to express ideas or recall details from English stories, leading to a general disinterest in storytelling activities.
Many activities had not been provided in the questionnaires so young students could not know what and how they were so most of young students chose ―neutral‖
Sing Role play Play games Tell story Others
Finger 3.4: The favorite topics during speaking lesson by native speakers
At the Clever English center, young learners show a clear preference for familiar and engaging topics such as numbers, colors, family, toys, pets, classroom objects, and clothes, as these relate closely to their daily lives In contrast, subjects like daily life and city themes are less favored due to their challenging and unfamiliar vocabulary Notably, 66% of learners expressed neutrality towards other topics, indicating a lack of understanding This suggests that the more relatable and accessible the topics are, the more interesting they become for young learners.
4.1.2 Class observation sheet 3.1.2.1 Teacher’s preparation in class
In terms of teacher‘s preparation, the author found that the native English teachers did not perform this well They did not overview the content
Number, color Family, toy, pet Clothes, classroom object Daily activities City Others
DisagreeNeutralAgree which they would provide the students and the targets the students would have to get after the speaking lesson
In addition, the author did not find the relation between the previous lesson and the current one when the native English teachers started the lesson
As the result, the students cannot remember the knowledge that they had been taught before and the vocabulary and structures in the previous lesson were not reminded to them
Besides, the teachers did not write the new words or phrases on the board regularly so some students could not catch the meaning of them clearly
When attending class, the author found that both advantages and disadvantages of native English teachers were shown
The effective teaching approach of presenting tasks slowly, clearly, and confidently enhances students' listening and speaking skills By incorporating a diverse range of vocabulary naturally, students are encouraged to infer the meanings of new words Consequently, this method significantly boosts both their vocabulary and listening abilities through exposure to native speakers.
The speaking lessons faced several disadvantages that hindered effective learning Firstly, classroom activities lacked variety and transitions, leaving students unclear about upcoming tasks Additionally, native English teachers overly focused on game-based activities, neglecting essential practices like picture-based speaking, and comprehensive listening, speaking, reading, and writing exercises Furthermore, the teachers dominated the conversation, limiting student participation and opportunities for individual presentations or feedback on pronunciation errors Lastly, the teaching methods, primarily involving presentations and flashcards, were more appropriate for younger learners, failing to meet the needs of secondary students preparing for exams.
3.1.2.3 The interaction between teacher and students
The author aimed to investigate the communication dynamics between teachers and students during various classroom activities, such as explanations, praise, encouragement, and corrections The findings revealed that most interactions were teacher-centered, primarily occurring when teachers assessed student understanding and invited questions Although cultural and linguistic differences sometimes led to unclear responses, native English teachers consistently fostered a warm, open, and friendly learning environment This supportive atmosphere is a key reason why students prefer learning English with native teachers over non-native ones.
3.1.2.4 The interaction between students and teacher
The interaction between students and teachers is crucial for effective learning, as evidenced by students asking questions and inquiring about new vocabulary during lessons This engagement often leads to direct answers or hints that encourage critical thinking and retention of information However, it's notable that only about one-third of students, particularly in secondary education, exhibit the confidence to actively participate and ask questions In contrast, younger students in kindergarten and early primary classes tend to be more engaged and expressive, often participating in games that promote interaction Ultimately, as students progress to higher levels of education, their participation in speaking activities tends to diminish.
3.1.2.5 Interaction between students and students
The class fostered some student interaction, particularly during role-playing familiar stories, though many struggled to recall all the words The highlight of the session was group activities, where students competed in games, engaging in lively discussions and teamwork However, it was noted that only half of the students communicated in English, while the others resorted to their native language, raising questions about whether the teacher encouraged English use.
Some major findings and discussions
4.2.1 The current situation of English speaking lessons with native speakers of young learners 3.2.1.1 The native teacher’s preparation before the lesson
While flashcards and handouts are typically created for each lesson, the author observed that native English teachers often overlook the content they present to students and the specific learning targets for speaking lessons Furthermore, there appears to be a lack of connection between the previous lesson and the current one, hindering the overall learning experience.
English teachers initiated the lesson, leading to students struggling to recall previously taught knowledge The lack of reminders for vocabulary and structures from prior lessons contributed to this issue Additionally, new words and phrases were not consistently written on the board, leaving some students unclear about their meanings.
3.2.1.2 The content of the lesson
The three essential steps of pre-speaking, while speaking, and after speaking were not clearly implemented Native speakers initiated the lesson with a game or engaging activities on topics not covered in the learners' course book, making them challenging to follow However, most topics in the speaking lesson are relatable and familiar to the students' lives.
3.2.1.3 The interaction between teacher and students, students and teacher, students and students
Native English teachers foster a warm and friendly speaking environment that encourages student participation through engaging questions However, many students still lack confidence in their English abilities, often feeling nervous when speaking with native speakers due to concerns about being misunderstood The rapid pace of native speakers can exacerbate this issue, leading some students to wish for a slower speaking rate Additionally, cultural differences can create discomfort, which could be alleviated by implementing an orientation program for native teachers that includes cultural and local language training By bridging these gaps, native teachers can better understand their students' backgrounds and limitations, ultimately enhancing the learning experience.
Despite some interaction in English during games and group activities, students predominantly rely on their native language for communication, resulting in limited and passive use of English.
3.2.1.4 Teaching method of native teachers
Classroom activities lack clear transitions, making it difficult for students to anticipate what comes next Native English teachers focus excessively on games, neglecting essential practices like speaking exercises with pictures and comprehensive listening, speaking, reading, and writing activities Additionally, the teachers dominate the conversation, leaving students struggling to keep up, and there is little opportunity for student presentations or individual talks, limiting pronunciation correction Furthermore, the teaching methods employed, such as presentations and flashcards, are more suited for kindergarten and primary levels, failing to meet the needs of secondary students who must prepare for their school exams.
3.2.1.5 The achieved results after lessons
To enhance English speaking skills, students must engage in more speaking practice to become familiar with native pronunciation and usage Native English teachers should prioritize speaking activities over games to improve student proficiency However, many students struggle with speaking due to translating directly from their mother tongue, which hinders their learning Consequently, the effectiveness of English speaking instruction by native teachers is often perceived as inadequate, leading to a low regard for their role in the learning process.
Despite some challenges during lessons, the author acknowledges that the outcomes for young learners are highly effective Native teachers provide an opportunity for these learners to practice listening and gradually become familiar with a variety of words, accents, and intonations Furthermore, engaging with native speakers encourages students to communicate in English The use of natural teaching methods, including interactive games and activities, significantly boosts motivation for young learners to acquire the language.
4.2.2 The role of native speakers for young learners at the center to speak English
According to linguists Brown (2001) and Harmer (2007), teachers play vital roles in language instruction, serving as controllers, directors, managers, facilitators, sources, organizers, feedback providers, prompters, and participants Data analysis revealed that native teachers at the center exhibited these functions, although not all roles were performed actively or seamlessly The author further examined these roles, outlining their advantages and disadvantages.
3.2.2.1 The advantages of native teachers
Native English teachers serve as friendly facilitators and feedback providers, fostering a positive learning environment that boosts student motivation Their enthusiasm engages students, making English learning more enjoyable through a variety of exciting games.
Native speakers possess authentic accents, intonations, and a rich vocabulary, making their pronunciation exemplary They serve as ideal pronunciation models in the classroom, allowing young learners to improve their pronunciation and expand their vocabulary In this context, native teachers act as a valuable resource for language acquisition.
Last but not least, in term of function as a controller, a director, a manager, an organizer, and a participant, they organized game activities humorously, naturally, and energetically
3.2.2.2 The disadvantages of native speakers
Although native speakers expressed their vital functions, some drawbacks that the author had observed during the period of attending the classrooms in English were specifically remained as follows:
Native English teachers often prioritize game-based learning, which can limit the variety of activities aimed at enhancing students' speaking skills.
In addition, the native English teachers do not use a variety of methods or innovate teaching methods to teach the students to speak English
Native English teachers often overlook the importance of teaching speaking skills and addressing students' questions, frequently transitioning to other class activities without sufficient engagement.
In summary, the teachers implemented all the active roles but their techniques as well as their approach to encourage student to speak English were still limited.
Possible solutions to improve the roles of native speakers in English
Based on the findings of the study, a number of suggestions for improving the role of native speakers will be presented in details as follows
4.3.1 Reinforcing the teaching method quality of native English teachers
Learning English with native teachers is essential for students to enhance their communication skills Engaging with native speakers enables students to master natural pronunciation in Standard English while practicing their listening and speaking abilities, fostering confidence and active participation To maximize these benefits, it is crucial for native teachers to refine their teaching methods Although many possess TESOL and CELTA certifications, these qualifications may not be ideal for teaching young learners; therefore, obtaining a TEYLT certificate would significantly improve their effectiveness in this area.
4.3.2 Investing more equipment and facilities for a more convenient classroom
A well-equipped and vibrant classroom environment significantly enhances the learning experience, enabling English teachers to deliver more effective lessons To maintain high educational standards, it is essential that the implementation and utilization of these facilities are conducted consistently and with diligence Additionally, the administrative office and center director must prioritize monitoring and investing in quality teaching resources to support both educators and students.
4.3.3 Motivating the younger learners’ speaking awareness
Despite a teacher's expertise, students cannot achieve their full potential without embracing the adage "Practice makes perfect." Therefore, learners must engage with English regularly, both in speaking and writing To facilitate this, students should feel comfortable and confident in class, participating in activities like singing, reading, or presenting topics Additionally, they can enhance their skills by practicing English songs from television or reading dialogues alongside their teacher during lessons.
Students should regularly review the vocabulary provided by their teachers For kindergarten and primary levels, parental involvement is essential to support their learning In contrast, secondary students can enhance their language skills independently by practicing speaking with peers in class.
In generally, the higher motivation to speak English students have, the more progressive they get.
Summary
In this chapter, the author examines specific data to assess the current state of English speaking lessons, highlighting the crucial role of native speakers in facilitating young learners' English speaking skills Additionally, the chapter offers valuable suggestions for enhancing the effectiveness of native speakers in these lessons.
CONCLUSION
Recapitulation
In this study, 50 young learners, who have studied at the center at least
The study focused on three training levels—preschool, primary, and secondary—over a six-month period, examining the impact of native speakers in English speaking lessons from the perspective of young students Initially, a survey questionnaire was designed to gather students' insights on the role of native speakers Following the analysis of this data, the author observed five different classes led by native English teachers to gain a deeper understanding of the actual dynamics in English speaking lessons Based on these observations and the survey findings, the article will propose essential solutions to enhance the effectiveness of native teachers in English speaking instruction.
Concluding remarks
This research employed both qualitative and quantitative methods to systematically analyze various aspects of the educational process, including teacher-student interactions, lesson preparation, lesson topics, and activities conducted before, during, and after lessons The analysis aimed to address three key research questions.
2.1 What is the current situation of English speaking lessons of native speakers for young learners at the center?
From the questionnaire data and observation sheets, many advantages were found in English speaking learning lessons with native speakers
Besides, some limitations were also expressed The advantages and disadvantages will be presents as followings:
Students benefit from listening to and practicing English with native speakers, allowing them to gradually adopt correct pronunciation and intonation The engaging learning environment, filled with various games and activities, fosters a friendly and open-minded atmosphere with native teachers, helping students feel relaxed This positive experience significantly enhances motivation for young learners to improve their spoken English skills.
The author identified several disadvantages in the teaching methods of native English teachers, noting that inadequate lesson preparation hindered the effective introduction of new vocabulary, making it challenging for students to grasp the material Additionally, opportunities for students to present topics and share stories in front of the class were restricted, limiting participation The lack of guidance in facilitating dialogues and presentations was attributed to insufficient lesson planning Furthermore, the predominance of competitive games in English speaking lessons made it difficult for teachers to assess students' pronunciation thoroughly, resulting in limited interaction among students in English.
2.2 What are the roles of native speakers for young learners at the center to speak English?
Native speakers play a crucial role in helping young learners improve their English speaking skills They excel at organizing engaging games and group activities, fostering an enjoyable learning environment Their friendly and open-minded nature serves as a powerful motivator, encouraging students to pronounce words correctly and speak with greater fluency and confidence Additionally, native speakers actively participate in activities alongside students, providing exposure to idioms, dialects, slang, and a broader vocabulary They also offer valuable feedback by identifying learners' mistakes Ultimately, native speakers are an abundant resource for vocabulary and a reliable guide for pronunciation, essential for effective English speaking practice.
2.3 What should be done to improve the role of English native speakers in teaching English speaking skills for young learners at the Center?
While native English speakers contribute to language lessons, their teaching methods often lack effectiveness Classroom activities tend to be overly generalized, leading to a lack of clear transitions between speaking tasks, which can confuse students about what to expect next Furthermore, native teachers frequently emphasize game-based activities at the expense of essential skills like speaking practice through picture prompts and the development of listening, speaking, reading, and writing abilities Additionally, the dominant speaking role of native teachers can overwhelm some students, hindering their ability to keep up The absence of student presentations or monologues limits opportunities for correcting pronunciation errors, further impacting learners' progress.
To enhance their teaching methods, educators should prioritize increased dialogue and student presentations, moving beyond just game-based activities Selecting familiar and accessible topics for students is crucial Additionally, obtaining a TEYLT certificate is essential, as it equips teachers with a deeper understanding of the unique characteristics and challenges faced by young learners, enabling them to adopt more effective teaching approaches.
To enhance the learning experience for young learners, classrooms must be thoughtfully equipped and decorated to support their activities It is essential for the administrative office and director to regularly and seriously address this issue.
3 Limitations and suggestion for the further studies
One significant limitation of this study is the lack of thorough examination of sample teaching plans created by native speakers for younger learners Consequently, there is a need for further research focused on effective speaking teaching methods that incorporate well-structured teaching plans designed by native speakers.
One limitation of this study is the lack of clarity regarding the appropriate methods and content for different educational levels, including kindergarten, elementary, and secondary Consequently, future research should focus on exploring the distinct speaking teaching methods tailored for each level of young learners.
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This questionnaire aims to collect insights on the effectiveness of native English-speaking lessons at Clever School English Centre It seeks to identify the roles of native teachers in these lessons and propose solutions to enhance their impact on young learners' English speaking skills Your participation is crucial for the success of this project, and we appreciate your cooperation in completing the tasks as instructed.
I Personal information (Thông tin cá nhân)
1 Class( Lớp): ……… a Kindergarten( Mầm non) b Primary( Tiểu học) c Secondary ( Trung học co sở)
2 How long have you studied English at Clever School English Centre?
I have been learning English for several months Please indicate your response by checking the box for each question, selecting only one option per question, and scoring according to the following criteria: a) Disagree, b) Neutral, c) Agree.
II Information on the current English speaking teaching lessons (Thông tin về thực trạng các tiết học nói tiếng Anh)
(Thực trạng các tiết học nói) Disagree Neutral Agree
( Thú vị và hài ước)
2 More vocabulary on various topics are provided( Được học nhiều từ về các chủ đề khác nhau)
3 English is totally used during lessons (Tiếng anh được sử dụng hoàn toàn trong tiết học)
4 Many games are organized(Có nhiều hoạt động trò chơi)
5 Presentation on a topic in front of class (Học sinh được thuyết trình trước lớp)
6 Some favorite songs or stories are asked to learn by heart( Học thuộc những bài hát câu chuyện ưa thích)
III Information on the roles of native teachers in speaking lessons (Thông tin về vai trò của giáo viên bản xứ trong tiết học nói)
( Vai trò của giáo viên bản ngữ) Disagree Neutral Agree
7 Friendly and enthusisatic (Thân thiện và nhiệt tình)
8 Provide new words and phrases on board
( Viết từ và cấu trúc mới lên bảng)
9 Organize many games in lessons ( Tổ chức nhiều hoạt động vừa học vừa chơi)
10 Present in English slowly and clearly ( Nói tiếng Anh chậm và rõ ràng)
11.Correct student‘s wrong pronunciation (Sửa lỗi phát âm cho học sinh)
12.Guide students to make dialogue or presentation carefully
(Hướng dẫn học sinh hội thoại hoặc thuyết trình cẩn thận)
IV Suggetions for improving the roles of native speakers in English speaking lesson of younger learners
(Những gợi ý nâng cao vai trò của người bản xứ trong tiết học nói tiếng Anh cho trẻ em)
13 What are your favorite activities in speaking lesson by native speakers? ( Những hoạt động mà em thích trong tiết học nói tiếng Anh có người bản xứ?)
Activities ( Các hoạt động) Disagree Neutral Agree
Listen and repeat word ( Nghe và đọc lại từ) Sing English songs
Play role(Đóng vai) Play games (Chơi trò chơi) Tell story( Tập kể chuyện) Others( Hoạt động khác)
14 What are your favorite topics during speaking lesson by native speakers?
(Những chủ đề em thích trong tiết học nói tiếng Anh với người bản xứ)
Topic ( Các chủ đề) Disagree Neutral Agree
Numbers, colors( Số đếm, màu) Family, toys, pets( Gia đình, đồ chơi và vật nuôi)
Clothes, classroom objects(Quần áo, đồ dùng lớp học)
Daily activities( Hoạt động hàng ngày) City (Thành phố)
This article outlines essential details regarding a specific educational course, including the course name, the observer's name, the teacher's name, the number of students enrolled, the center's name, the class designation, and the date and time of the session.
Respond to each statement using the following scale:
1: Not observed ( Không quan sát được) 2: Need improvement(Cần cải thiện)
3: Accomplished well( Thực hiện tốt)
I TEACHER’S PREPARATION ( Công tác chuẩn bị)
Presented content overview of lesson
Trình bày nội dung tổng quan của bài học
Related today‘s lesson to previous one
Liên kết bài học hôm nay với bài học trước
Wrote speaking words on blackboard
Viết các từ sẽ nói bằng tiếng Anh trên bảng đen II.TEACHER’S PRESENTATION IN CLASS
(Quá trình giảng dạy của giáo viên trong lớp học)
Presented the tasks and content clearly
Trình bày các nhiệm vụ và nội dung rõ ràng
Chose the activities effectively to achieve the objectives
Lựa chọn các hoạt động hiệu quả để đạt được mục tiêu
Transited among speaking activities for students smoothly
Có sự chuyển tiếp giữa các hoạt động nói cho học sinh
Allotted time for activities in class for students approprietly
Thời gian phân bổ cho các hoạt động trong lớp thích hợp
Listened, understood and gave students effective feedback to improve speaking English