VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST — GRADUATE STUDIES OES S18 5 fe fe 248 248 2s 28 218 IS os is 2s 2k 2s 2 2 oo KK ok ok
Significance of the SEUyy - á- 6 + kg TH HH HH rệt 6 II ion
The significance of this research lies in its exploration of students’ attitudes toward the utilization of their mother tongue in teaching speaking and listening skills within the context of a high school environment in Haiphong This study addresses a critical gap in the existing literature by focusing specifically on the perceptions of students, who are central stakeholders in the educational process.
Practically, by understanding students' attitudes, this research contributes to enhancing pedagogical practices tailored to the needs and preferences of the learners Language acquisition is deeply influenced by learners' attitudes and beliefs, and incorporating the mother tongue into language instruction can potentially foster a more supportive and engaging learning environment By uncovering students’ perspectives, educators can gain valuable insights into the effectiveness of current teaching methods and make informed decisions regarding instructional strategies.
Theoretically, this study holds broader implications for educational policies and curriculum development in Vietnam, particularly in the domain of language education. Vietnam's educational system has undergone significant reforms in recent years, with a growing emphasis on promoting bilingualism and multilingualism Understanding students’ attitudes toward the use of their mother tongue in language instruction can inform policymakers about the acceptance and feasibility of such initiatives, ultimately contributing to the refinement of language policies at the national level.
Furthermore, the findings of this research may have implications beyond the local context of Haiphong, offering insights that are relevant to language educators and policymakers globally As societies become increasingly diverse and multicultural, the question of how to effectively integrate students’ linguistic backgrounds into the educational process becomes increasingly pertinent By examining students’ attitudes toward the use of the mother tongue in language instruction, this study contributes to the broader discourse on language pedagogy and educational equity.
In summary, this research not only sheds light on the attitudes of high school students in Haiphong but also contributes to the broader understanding of language education practices and policies By bridging the gap between theory and practice, this study seeks to inform pedagogical approaches that are responsive to the needs and preferences of learners, ultimately enhancing the quality of language education in Vietnam and beyond.
The thesis is designed with five chapters:
Chapter 1, Introduction, provides an overview of the issues, the aims, the specific objectives, the scope, the significance and the structural organization of the research are also mentioned in this chapter.
Chapter 2, Literature review, discusses the previous studies on idioms relating to the area of the research and presents some theoretical preliminaries that could be used as foundation for the process of conducting the research.
Chapter 3, Methodology, presents the research questions, the major methods, the minor methods and the techniques employed in the research The chapter also describes the way the data are collected and analyzed.
Chapter 4, Data analysis and findings, describes and analyses the attitude of students toward the use of mother tongue in teaching speaking and listening skills.
Chapter 5, Conclusions, summaries the major findings found out from the investigation and data analysis, presents the limitations of the study, provides some suggestions for further research.
References and Appendix come at the end of the study.
LITERATURE REVIEW sọ TH HC 0000000000 8 2.1 Second language acquisition theories c6 5 +13 ng nrệt 8 2.1.1 Input Hypothesis (Krashen, 19ŠŠS) <1 v19 ng rey 8 2.1.2 Sociocultural Theory (Vygotsky, 19778) cong nưêt 9 2.2 Language Instruction Approaches - xxx ng ng ng, 10 2.2.1 Monolingual Approach .- - - s + + s11 911911191119 11 91 1n ng kg 10 2.2.2 Bilingual Approach ecesesseseesecsecssessesseeseesececeecsseesessessessesseseeseaeeaeens 10 2.2.3 Multilingual ApprOachh - - - s- s k + v1 1H TH HH ng Hư 11 2.3 Review Of previous StUCICS G G1 HH Hư 12 2.3.1 Uses of mother tongue in teaching EnglIsÌ: - - 5555 ++sc+sseesses 12 2.3.2 Teaching listening and speaking Skills cee cecceescceeseceeneceseeeeneeeeeeeeneeees 13 2.3.2.1 Teaching listening SkIÌÌ - - - s5 1+1 +3 91 v1 kg ng ey 13
Teaching speaking Ski] - 5c 13113391113 113 11 111 kg 14 2.3.3 The role of mother tongue in teaching listening and speaking skills
Teaching speaking skills is fundamental in language education as it empowers learners to express themselves fluently and accurately in the target language Rivers (1987) defines it as a process of facilitating learners’ ability to produce meaningful and appropriate utterances orally This involves providing ample opportunities for learners to engage in communicative activities that promote spontaneous and authentic interaction (Brown, 2000) Moreover, Brown emphasizes the importance of balancing fluency and accuracy in speaking instruction, encouraging learners to communicate freely while also attending to grammatical correctness Nunan (2003) underscores the significance of creating a supportive learning environment where learners feel comfortable taking risks and experimenting with language Incorporating task-based activities, role-plays, and discussions can stimulate learners' oral production and foster their confidence in using the language (Richards & Renandya, 2002) Furthermore, integrating feedback mechanisms, such as peer and teacher feedback, can provide learners with valuable insights into their speaking performance and areas for improvement (Ur, 1996) In essence, teaching speaking skills involves cultivating learners' communicative competence through engaging activities, supportive feedback, and opportunities for authentic language use.
2.3.3 The role of mother tongue in teaching listening and speaking skills
In the realm of second language acquisition, the mother tongue plays a pivotal role in shaping learners’ abilities to comprehend and produce spoken language Research by Cook (2001) underscores the phenomenon of transfer, where learners apply skills and
14 strategies from their native language to the target language This transfer extends to listening skills, as learners draw upon their familiarity with phonological patterns, discourse structures, and pragmatic conventions embedded within their mother tongue to make sense of the target language input Moreover, Goh (2015) highlights how the mother tongue serves as a cognitive scaffold, aiding learners in processing and interpreting spoken language effectively By leveraging their existing linguistic knowledge, learners can navigate the complexities of listening comprehension more adeptly, leading to enhanced language learning outcomes.
When it comes to teaching speaking skills, the influence of the mother tongue remains profound Drawing upon insights from Widdowson (2003), instructors can utilize similarities and differences between the mother tongue and the target language to guide learners in pronunciation, intonation, and speech patterns This comparative approach allows learners to identify areas of alignment and divergence, facilitating more accurate and fluent oral expression Additionally, the mother tongue can serve as a valuable resource in the classroom, as discussed by Lantolf and Thorne (2006). Instructors can strategically incorporate the mother tongue to clarify concepts, provide explanations, and scaffold learning, creating a supportive environment for developing speaking proficiency By embracing the role of the mother tongue in teaching speaking skills, instructors can harness learners' linguistic resources effectively, leading to more robust language acquisition and communication abilities.
In short, the mother tongue serves as a cornerstone in the teaching and learning of listening and speaking skills in second language acquisition Its influence permeates various aspects of language instruction, from facilitating comprehension to guiding oral expression By recognizing and leveraging the role of the mother tongue, instructors can foster a deeper understanding of the target language and empower learners to communicate fluently and accurately Thus, embracing the synergy between the mother tongue and the target language is essential for promoting effective language learning and enhancing learners' communicative competence.
The attitudes of students toward using mother tongue in teaching English
The longstanding debate over the integration of the mother tongue in English language classrooms unfolds against a backdrop of varying student attitudes, revealing a rich and complex tapestry of perspectives The literature, as illuminated by Debreli and Oyman (2015), indicates that controversies surrounding the use of the mother tongue persist as a critical and enduring issue in language education.
Al-Nofaie's (2010) study suggests that a substantial proportion of students exhibit a positive attitude toward the use of the mother tongue In the Saudi Arabian context, where Arabic is the first language, a significant 70% of students expressed favorability towards their teachers employing Arabic in teaching English This sentiment echoes in Kharma and HaJJaJs (1989) study among Arab students, where over 80% expressed joy when their teachers incorporated the mother tongue Furthermore, a survey conducted with Turkish students by Debreli and Oyman (2015) revealed that nearly 70% believed Turkish should be used in their English classrooms These findings underscore the diverse linguistic and cultural contexts in which students view the mother tongue as a beneficial tool for comprehension and engagement.
However, the positive reception is not universal, as reflected in studies presenting a more ambivalent or opposing stance Al-Nofaie (2010) found that around 57% of Arabic students felt that the use of Arabic by teachers might hinder their English language learning AbuHmaid's (2014) survey with 160 students revealed that 38% preferred their teachers not to use the mother tongue during English class In a nuanced exploration of English proficiency levels, Debreli and Oyman (2015) discovered that some students with high English proficiency perceived no significant difference when their teachers used the mother tongue, while a notable 5.61% expressed dissatisfaction with this practice.
The contention over the use of the mother tongue in English language classrooms is inherently tied to its perceived impact on learning outcomes Brookfield-Lewis (2009) notes that many students view the inclusion of the mother tongue as unavoidable, recognizing its potential positive contribution to target language acquisition This acknowledgment introduces an additional layer to the debate, suggesting that students’ attitudes are nuanced and multifaceted, influenced by various factors including proficiency levels, cultural background, and perceived effectiveness.
In summary, the literature paints a nuanced picture of student attitudes towards the use of the mother tongue in English language instruction While some express positivity, citing benefits in comprehension and cultural connection, others harbor reservations, viewing it as a potential obstacle to English language mastery The diverse perspectives underscore the ongoing and multifaceted nature of the controversy, presenting educators and researchers with a complex landscape to navigate As this study delves into the intricacies of language education, it becomes evident that the student perspective on mother tongue use remains a pivotal and evolving facet of the broader discourse in the field While existing literature often discusses the effects of teachers’ use of the mother tongue on learning English in general, research specific to speaking and listening skills is notably scarce This review underscores the need for targeted investigation into these specific skills Thus, this research aims to address this gap by focusing specifically on students' attitudes toward the use of the mother tongue in developing English speaking and listening abilities.
METHODOLOGY 5 <5 HH HH 0000800906 18 3.1 Research methO( ô5 + 1 20990 ng nh ng 18 3.2 Setting of the research eee eeeecseceseeeeeeseeeceeceesesceseesecsessesseseseseseeaeeaees 19 3.3 Research participant 117 a1
Data procedures nh
The researcher has followed the following sequence to collect data for the research.
In the first step, compiled versions of key components researched in the literature review act as the base to design questionnaires and interviews for students The key components include Mother tongue, Teachers’ use of mother tongue, Purposes, Effects, Students' attitudes, Teaching speaking skills and Teaching listening skills.
In the second phase, the data collection instruments were commented on by the supervisor and piloted afterwards on a total number of six respondents Their opinions and responses were collected, which then helped the researcher to make suitable adjustments to the questionnaire before distributing it to all students.
In the next stage, after consulting and revising the instruments, the researcher conducted data collection procedure A total number of 45 students were then selected to do the questionnaires When the survey had gathered students’ perspectives on the use of mother tongue in teaching speaking and listening skills, the researcher started to conduct the classroom observations The researcher then selected six students to be interviewees for further investigation.
3.6 Data analysis his study employed a mixed-methods approach to analyze the data collected through questionnaires, classroom observations, and student interviews The integration of quantitative and qualitative analyses facilitated a comprehensive understanding of students’ attitudes toward the use of the mother tongue in teaching speaking and listening skills.
Quantitative Analysis: Questionnaire Data and Classroom Observations
The quantitative analysis began with the compilation of responses gathered through the administered questionnaires Statistical measures such as frequencies and percentages were computed to summarize students’ attitudes and perceptions regarding the use of the mother tongue in English instruction Data were tabulated and organized to identify patterns and trends in students’ responses.
Qualitative Analysis: Classroom Observations and Student Interviews
Qualitative analysis involved a detailed examination of data collected through classroom observations and student interviews Observational data were collected and analysed to identify themes related to the implementation of the mother tongue in teaching practices Common behaviors and interactions were identified to provide insights into the actual utilization of the mother tongue in the classroom context.
Similarly, transcripts from student interviews were analysed, whereby students’ narratives were identified and interpreted Specification techniques were employed to categorize responses and extract meaningful insights regarding students' experiences, perceptions, and attitudes toward the use of the mother tongue.
The findings from both quantitative and qualitative analyses were integrated to provide a holistic understanding of students’ attitudes toward the use of the mother tongue in teaching speaking and listening skills Triangulation of data sources facilitated the validation and convergence of results, enhancing the overall credibility and reliability of the study findings.
This comprehensive approach to data analysis enabled the exploration of students' attitudes toward the use of the mother tongue in English instruction, providing valuable insights for educators and policymakers in the field of language education.
Data anaẽYS1S HH HH ng TT HH HH Tu TH HH hit 23
This chapter embarks on analyzing the data gathered through a multi-faceted approach, including questionnaires, class observations, and interviews Through systematic examination, insights into students’ perceptions of the teachers’ use of mother tongue's effects on students’ English speaking and listening skills are uncovered The methods employed for data analysis are elucidated, followed by a presentation of findings organized by the study's themes.
4.1.1 Time percentage that teachers use mother tongue in English lesson
The first part of the survey focuses on examining teachers' speaking time in English lessons, encompassing both English and native language usage The following charts succinctly depict these findings, shedding light on the distribution of speaking time between the two languages.
FINDINGS AND DISCUSSTION o G2 5e sse 25 4.1 Analysis of qU€SfIOTTAITG 5 11011911 ng HH key 25 4.1.1 Time percentage that teachers use mother tongue in English lesson
Purposes for using mother tongue - 5c 11v srrrree 28 4.1.3 The attitudes of students toward using mother tongue in teaching English tr
In this section, an exploration of the various purposes for which the mother tongue is utilized within the classroom setting is undertaken.
Table 1 The usage of mother tongue in different purposes
Disciplining and managing the class
Explaining complex vocabulary or structures 11,1%
Explaining the strategies and tips in listening exercises 17,8%
Guiding students through complex speaking and pronunciation
Practicing the use of some phrases, idioms, slangs, terms and
Table 1 illustrates eight typical purposes that teachers use mother tongue in English lessons including delivering classroom commands, disciplining and managing the class, checking students’ understanding, giving feedback, explaining complex
28 vocabulary or structures, explaining the strategies and tips in listening exercises, guiding students through complex speaking and pronunciation skills, and practicing the use of some phrases, idioms, slangs, terms and expressions (e.g doing translation exercises) Notably, the highest percentage is allocated to practicing the use of phrases, idioms, slangs, terms, and expressions (22,3%), highlighting the significant role of the first language support in honing language proficiency and cultural understanding. Similarly, guiding students through complex speaking and pronunciation skills (20,0%) underscores the importance of linguistic clarity and mastery in oral communication Moreover, explaining the strategies and tips in listening exercises (17,8%) and elucidating complex vocabulary or structures (11,1%) demonstrate the necessity of native language explanations in fostering comprehension and skill development The table also emphasizes the integral role of effective classroom management and instruction, with substantial percentages devoted to disciplining and managing the class (8,9%) and delivering classroom commands (4,4%) Clear communication and organization are essential for creating an optimal learning environment Additionally, feedback provision (6.7%) and checking students’ understanding (8,9%) underscore the importance of clear assessment in facilitating student progress.
The result from this investigation is similar to the research of Gulzar (2010) His research sheds light on the multifunctional role of mother tongue in English lesson, including encompassing clarification, ease of expression, effective instruction, and checking understanding It also shares the same finding as the survey of Atkinson (1987) when it posits that the use of the mother tongue is instrumental in checking understanding and providing clear instructions Overall, the analysis of the table 1 illuminates the diverse ways in which teachers leverage the mother tongue to support and enhance various facets of English language learning, ranging from linguistic proficiency and comprehension to classroom management and assessment strategies, ultimately contributing to students’ overall academic development and language acquisition.
4.1.3 The attitudes of students toward using mother tongue in teaching English
The purpose of this section is to present the various perspectives held by students in three classes, 11A1, 11A2, and 11A3, about the teachers’ utilization of mother tongue to teach English.
Table 2 The opinions of students in Class 11A1 about the teachers’ use of mother tongue
Opinions disagree | Disagree | idea | Agree agree
It is preferable for English teachers to use both their mother
11.1% 50.0% |0.0% | 33.3% | 5.6% tongue and English in their lessons.
English should be the only
Mother tongue should be used
Mother tongue should only be used by teachers when students do | 6.7% 13.3% 13.3% | 53.3% | 20.0% not understand English.
English-only lessons may result in confusion and incomprehension 13.3% 46.7% |6.7% | 26.7% | 6.7% for students.
Teachers' use of mother tongue discourages students from 6.7% 20.0% 13.3% | 40.0% | 20.0% developing their English skills.
The table 2 presents the opinions of students in Class [1A1 regarding the usage of the mother tongue by English teachers in lessons A majority of students disagree with the idea that English teachers should use both their mother tongue and English in their lessons, indicating a preference for either English-only instruction or limited native language use Additionally, more than a half of students agree that English should be the sole language used in lessons, suggesting a strong inclination towards an English- only studying environment On the other hand, a significant majority agree that the mother tongue should only be used by teachers when students do not understand English, highlighting a recognition of the utility of native language support in facilitating comprehension even in a higher English proficiency class Additionally, more than a half of the students disagree that English-only lessons may result in confusion and incomprehension and a substantial portion agree that teachers’ use of the mother tongue discourages students from developing their English skills, underscoring varying perspectives on the efficacy and impact of native language use in language learning contexts Overall, it can be inferred from the table that the majority of students in grade 11A1 has a preference for using the target language in English lessons, but they cannot disregard the importance of their mother tongue in some situations.
Table 3 The opinions of students in Class 11A2 about the teachers’ use of mother tongue
Opinions disagree | Disagree| idea | Agree | agree
It is preferable for English teachers to use both their mother
6.7% 40.0% 6.7% | 33.3% | 13.3% tongue and English in their lessons.
English should be the only
Mother tongue should be used
Mother tongue should only be used by teachers when students do | 6.7% 46.7% 13.3% | 33.3% | 6.7% not understand English.
English-only lessons may result in confusion and incomprehension 6.7% 33.3% 10.0% | 46.7% | 13.3% for students.
Teachers’ use of mother tongue discourages students from 13.3% 33.3% 13.3% | 33.3% | 6.7% developing their English skills.
As can be seen from table 3, students in class 11A2 share a more neutral viewpoint about the utilization of the native language by English instructors during lessons. Interestingly, there is a near-even split regarding the preference for English teachers to use both their mother tongue and English in their lessons This indicates a significant divergence in opinion within the class regarding the effectiveness of incorporating native language support alongside English instruction Similarly, opinions are divided regarding whether English should be the only language used in lessons Additionally, while a slight majority of students agree that the mother tongue should be used most of the time, 40% disagree, indicating differing views on the optimal balance between English and the native language Furthermore, a notable majority (53.4%) disagree that the mother tongue should only be used when students do not understand English and more than a half (60%) agree that English-only lessons may result in confusion and incomprehension for students, underscoring concerns about the potential challenges of exclusive English instruction Lastly, while nearly half of the students (46.6%) disagree that teachers' use of the mother tongue discourages students from developing their English skills, 40% agree, highlighting varying perspectives on the impact of native language use on language proficiency development.
Table 4 The opinions of students in Class 11A3 about the teachers’ use of mother tongue
Opinions disagree | Disagree| idea | Agree | agree
It is preferable for English teachers to use both their mother
0.0% 6.7% 20.0% | 53.3% | 20.0% tongue and English in their lessons.
English should be the only
Mother tongue should be used
Mother tongue should only be used by teachers when students do | 6.7% 60.0% 6.7% | 13.3% | 13.3% not understand English.
English-only lessons may result in confusion and incomprehension 0.0% 6.7% 13.3% | 13.3% | 66.7% for students.
Teachers' use of mother tongue discourages students from 20.0% 60.0% 13.3% | 6.7% | 0.0% developing their English skills.
Class 11A3, with a lowest English proficiency level among three classes, express a clear and overwhelming consensus regarding the usage of the mother tongue by English teachers in lessons Three fourths of students agree that it is preferable for English teachers to use both mother tongue and English, indicating a recognition of the
33 potential benefits of incorporating native language support alongside English instruction Furthermore, a vast majority disagree that English should be the only language used in lessons, suggesting a strong preference against English-learning and advocating for the inclusion of the mother tongue Similarly, 73.3% of students agree that the mother tongue should be used most of the time, reflecting a belief in the efficacy of native language support in facilitating comprehension and language acquisition Moreover, an overwhelming majority (80%) agree that English-only lessons may result in confusion and incomprehension for students, underscoring concerns about the potential challenges of exclusive English instruction without native language support Lastly, four fifths of students (80%) disagree that teachers’ use of the mother tongue discourages them from developing their English skills, indicating a confidence in the positive role of the native language in language learning processes. Overall, the table reveals a strong consensus among students in Class 11A3 regarding the importance and effectiveness of incorporating the mother tongue into English language instruction, highlighting a preference for a balanced approach that integrates both English and the native language to optimize learning outcomes Overall, there is a strong consensus among students in Class 11A3 regarding the extremely importance and effectiveness of the mother tongue in English lessons, highlighting a preference for employing first language to optimize English learning outcomes.
The findings of other studies regarding students’ perspectives on teachers’ use of the first language are largely consistent with the data obtained in this survey Several studies indicate that students express their opposition to the use of the first language in English lessons According to a research performed with 160 students, more than one third (38%) of the students expressed a preference for their teachers to not utilize their native language during English class (AbuHmaid, 2014) However, a different survey with 357 Turkish students revealed that the majority (69.97%) of the students held the belief that their mother tongue should be the language utilized in their English lectures (Debreli & Oyman, 2015) Students’ opinions towards utilizing the first language in the instruction of English as a foreign language varies, typically leaning towards a positive viewpoint (Al-Nofaie, 2010).
Students’ opinions about the effects of teachers’ use mother tongue in
English lessons to the listening and speaking skills
In exploring students’ opinions on the effects of teachers’ use of the mother tongue in English lessons on their listening and speaking skills, a multifaceted understanding of language acquisition dynamics emerges Students' perspectives offer valuable insights into the perceived benefits and drawbacks of incorporating the native language into the language learning environment Some students may view the use of the mother tongue as a helpful scaffold for comprehension, facilitating clearer explanations and enhancing understanding.
Table 5 Students’ opinions about the effects of teachers’ use mother tongue on the speaking skill
Opinions disagree | Disagree | idea | Agree | agree
It will be easier for me to understand the pronunciation, intonation, stress, and rhythm of 2.2% 6.7% 6.7% | 57.8% | 26.7% words and sentences if teachers explain them in mother tongue.
When teachers use mother tongue, I can follow the lessons easier and be | 11.1% 17.8% 2.2% |51.1% | 17.8% more confident to speak.
Teachers’ use of mother tongue creates a motivating atmosphere for | 8.9% 31.1% 2.2% | 40.0% | 17.8% learning speaking skills.
Teachers’ use of mother tongue makes it more difficult to be 13.3% 37.8% 8.9% | 31.1% | 8.9% accustomed to speaking English.
Teachers’ use of mother tongue results in the lack of English- 20.0% 22.2% 14.4% | 35.6% | 17.8% speaking environment.
Teachers’ use of mother tongue prevents me from developing 13.3% 31.1% 11.1% | 37.8% | 6.7% speaking skills.
The table depicts students' perceptions regarding the impact of teachers' use of the mother tongue in English lessons on their speaking skill A significant majority agree that explanations in the mother tongue facilitate understanding of pronunciation, intonation, stress, and rhythm Similarly, nearly three fourths of students agree that using the mother tongue helps them follow lessons easier and boosts their confidence in speaking These findings corroborate with Kharma and Hajjaj's (1989) study, which indicated that over 80% of respondents expressed joy when their teachers incorporated the mother tongue Even though opinions diverge on whether the use of the mother tongue creates a motivating atmosphere for learning speaking skills, there are more than a half (57.8%) of students agreeing This discrepancy echoes the findings Kayaoglu’s (2015) research, which observed that the use of mother tongue was a motivating factor in students' language learning Moreover, while a majority (51.1%) disagree that using the mother tongue makes it harder to adapt to speaking English, a considerable proportion (40%) still agree, reflecting a nuanced perspective, underscoring the complexity of balancing linguistic support with immersion in the target language environment Additionally, a sizable portion of students agree that using the mother tongue results in a lack of English-speaking environment This shares the same findings as the result of Harbord (1992), suggesting that the unbridled use of the mother tongue might breed an undue reliance on the first language The research articulates concerns that students, despite possessing the capability to articulate ideas
36 in English, might succumb to the allure of their native language, thereby impeding the development of English language skills Yet, there is a mixed perspective on whether it impedes speaking skill development, with 44.4% disagreeing and 44.5% agreeing. Comparatively, these findings indicate the potential benefits of using the mother tongue for understanding and confidence-building in developing English speaking skill but also highlight concerns regarding its impact on creating an English-speaking environment and fostering speaking skill development.
Table 6 Students’ opinions about the effects of teachers’ use mother tongue on the listening skill
Opinions disagree | Disagree | idea | Agree agree
Teachers’ use of the mother tongue helps me understand some tips and | 0.0% 2.2% 8.9% | 71.1% | 17.8% strategies to do listening exercises.
Teachers’ use of the mother tongue facilitates the comprehension of 6.7% 15.6% 8.9% | 35.6% | 33.3% the listening text.
Teachers’ use of mother tongue creates a motivating atmosphere 20.0% 24.4% 6.7% | 35.6% | 13.3% for learning listening skills.
Teachers’ use of mother tongue prevents me from studying in an 17.8% 44.4% 8.9% | 15.6% | 13.3%
Teachers’ use of mother tongue makes it more difficult to be 11.1% 40.0% 11.1% | 20.0% | 17.8% accustomed to listening to
Teachers’ use of mother tongue prevents me from developing 13.3% 37.8% 6.7% | 31.1% | 11.1% listening skills.
Table 6 displays students’ opinions regarding the effects of teachers' use of mother tongue on their listening skills The majority of students assent that teachers’ use of the mother tongue helps them understand tips and strategies for listening exercises, indicating a widespread recognition of the utility of native language support in enhancing comprehension strategies This demonstrates that mother tongue plays an important role in delivering key information in listening tasks Similarly, a considerable percentage agrees that the use of the mother tongue by teachers facilitates comprehension of listening texts, implying that native language explanations aid in grasping the content and nuances of target language This finding is homologous with the Vygotsky's view (1978) which emphasizes that the mother tongue can serve as a tool for mediation, enabling learners to make connections between their existing knowledge and the target language There is notable agreement regarding whether the use of the mother tongue by teachers creates a motivating atmosphere for learning listening skills, with a substantial portion of students consenting (48.9%), while nearly a half of students (44.4%) share an opposite point. This suggests a potential disparity in perception regarding the motivational impact of native language use in the classroom This result opens a new aspect compared to Auerbach's (1993) assertion that the use of the mother tongue in classrooms has the potential to alleviate anxiety and create a more relaxed learning environment In addition, a significant percentage of students (62.2%) deny the idea that teachers' use of the mother tongue prevents them from studying in an English environment, indicating that an English learning setting can still be maintained even when the mother tongue is employed Nevertheless, a considerable proportion (37.8%)
38 perceives that the use of the mother tongue by teachers makes it more difficult to become accustomed to listening to English, highlighting potential challenges in transitioning to authentic English listening contexts Furthermore, mixed feedback is observed regarding whether the use of the mother tongue by teachers hinders the development of listening skills, with a substantial portion disagreeing (51.1%), but also a notable percentage agreeing (42.2%) This suggests that while native language support may offer benefits in certain aspects of listening skill acquisition, there are also concerns about its potential limitations in fostering independent listening proficiency Overall, the findings underscore the complex viewpoints between native language use and English language acquisition, warranting further exploration and consideration of pedagogical approaches that balance the advantages and drawbacks of incorporating the mother tongue in listening skill teaching.
Classroom observation was applied to verify whether students have linked their opinions with their actual responses It was considered as a "reality check" on the questionnaire results As mentioned in chapter 3, the objects of observation are students in classes 11Al, 11A2 and 11A3 Class 11A1 has 32 students with intermediate level, class 11A2 has 30 students with lower intermediate level and class 11A3 has 24 students with beginner level With permission from both the teachers and the students, the amount of LI and L2 that the teachers used throughout each 45- minute lecture, the purposes and students’ responses were recorded The observed lessons were conducted during Week 27, which meant that eleventh graders would be learning Unit 7: Education options for school-leavers Lesson VII Communication and culture.
The time duration that teachers allocate to using Vietnamese and English is a crucial aspect of the study The time percentage that teachers use mother tongue and target language in English lessons within three different classes (11A1, 11A2, and 11A3) is shown in chart 4 The data is broken down into three categories: the total teacher
39 speaking time, the time spent speaking in the mother tongue (L1), and the time spent speaking in the target language (TL) The total time that teacher speaks in one lesson is counted as 100%.
Chart 4 Time duration teachers use Vietnamese and English
8 Speaking time in Vietnamese 8 Speaking time in English
As can be seen from the chart, all three classes need Vietnamese to be used by teachers, but the breakdown between LI (first language) and TL (target language) usage varies significantly across the classes Notably, class 11A1 allocates a considerable portion of teacher speaking time, 67%, to English, while only 33% is allocated to the mother tongue This signifies a strong emphasis on English language used and understood by students within the classroom environment Conversely, in Class 11A3, teacher predominantly employs the mother tongue, with 65% of speaking time dedicated to it, suggesting that students rely heavily on native language instruction Class 11A2 presents a more balanced distribution, with 48% of teacher speaking time in the mother tongue and 52% in English.
4.2.2 The purposes of teacher’s use of mother tongue
The different purposes for the utilization of mother tongue are demonstrated in table 7. The number of minutes that teachers speak in mother tongue is recorded and then
40 converted into percentages The total time spent using the mother tongue in each class across all the listed purposes is considered as 100% This total time served as the denominator for deriving the proportion of time allocated to each specific activity. Among the various situations when the use of L1 was recorded, the most common is when students need to practice the use of some phrases, idioms, slangs, terms and expressions especially doing translation exercises In contrast, checking students’ understanding constitutes smallest proportion in all three classes.
Table 7 The purposes of teacher’s use of mother tongue
Disciplining and managing the class
Explaining complex vocabulary or structures 18% 12%
Explaining the strategies and tips in listening
Guiding students through complex speaking and ae 22% pronunciation skills
Practicing the use of some phrases, idioms, slangs, terms and expressions (e.g doing 16% translation exercises)
In Class 11A1, the teacher predominantly uses the mother tongue for explaining complex vocabulary and structures (22%) and practicing the use of phrases and expressions (26%) Some students had a small issue understanding the words and
33 66 phrases “suit you’, “vocational education”, “technical education”, and “sixth form”. However, they had no issue comprehending phrases from the concrete vocabulary, such as “shall I come’, “could I meet you’, and ‘have an appointment” To ensure comprehension, teacher explained these terms more detailed in target language.
“Technical education’, for example, was education that provided knowledge and skills that prepared learners for a particular job, skilled craft as an artisan, trade as a tradesperson, or work as a technician Subsequently, as the students remained unable to comprehend, the teacher resorted to explaining in mother tongue “technical education có nghĩa là giáo duc nghề nghiệp trong tiếng Việt" Other purposes, such as guiding students through complex speaking and pronunciation skills (19%) and explaining listening exercise strategies (23%), also account for significant proportions On the other hand, managing the class, giving feedback and delivering classroom commands occupy very small percentage indicating that mother tongue was primarily utilized for facilitating the delivery of knowledge to students.
In Class 11A2, it is noticeable that the largest portion of mother tongue usage, accounting for 22%, is directed towards guiding students through complex speaking and pronunciation skills, indicating the crucial role of the mother tongue in providing clarity and support in mastering intricate linguistic aspects For example, “sixth” is not a strange word but numerous students have trouble in pronouncing it correctly, especially “th” part In this case, teacher chose to explain in Vietnamese: “Khi doc 4m
/0/, đầu lưỡi đặt vào giữa răng cửa trên và răng cửa dưới Sau đó, day hơi ra ngoài qua khe giữa đầu lưỡi và răng cửa trên dé tạo thành âm gió Vì âm /0/ là âm vô thanh, nên khi phát âm dây thanh quản không rung.” Following closely, 20% of its usage is allocated to explaining strategies and tips in listening exercises When it came to the task “Listen and complete the conversation with the expressions in the box”, teacher focused on explaining the steps to resolve this type of exercise: “Trudc khi nghe, doc kỹ đoạn văn và các dap án được đưa ra, xác định từ loại cần điền vào chỗ trồng.
Analysis of students’ interVicW .cccccsceescceseesseeeeeeteeesessceeseeeseeeseseseeseeeteeeseents 46 1 Students’ viewpoints about the necessity of using mother tongue
The interviews with student Al, A2; Bl, B2 and Cl, C2 from three classes 11A1, 11A2 and 11A3 respectively aimed to capture their perspectives on teachers' utilization of the mother tongue in English language instruction Each student's responses were meticulously transcribed and subsequently analyzed and summarized, prioritizing the content over linguistic nuances This approach was crucial in unveiling any commonalities or discrepancies in students’ viewpoints regarding the use of their native language in EFL classrooms Furthermore, the researcher leveraged these insights to juxtapose and complement the data collected through questionnaire and classroom observations, thus enriching the understanding of students’ attitudes and perceptions toward the teachers' use of the mother tongue in English lessons.
4.3.1 Students’ viewpoints about the necessity of using mother tongue
The finding from questionnaire unveiled incongruity in the students’ opinions about the use of mother tongue in English lessons Among the submitted questionnaires, opinions varied regarding English teachers’ use of both the mother tongue and English in lessons versus advocating for English as the sole language used This was further discussed with student Al, A2, B1, B2 and Cl, C2.
Student Al from Class 11A1 asserts that teachers should avoid using Vietnamese, emphasizing that "using English consistently fosters a more immersive learning environment." He argues that immersion in English challenges students to think and communicate in the target language, thus facilitating deeper learning Similarly, Student A2 believes that the less Vietnamese is used, the better, saying that "teachers shouldn't use Vietnamese in English classes" to maintain an immersive environment. However, she concedes that brief use of the mother tongue might be needed for particularly complex concepts.
Student BI from Class 11A2 takes a more balanced approach He suggests that English should be the primary language, but there are times when Vietnamese can be useful, especially when "clarifying difficult grammar rules or abstract concepts." He acknowledges that this balance allows students to get the most out of their English learning while still ensuring clarity when needed Student B2 from the same class supports this view, stating, "While using English helps us improve, sometimes we need Vietnamese to understand difficult concepts or instructions." This demonstrates the idea that a mix of both languages can be beneficial for learning.
In contrast, students from Class 11A3 tend to see more necessity in using the mother tongue Student Cl feels that using Vietnamese "helps students understand new words and ideas easily," contributing to a less confusing and more enjoyable learning environment Student C2 agrees, stating, "When teachers use Vietnamese, I understand better." She also finds that it helps reduce anxiety and fosters a sense of comfort and confidence in the classroom.
Given the limited number of participants, with only six representatives from three different classes, it was not able to draw any general conclusions from the interview. Nevertheless, they share some viewpoints that help the researcher have a deeper look on the cases that students need mother tongue to be used.
Situations requiring the use of the mother tongue in English classes often arise when students encounter complex concepts, unclear instructions, or unfamiliar vocabulary. There is a need to resort English to the mother tongue to explain challenging topics or when students struggle to understand an English-only explanation For instance, student B1 shared that during a lesson on global warming, technical terms like "fossil fuel" were difficult to grasp, leading him to ask for a translation into Vietnamese He admitted, "After my teacher explained more in English, I still didn’t understand.
Therefore, I needed her to translate to Vietnamese."
Another situation where the mother tongue becomes necessary is when teachers give complex instructions Student C2 recalled a class activity where the teacher’s English- only instructions caused confusion She explained, "Everyone started moving around, and I felt lost," emphasizing the need for clarity in the mother tongue to avoid misunderstanding Similarly, student Cl shared that he generally understands instructions only when the teacher uses simple, familiar English words, suggesting that mother tongue use in these situations provides clarity and reduces confusion.
Students also require the mother tongue when they need to confirm information or ask for translations of technical terms or idiomatic expressions Student A2 mentioned that during an English lesson, the teacher's use of phrases like "die out" needed clarification in Vietnamese to ensure proper understanding He commented, "I wasn't sure about the exact meaning of ‘die out,' so I asked for a translation in Vietnamese." This reliance on the mother tongue helps bridge the gap in comprehension, especially with unfamiliar terms.
4.3.3 The benefits and drawbacks of teachers' use of mother tongue on listening and speaking skills
4.3.3.1 Benefits of teachers' use of mother tongue on listening and speaking skills
The use of the mother tongue by teachers in English classes can have significant benefits for students' listening and speaking skills, particularly in fostering confidence and providing clarity While excessive reliance on the mother tongue can impede
48 immersion, a strategic balance can create a supportive learning environment that ultimately enhances these skills One of the key benefits is the reduction of anxiety and confusion When students face challenging instructions or unfamiliar vocabulary, teachers' use of the mother tongue can provide immediate clarity, allowing them to focus on content rather than grappling with comprehension As student C1 mentioned,
"If my teachers use mother tongue, I can easily understand the lesson and know what's happening in class." This reduced stress can encourage students to engage more actively in class discussions, thereby improving their speaking skills.
Another benefit of using the mother tongue is in reinforcing correct pronunciation and comprehension of complex concepts When English words have similar pronunciations, or when grammar rules are intricate, using the mother tongue to explain these differences can help students distinguish and understand them more effectively Student B2 recalled a pronunciation lesson where the teacher's explanation in Vietnamese made it easier to grasp the difference between "ship" and "sheep," helping with listening and speaking accuracy.
Additionally, the use of the mother tongue can foster a more inclusive classroom environment, where students feel comfortable expressing their ideas without fear of miscommunication As student Cl noted, "When the question is delivered in Vietnamese, I feel more comfortable to speak, as I'm aware of what is happening." This comfort level can encourage students to participate more actively in class activities, contributing to their speaking skills development Furthermore, in situations where precise understanding is crucial, such as exam instructions or key concepts, the mother tongue can ensure students grasp the necessary details, thereby supporting both their listening and speaking capabilities.
4.3.3.1 Drawbacks of teachers' use of mother tongue on listening and speaking skills
While the strategic use of the mother tongue in English classes can offer certain benefits, it also has notable drawbacks, especially when it comes to developing listening and speaking skills One of the primary concerns is the reduction in
DISCUSSIONS 0.0 cece eeseeseceneceseeeeeceesseeseessecseecsecsseossecsaesseesseesseeaessaesseesseenaeenas 50
4.4.1 The uses of mother tongue in English speaking and listening classrooms
The integration of the mother tongue in English speaking and listening classrooms has been a subject of extensive research and debate in language education This discussion will explore the multifaceted uses of the mother tongue in these contexts, drawing comparisons between existing literature and the findings of the present research Throughout the discussion, specific
50 authors will be cited to provide a comprehensive overview of the scholarly discourse surrounding this topic.
In the literature review, the role of the mother tongue in facilitating language comprehension and production in English classrooms is underscored by numerous authors Vandergrift and Goh (2012) emphasize the importance of comprehension strategies and techniques in facilitating listening skills, advocating for a balanced approach that integrates authentic materials and learner-centered activities This sentiment is echoed in this research findings, where participants recognized the pedagogical benefits of utilizing their mother tongue, particularly for explaining complex vocabulary or structures, guiding students through speaking and pronunciation skills, and elucidating strategies and tips in listening exercises.
Similarly, Rivers (1987) highlights the significance of linguistic clarity and mastery in oral communication, advocating for a balance between fluency and accuracy in speaking instruction This aligns with the research findings where participants acknowledged the importance of linguistic support in honing language proficiency and cultural understanding. Cook (2001) discusses the phenomenon of transfer in language acquisition, emphasizing how learners draw upon their existing linguistic knowledge to navigate listening comprehension and oral expression This echoes the role of the mother tongue as a cognitive scaffold in language learning, as emphasized by Goh (2015).
Overall, the discussion underscores the complexity of language instruction dynamics and the multifaceted roles of the mother tongue in English speaking and listening classrooms By considering theoretical frameworks, pedagogical approaches, practical considerations, and comparative analysis, educators can develop informed strategies for leveraging the mother tongue to enhance language learning outcomes and promote students’ linguistic and communicative competence.
4.4.2 Students' attitudes toward the uses of mother tongue
Students’ attitudes toward the uses of the mother tongue in English speaking and listening classrooms play a significant role in shaping language learning experiences and instructional approaches Drawing upon the results and findings from the questionnaires, classroom observation and students interview, this section examines the diverse perspectives, beliefs, and preferences of students regarding the integration of the mother tongue in English speaking and listening instruction, highlighting its implications for classroom dynamics and language learning outcomes.
The research findings indicate a spectrum of attitudes among students toward the use of the mother tongue in English classrooms, with a significant proportion expressing favorability and acknowledging its potential benefits for comprehension and engagement Studies by Al-Nofaie (2010) and Kharma and Hajjaj (1989) suggest that many students perceive the mother tongue as a valuable tool for clarifying concepts, checking understanding, and fostering a sense of cultural connection Additionally, surveys conducted with Turkish students by Debreli and Oyman (2015) reveal a high level of acceptance and support for the use of the mother tongue in English classrooms, with the majority of students expressing joy and satisfaction when their teachers incorporate the mother tongue in instruction These findings underscore the diverse linguistic and cultural contexts in which students view the mother tongue as a beneficial resource for language learning and communication This positive reception is echoed in this research findings, where participants generally expressed support for the incorporation of the mother tongue into language learning activities.
However, the positive reception toward the use of the mother tongue is not universal, as some students express ambivalence or opposition to its integration in English classrooms Studies by Al-Nofaie (2010) and AbuHmaid (2014) suggest that a notable proportion of students harbor reservations about the use of the mother tongue, fearing that it may hinder their English language learning or detract from the immersive language experience Furthermore, Debreli and Oyman's (2015) investigation reveals differences in students’ attitudes based on their English proficiency levels, with some students expressing dissatisfaction or perceiving no significant difference when the mother tongue is used in instruction These nuanced perspectives highlight the complex interplay between students' language backgrounds, learning experiences, and attitudes toward the use of the mother tongue in English classrooms This also be shown in the finding of this research when the research findings shed light on the potential benefits and challenges of using the mother tongue in language instruction. While most students recognized its pedagogical benefits, including facilitating comprehension and communication, concerns were also raised about its potential
52 impact on English language proficiency and the creation of an English-speaking environment.
The controversy surrounding the use of the mother tongue in English language classrooms is inherently tied to its perceived impact on language learning outcomes and instructional effectiveness Brookfield-Lewis (2009) notes that while many students recognize the potential benefits of incorporating the mother tongue, others view its inclusion as unavoidable or even necessary for comprehension and engagement.
This acknowledgment introduces an additional layer to the debate, suggesting that students’ attitudes toward the use of the mother tongue are nuanced and multifaceted, influenced by various factors including proficiency levels, cultural background, and perceived effectiveness Moreover, the diverse perspectives underscore the ongoing and evolving nature of the controversy, presenting educators and researchers with a complex landscape to navigate.
The research findings yield valuable practical considerations for educators aiming to integrate the mother tongue into English speaking and listening classrooms. Understanding students’ attitudes towards its usage is paramount, serving as a guide for instructors to tailor language instruction to meet diverse preferences effectively By acknowledging and embracing these attitudes, educators can foster inclusivity and engagement within the learning environment Flexibility in instructional approaches is essential, allowing teachers to adapt their methods based on individual student needs and classroom dynamics Strategic incorporation of the mother tongue not only enhances comprehension but also plays a crucial role in reducing language-related anxiety among students Moreover, its judicious use fosters a positive and supportive atmosphere, conducive to effective language learning experiences Thus, by leveraging the insights provided by this research, educators can implement innovative strategies that optimize language instruction and promote student success in speaking and listening skills.
A comparative analysis of the research findings reveals a spectrum of attitudes among students towards the use of the mother tongue in language instruction While some students embrace its benefits, viewing it as a valuable tool for comprehension and engagement, others hold contrasting perspectives This diversity underscores the importance of adopting adaptable teaching approaches that consider contextual factors such as cultural norms, linguistic backgrounds, and instructional objectives Educators must strive for inclusivity, respecting and accommodating individual preferences while maintaining a focus on effective language learning outcomes By recognizing the nuanced attitudes towards the mother tongue, educators can create learning environments that cater to the diverse needs of their students Moreover, fostering open dialogue and understanding between educators and students can promote mutual respect and collaboration, enhancing the overall language learning experience Thus, a comparative analysis of student attitudes underscores the necessity for flexible and student-centered approaches to language instruction that prioritize inclusivity and effectiveness.
In summary, chapter 4 provides a comprehensive analysis of students' attitudes towards the use of the mother tongue in teaching speaking and listening skills, as explored in a survey study conducted at a high school in Haiphong Through questionnaire surveys, class observations, and student interviews, this chapter delves into the different aspects surrounding the utilization of mother tongue in teaching English skills The findings reveal varied perspectives among students regarding the impact of the mother tongue on their speaking and listening learning experiences. While some students perceive its use as beneficial for clarification and comprehension, others express concerns about potential drawbacks such as overreliance hindering English language proficiency development These insights offer valuable guidance for educators in navigating the balance between leveraging the mother tongue to scaffold learning and promoting immersion in the target language Furthermore, class observations and student interviews offer nuanced insights into the practical implications of mother tongue usage for the speaking and listening skills They underscore its potential to facilitate effective communication and address students’ linguistic needs, while also highlighting its limitations in potentially hindering
54 communication and failing to fully meet students' language learning requirements By considering these diverse findings, educators can make informed decisions to refine language instruction strategies, ensuring they effectively enhance students' speaking and listening skills in the high school setting.
CONCLUSION 6- G5 5 9 0091 0400898080050 56
Limitations and suggestions for further researCh - s++s<ss++secxsseeesss 58 REEFERENCES co 5-5-5 cọ ng 00000 0 000080.900091000600809000 60
Despite the efforts made in this study, several limitations need to be acknowledged.
Firstly, this study analyzed the differences in teachers' use of mother tongue and students' attitudes towards it in three classes 11A1, 11A2, 11A3 with three different levels of English proficiency However, further investigation is required to thoroughly and comprehensively examine the impact of varying degrees of English competence on instructors’ use of mother tongue.
Secondly, a notable limitation of this study is the absence of data regarding teachers' attitudes towards the use of their mother tongue in EFL classrooms Given that language learning is a two-way process involving both teachers and students, it is
58 crucial to explore teachers' perspectives on L1 usage to gain a comprehensive understanding of its impact on the learning process Future research should aim to include teachers' viewpoints and experiences to provide a more holistic understanding of the dynamics surrounding L1 integration in EFL classrooms.
Furthermore, the sample size and representativeness of the population may limit the generalizability of the findings The number of participants in the study was relatively small compared to the potential pool of students who could have participated, raising concerns about the extent to which the results can be extrapolated to the broader EFL teaching context Additionally, the limited number of observations and interviews conducted with students may have constrained the depth and breadth of the data collected, affecting both the internal and external validity of the study For instance, the presence of an observer during classroom observations could have influenced students’ responses.
To address these limitations and further advance research in this area, it is recommended that future studies be conducted on a larger scale, involving a more diverse and representative sample of teachers and students Additionally, employing action research methodologies could allow for more in-depth data collection and investigation into the effects of L1 usage on students’ language proficiency and engagement over time By addressing these limitations and exploring additional avenues of inquiry, researchers can contribute to a more nuanced understanding of the role of students' first language in EFL teaching and learning contexts.
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STUDENTS’ RESPONSES TO THE QUESTIONNAIRE
A Survey of Students’ Attitudes on the use of mother tongue in teaching
English speaking and listening skills
Welcome to this survey My name is Tran Bao Hieu and J am studying for a Master Degree in Theory and Methodology in teaching English The purpose of my survey is to find out students' attitudes toward the teachers’ use of their mother tongue in teaching speaking and listening skills Please spend a few minutes answering the following questions All your answers will be used to serve the survey only and will be kept confidential Thank you so much for your enthusiastic cooperation!
1 What is your native language? (Ngôn ngữ me đẻ cua bạn là gì?)
2 What class are you in? (Ban hoc lớp nao?)
3 How many percent of the total time of one lesson do your teachers use mother tongue in your English lessons? (If your teachers do not use mother tongue, please skip all the questions below)
(Gido vién cua ban sw dung tiéng me đẻ trong các bai học tiếng Anh của bạn bao nhiêu phan trăm trong tong thời lượng một bài học? (Nếu giáo viên của bạn không sử dụng tiéng mẹ đẻ, vui long bỏ qua tat ca các câu hỏi bên dưới)
4 In what activities do your teachers use mother tongue in English lessons? (You can choose more than one options)
(Giáo viên của bạn sử dụng tiếng me đẻ trong các bài học tiếng Anh trong những hoạt động nào? (Bạn có thể chọn nhiều hơn một phương án))
(Đưa ra hiệu lệnh lớp hoc)
(Ky luật và quan ly lớp hoc) (8,9%)
(Kiém tra mức độ hiếu bài cua hoc sinh)
Explaining complex vocabulary or structures
(Giải thích từ vựng hoặc cau trúc phức tap) (11,1%)
Explaining the strategies and tips in listening exercises 8N
(Giải thích các chiến lược và mẹo trong làm bài tập nghe) (17,8%)
Guiding students through complex speaking and pronunciation skills 9N
(Hướng dan học sinh kỹ năng nói và phát âm phức tap) (20,0%)
Practicing the use of some phrases, idioms, slangs, terms and 10N expressions (e.g doing translation exercises) (22,3%) cách diễn đạt (ví dụ: làm bài tập dịch thuật))
5 Please express your opinions by ticking the appropriate box next to the statement.
(Hãy bay tỏ quan điểm của ban bang cách tích vào các 6 tương ứng)
Strongly Agree Neutral | Disagree | Strongly
Agree (đồng ý) (trung (không | Disagre (rất lập) đồng ý) e
Opinions đồng ý) rất không đồng ý)
It is preferable for English teachers to use both their mother tongue and
English in their lessons 2N 9N 0N 3N IN
(Giáo viên tiếng Anh nên sử dụng cả | (11.1%) (50.0%) (0.0%) (33.3%) | (5.6%) tiếng me đẻ và tiếng Anh trong giờ học.)
English should be the only language used In lessons 2N 3 IN 7N 2N
(Tiếng Anh nên là ngôn ngữ duy nhất | (13.3%) (20.0%) (6.7%) (46.7%) | (13.3%) được sử dụng trong các tiết học )
Mother tongue should be used most of the time 3N 7N IN 3N IN
(Tiếng mẹ đẻ nên được sử dụng hau | (20.0%) (46.7%) (6.7%) | (20.0%) | (6.7%) hết thời gian của tiết hoc)
Mother tongue should only be used by teachers only when students do not understand English IN 2N 2N 8N 3N
(Tiếng mẹ đẻ chỉ được giáo viên sử (6.7%) (13.3%) | (13.3%)| (53.3%) | (20.0%) dụng khi học sinh không hiểu tiếng
English-only lessons may result in confusion and incomprehension for students 2N 7N IN 4N IN
(Những tiết học chỉ sử dụng tiếng (13.3%) | (46.7%) | (6.7%) | (26.7%) | (6.7%) Anh có thé khiến hoc sinh bối roi va kho hiéu.)
Teachers’ use of mother tongue discourages students from developing their English skills IN 3N 2N 6N 3N
(Viéc giáo viên sử dung tiếng mẹ đẻ (6.7%) (20.0%) | (13.3%) | (40.0%) | (20.0%) sẽ can trở học sinh phát triển các kỹ năng tiếng Anh )
Strongly | Agree Neutral | Disagree | Strongly
Agree | (déngy) | (trung (không | Disagree Opinions (rất đồng lập) | đồngý) | (rat ý) không đồng ý)
It is preferable for English teachers to use both their mother tongue and
English in their lessons 1N oN IN oN 2N
(Giáo viên tiếng Anh nên sử dụng cả | (6.7%) " (6.7%) “ (13.3%) tiếng mẹ đẻ và tiếng Anh trong giờ 6 học.)
English should be the only language used in lessons.
(Tiếng Anh nên là ngôn ngữ duy nhất được sử dụng trong các tiết học.)
Mother tongue should be used most of the time.
(Tiếng mẹ đẻ nên được sử dung hau hết thời gian của tiết học)
Mother tongue should only be used by teachers only when students do not understand English.
(Tiếng me đẻ chỉ được giáo viên sử dụng khi học sinh không hiểu tiếng
English-only lessons may result in confusion and incomprehension for students.
(Những tiết hoc chi sử dung tiếng
Anh có thể khiến học sinh bối rồi và khó hiểu.)
Teachers' use of mother tongue discourages students from developing their English skills.
(Việc giáo viên sử dung tiếng me đẻ sẽ cản trở học sinh phát triển các kỹ năng tiếng Anh )
Strongly Agree Neutral | Disagree | Strongly
Agree (đồng ý) | (trung (không | Disagree Opinions (rất đồng lập) đồng ý) (rất ý) không đồng ý)
It is preferable for English teachers to use both their mother tongue and
English in their lessons ON IN 3N 8N 3N
(Giáo viên tiếng Anh nên sử dung (0.0%) (6.7%) | (20.0%) | (53.3%) | (20.0%) cả tiếng me đẻ và tiếng Anh trong giờ học.)
English should be the only language used in lessons.
(Tiếng Anh nên là ngôn ngữ duy " ON IN IN ON nhất được sử dung trong các tié (66.7%) (20.0%) | (6.7%) (6.7%) | (0.0%) hoc.)
Mother tongue should be used most of the time ON 3N IN 9N 2N
(Tiếng mẹ đẻ nên được sử dụng (0.0%) (20.0%) | (6.7%) (60.0%) | (13.3%) hau hết thời gian cua tiết hoc)
Mother tongue should only be used by teachers only when students do not understand English IN 9N IN 2N 2N
(Tiếng me đẻ chỉ được giáo viên sử |_ (6.7%) (60.0%)| (6.7%) | (13.3%)| (13.3%) dụng khi học sinh không hiểu tiếng
English-only lessons may result in confusion and incomprehension for students ON 1N 2N 2N 10N
(Những tiết học chi sử dung tiếng (0.0%) (6.7%) | (13.3%) | (13.3%) | (66.7%) Anh có thể khiến học sinh bối rồi và khó hiểu.)
Teachers’ use of mother tongue discourages students from developing their English skills 3N 9N 2N IN 0N
(Viéc giáo viên sử dung tiếng mẹ (20.0%) (60.0%) | (13.3%) (6.7%) (0.0%) đẻ sẽ can trở học sinh phát triển các kỹ năng tiếng Anh )
6 What are the effects of teachers’ use mother tongue in English lessons to the speaking skill of students? Please express your opinions by ticking the box next to the statement.
(Những anh hưởng cua việc giáo viên sử dung tiêng mẹ dé dén kỹ năng noi cua học sinh là gì? Hãy bày tỏ quan điểm bằng cách tích vào các ô tương ứng?)
Strongly Agree Neutral | Disagree | Strongly
Opinions Agree (đồng ý) | (trung (không Disagree
(rat đông lập) đông ý) | (rat không ý) đồng ý)
It will be easier for me to understand the pronunciation,
1N 3N 3N 26N 12N intonation, stress, and rhythm of
(2.2%) (6.7%) (6.7%) | (57.8%) | (26.7%) words and sentences if teachers explain them in mother tongue.
(Tôi sẽ dê hiểu cách phát âm, ngữ điệu, trọng âm, nhịp điệu của từ va câu hơn nêu giáo viên giải thích bằng tiếng mẹ đẻ.)
When teachers use mother tongue,
I can follow the lessons easier and be more confident to speak.
(Khi giáo viên sử dung tiếng me đẻ, tôi có thể theo dõi bài học dễ dang hơn và tự tin hơn khi nói chuyện.)
Teachers’ use of mother tongue creates a motivating atmosphere for learning speaking skills.
(Việc sử dung tiếng me dé của giáo viên tạo ra bau không khí sôi noi cho việc học kỹ năng nói.)
Teachers’ use of mother tongue makes it more difficult to be accustomed to speaking English.
(Việc giáo viên sử dung tiếng me đẻ khiến tôi khó làm quen với việc nói tiếng Anh hơn.)
Teachers’ use of mother tongue results in the lack of English- speaking environment.
(Viéc sw dung tiếng mẹ đẻ dẫn đến thiếu môi trường nói tiếng Anh.)
Teachers’ use of mother tongue prevents me from developing speaking skills 6N 14N 3N 17N 3N
(Viéc su dung tiéng me đẻ của (13.3%) (31.1%) | (11.1%) | (37.8%) (6.7%) giáo viên khiến tôi không thé phát triển kỹ năng nói.)
7 What are the effects of teachers’ use mother tongue in English lessons to listening skill of students? Please express your opinions by ticking the box next to the statement.
(Những anh hưởng của việc giáo viên sử dung tiếng me đẻ đến kỹ năng nói của hoc sinh là gi? Hãy bày tỏ quan điểm bằng cách tích vào các 6 tương ứng?)
Strongly Agree Neutral | Disagree | Strongly
Opinions Agree (đồng ý) | (trung (không Disagree
(rat dong lập) đông ý) | (rât không ý) đồng ý)
Teachers' use of the mother tongue helps me understand some tips and strategies to do listening exercises ON IN 4N 32N 8N
(Việc sử dụng tiếng mẹ đẻ của (0.0%) (2.2%) (8.0%) (71.1%) (17.8%) giáo viên giúp tôi hiểu được một số mẹo và chiến lược làm bài tập nghe.)
Teachers’ use of the mother
(Việc sử dụng tiếng mẹ đẻ của giáo viên giúp tôi hiểu bài nghe.)
Teachers’ use of mother tongue creates a motivating atmosphere for learning listening skills.
(Việc sử dung tiếng me dé của giáo viên tạo ra không khí hứng thu cho việc hoc kỹ năng nghe.)
Teachers’ use of mother tongue prevents me from studying in an
(Việc sử dung tiếng me đẻ của giáo viên khiến tôi không thể học tập trong môi trường tiếng Anh.)
Teachers' use of mother tongue makes it more difficult to be accustomed to listening to
(Việc giáo viên sử dung tiếng mẹ đẻ khiến việc làm quen với việc nghe tiếng Anh trở nên khó khăn hơn.)
Teachers’ use of mother tongue prevents me from developing listening skills.
(Viéc su dung tiếng mẹ đẻ của giáo viên khiến tôi không phát
73 triển được kỹ năng nghe.)
INTERVIEW’ QUESTIONS AND STUDENTS’ ANSWERS
This interview is conducted as a part of my research “Students' attitudes toward the use of mother tongue in teaching speaking and listening skills: A survey study at a high school in Haiphong.” Your assistance in participating in the interview is highly appreciated All the information provided is of great use and for study purpose only Thank you very much for your cooperation!
Question 1: “Which language does your teacher use most of the time in your English lessons? Is it your first or second language?”
Question 2: “Should Vietnamese be used by teachers in English classes? Why or why not?”
Question 3: “Jn what situations do you need your teachers to use mother tongue?”
Question 4: “Tell me about a situation when your teacher used English exclusively and you did not understand Thus, you must confirm information in L2 or even need teachers' translation to L1.”’
Question 5: “Does the teachers' use of mother tongue affect your listening and speaking skills? If yes, explain how?”
CAU HOI PHONG VAN PHONG VAN CHO HOC SINH Cuộc phỏng van nay được thực hiện như một phan trong nghiên cứu của tôi
“Thái độ của học sinh đối với việc sử dụng tiếng mẹ đẻ trong giảng dạy kỹ năng nghe và nói: một nghiên cứu khảo sát tại một trường cấp ba ở Hải Phòng” Sự hỗ trợ của bạn trong việc tham gia phỏng vẫn được đánh giá cao Tất cả các thông tin được cung cấp chỉ được sử dụng cho mục đích nghiên cứu Cảm ơn bạn rất nhiều vì sự hợp tác của bạn!
Câu hỏi 1: “Trong tiết học tiếng Anh của bạn, giáo viên chủ yếu sử dụng ngôn ngữ nào? Tiếng mẹ đẻ của bạn hay tiếng Anh?”
Câu hỏi 2: “Giáo viên có nên sử dụng tiếng Việt trong giờ học tiếng Anh không? Tại sao/ Tại sao không ?”
Câu hỏi 3: “7rong những tình huống nào bạn can giáo viên sử dụng tiếng mẹ dé?”
Câu hỏi 4: “Hãy kể cho cô nghe về một tình huong khi giáo viên của ban chỉ sử dụng tiếng Anh và bạn không hiểu Vì vậy, bạn phải hỏi lại bằng tiếng Anh hoặc thậm chí cần giáo viên dịch sang tiếng Việt!”
Câu hỏi 5: “Việc sử dụng tiếng mẹ đẻ của giáo viên có ảnh hưởng đến kỹ năng nghe và nói cua bạn không? Nếu có, nó ảnh hưởng như thé nao?”
Answer to question 1: Second language
Answer to question 2: I think teachers in English classes shouldn't use Vietnamese during instruction Using English consistently fosters a more immersive learning environment, which is essential for language acquisition It challenges us to think and communicate in English, facilitating a deeper understanding of the language While occasional translations might seem helpful, relying on Vietnamese could hinder our progress The more we're exposed to English, the more confident and proficient we become So, sticking to English as the primary language of instruction ensures a more effective learning experience.
Answer to question 3: I don't think I need teachers to use Vietnamese in English classes.
Answer to question 4: My teacher once explained to us a complex concept, leaving me confused I thought I needed a Vietnamese translation, but when she clarified it again with more simple words, I caught her ideas immediately For example, Global warming can be explained by the gradual warming of the earth because of heat trapped by carbon dioxide and other gases in the atmosphere or Emission is an amount of gas, heat, light, etc that is sent out.
Answer to question 5: If my teachers use mother tongue, I feel like I am unable to study in an English environment As a result, my ability to speak and listen in English has not significantly improved To improve proficiency, English instruction needs to be emphasized more, creating a more immersive learning environment for comprehensive language growth.
Answer to question 1: My teacher primarily uses English in our lessons, which is my second language Occasionally, they might use my first language for clarity, but most instruction is in English.
Answer to question 2: I generally think teachers shouldn't use Vietnamese in English classes An immersive environment in English helps us become more comfortable with the language It challenges us to think and communicate in English, which is crucial for learning Using Vietnamese too often could make it harder to improve our English skills However, brief explanations in Vietnamese can be useful in rare cases where concepts are particularly complex.
Answer to question 3: I think teachers should use Vietnamese only in special cases, like when explaining complicated topics or giving important instructions This can help clear up confusion and ensure we understand the key points But overall, the less we rely on Vietnamese, the more we can immerse ourselves in English.
Answer to question 4: During an English lesson, our teacher was discussing animal conservation and used the phrase "die out." She mentioned that some species are in danger of dying out, which meant they would no longer exist I wasn't sure about the exact meaning of "die out," so I asked her to explain in Vietnamese, and he explained it in Vietnamese as "tuyét chung." This helped me understand the term better and reinforced why conservation is important It also showed me that brief translations can sometimes be helpful for complex ideas.
Answer to question 5: Yes, it affects my listening and speaking skills When teachers rely too much on the mother tongue, it can slow my progress in English It makes it easier to fall back on Vietnamese instead of pushing myself to use English On the other hand, when the class is mostly in English, it creates an immersive environment that helps me improve my comprehension and speaking abilities It's challenging at times, but ultimately more effective for language learning.
Answer to question 1: I think English and Vietnamese are equally used.
Answer to question 2: I believe that in English classes, teachers should primarily use English Students improve their language skills more quickly when English is used as the main language It lets us use and practice the language all the time, which is very important for getting better But there are times when speaking Vietnamese can be useful, especially when there is something complicated or we want more information. English should be the main language, but using Vietnamese sometimes is useful.
Answer to question 3: I find it helpful when teachers use the mother tongue to clarify difficult grammar rules or abstract concepts It aids my understanding and makes complex ideas more accessible When addressing individual learning needs or providing constructive feedback, the use of the mother tongue ensures clarity Overall, it plays a vital role in creating a supportive and inclusive learning environment.
Answer to question 4: Last week, we studied the topic: Global warming and there were some difficult words that I couldn’t understand such as: Fossil fuel that means
“Năng lượng hoa thach.” After my teacher explained more in English, I still didn’t understand Therefore, I need her to translate to Vietnamese.
Answer to question 5: It is clear that teachers using the mother tongue makes it harder for me to improve my speaking and listening skills in English The reason is that I don’t practice speaking and listening to English a lot However, it helps me follow the lessons It's easier to understand lessons when teachers explain things in Vietnamese This also makes us feel more comfortable expressing our thoughts and ideas.
Answer to question 1: My teacher mostly uses English in class, but sometimes uses Vietnamese for clarification English is my second language.
Answer to question 2: I think teachers should use both Vietnamese and English in
CLASS OBSERVATION CHECKLISTS AND RESULTS
16.36 mins 15.83 mins 17.23 mins Total teacher speaking time
5.4 mins 7.6 mins 11.2 mins Teacher speaking time in L1
10.96 mins 8.23 mins 6.03 mins Teacher speaking time in TL
2 The purposes of the teachers’ use of L1
6 seconds 11 seconds 20 seconds Delivering classroom commands
11 seconds 14 seconds 24 seconds Disciplining and managing the class
3 seconds 6 seconds 11 seconds Checking students’ understanding
10 seconds 15 seconds 23 seconds Giving feedback
Explaining complex vocabulary or 71 seconds 86 seconds 101 seconds structures (22%) (18%) (12%)
Explaining the strategies and tips in 75 seconds | 115 seconds | 133 seconds listening exercises (23%) (20%) (13%)
Guiding students through complex 62 seconds | 108 seconds 125 seconds speaking and pronunciation skills (19%) (22%) (14%)
Practicing the use of some phrases, 84 seconds 69 seconds 113 seconds idioms, slangs, terms and expressions (26%) (16%) (19%)
Class 11A1 Class 11A2 Class 11A3 Students’ responses 32 students 30 students 24 students teachers’ requirements or answer 2N questions when teachers use TL
Students need to confirm information in
Students need more explanation in TL
Students need to confirm information in
(Phiếu dành cho học sinh)
Tên dé tài tham gia nghiên cứu: Thdi độ của học sinh đối với việc sử dụng tiếng mẹ đẻ trong giảng day kỹ năng nghe và nói: một nghiên cứu khảo sát tại một trường cấp ba ở Hải Phòng.
Mục đích nghiên cứu: Nghiên cứu nhằm mục đích tìm ra những ảnh hưởng của việc giáo viên sử dụng tiếng mẹ đẻ trong giảng dạy kỹ năng nghe và nói tiếng Anh của học sinh lớp 11cũng như thái độ của hoc sinh đối với việc này.
Khoảng thời gian nghiên cứu dự kiến: 01 tháng
Số học sinh tham gia nghiên cứu: 45 Phương pháp tiến hành: Bảng câu hỏi khảo sát, phỏng vấn, quan sát lớp học.
Sau khi được giải thích về mục đích, lợi ích của nghiên cứu “Thái độ của học sinh đối với việc sử dụng tiéng mẹ đẻ trong giảng day kỹ năng nghe và nói: một nghiên cứu khảo sát tại một trường cấp ba ở Hải Phòng ”, em đồng ý tự nguyện tham gia vào nghiên cứu này Em xin tuân thủ các quy định của nghiên cứu.
Hải Phòng, ngày tháng năm