A survey on the impact of the marketization of english on parents’ attitudes to their young children learning english

A survey on the impact of the marketization of english on parents’ attitudes to their young children learning english A survey on the impact of the marketization of english on parents’ attitudes to their young children learning english luận văn tốt nghiệp thạc sĩ

VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** ĐỖ THỊ HUYỀN A SURVEY ON THE IMPACT OF THE MARKETIZATION OF ENGLISH ON PARENTS'ATITUDES TOWARD THEIR YOUNG CHILDREN LEARNING ENGLISH (KHẢO SÁT VỀ SỰ TÁC ĐỘNG CỦA THỊ TRƯỜNG HÓA TIẾNG ANH ĐỐI VỚI THÁI ĐỘ CỦA CHA MẸ CHO TRẺ CON HỌC TIẾNG ANH) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231.01 Hanoi – 2020 VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** ĐỖ THỊ HUYỀN A SURVEY ON THE IMPACT OF THE MARKETIZATION OF ENGLISH ON PARENTS'ATITUDES TOWARD THEIR YOUNG CHILDREN LEARNING ENGLISH (KHẢO SÁT VỀ SỰ TÁC ĐỘNG CỦA THỊ TRƯỜNG HÓA TIẾNG ANH ĐỐI VỚI THÁI ĐỘ CỦA CHA MẸ CHO TRẺ CON HỌC TIẾNG ANH) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231.01 Supervisor : Mr Le Van Canh, Assoc Prof Hanoi – 2020 DECLARATION I, Do Thi Huyen, hereby certify that my thesis entitled A survey on the impact of the marketization of english on parents'atitudes toward their young children learning english ( Khảo sát tác động thị trường hóa tiếng Anh thái độ vủa cha mẹ cho trẻ học tiếng Anh) submitted to the Faculty of Post- Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi is my own work I have not submitted this thesis for assessment in any other training institutions and documented references have been fully provided Hanoi, 2020 Do Thi Huyen i ACKNOWLEDGEMENTS I would like to express my special and sincere thanks to my supervisor, Mr Le Van Canh, PhD, my supervisor, who has patiently and constantly supported me through the stages of , and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher I also want to express my profound gratitude to all the doctors, lecturers and staff members of the Faculty of Postgraduate Studies, University of Foreign Languages and International Studies, Vietnam National University, Hanoi for their valuable lectures and useful advice that is of a great help for me to fulfill the thesis I would also like to send my deep sense of thanks to all enthusiastic parents as well as the principles at some surveyed primary schools for their cooperation and the valuable information they provided in my research field Without their passionate participation and input, the validation survey could not have been successfully conducted Last but not least, I must express my very profound gratitude to my family members and to my friends for providing me with unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing this thesis This accomplishment would not have been possible without them ii ABSTRACT This study investigated the parents' attitudes towards their children' English language learning under the impact of marketization of English at some Primary schools in Khoai Chau district, Hung Yen province A questionnaire survey was conducted by google.form and only 115 reponses of 350 parents were sent back In addition, the author had four interviews through Zoom with four primary school leaders of different primary schools located in Hung Yen province and all these were recorded fully and exactly Beside the data was collected by means of the questionnaire and interviewing, various information from advertisements on posters, leaflets, mass media such as facebook, websites, etc., was also collected as references of English training private companies‘ marketing strategies The results of the study showed the marketing strategies of these companies/centers had some positive and negative impacts on the parents‘ attitudes but the positive ones overweigh the drawbacks And from the findings, some implications are also drawn to school managers, parents as well as private education companies‘ managers iii LIST OF FIGURES Figure 4.1: The parental interest comes from poster advertisement 27 Figure 4.2: The parental interest come from advertisement details 28 Figure 4.3: The parental interest comes from various resources of multi-media 29 Figure 4.4: The mental factors affecting parents 31 Figure 4.5: The parental reasons of applying for optional English program 33 Figure 4.6: Parental ideas about the first time to learn English 34 Figure 4.7: Parental ideas about the first grade to learn English at school 34 Figure 4.8: Parental ideas about English lessons per week 35 Figure 4.9: Parental ideas on choosing English program 36 Figure 4.10: The most attractive factors on material for parents 38 Figure 4.11: The most outstanding features in the English teaching programs 39 iv ABBREVIATIONS AEC ASEAN Economic Community ASEAN The Association of Southeast Asian Nations ACET Australian Education and Training Center ECA The US Department of Education and Education EFL English foreign language WTO WorldTradeOrganization IIE The Institute of International Education v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF FIGURES iv ABBREVIATIONS v TABLE OF CONTENTS vi CHAPTER I : INTRODUCTION 1 Rationale of the study Aims and objectives of the study Research questions Scope of the study Method of the study Significance of research Organization of the thesis CHAPTER II: LITERATURE REVIEW 2.1 Review of theoretical background 2.1.1 The spread of English to young learners 2.1.2 Neoliberalism in English language teaching 2.1.3 The marketization and marketing strategies 2.1.4 Teaching English for young learners 11 2.1.5 Attitudes of parents and their impact on young learners‘ learning English 15 2.2 Review of previous studies 18 2.2.1 Previous studies overseas 18 2.2.2 Previous studies in Viet Nam 19 2.2.3 Summary 20 CHARPTER III: RESEARCH METHODOLOGY 22 3.1 Research methodology 22 3.2 Setting 22 vi 3.3 Participants 23 3.4 Data collection 24 3.5 Data collection instruments 25 CHAPTER IV: DATA ANALYSIS AND FINDINGS 27 4.1 Marketing strategies used by private education companies to marketize English to young children at primary schools 27 4.2 Parents‘ attitudes towards children‘s learning English at primary schools 32 4.2.1 Parents‘ awareness of English important role 33 4.2.2 English teaching program‘s vital role 36 4.2.3 English learning environment 38 4.2.4 Real achievements in English are highly appreciated 39 4.3 Impacts of those strategies on parents' attitudes towards students' English language learning 41 4.3.1 Parents have positive attitudes 41 4.3.2 Parents have negative attitudes 42 4.4 School managers‘ attitudes towards the services of these private English language training providers 43 4.4.1 Data analysis from interviews 43 4.4.2 Positive attitudes towards the services of these private English language training providers 45 4.4.3 Dissatisfied attitudes towards the services of these private English language training providers 46 4.5 Summary 47 CONCLUSION 48 REFERENCES 51 APPENDIX I APPENDIX VII APPENDIX VIII vii CHAPTER I : INTRODUCTION Rationale of the study Although there are only 360 million native speakers in the world but it has 1.6 billion people use English as the first, second or third language Over the centuries, English has become a "bridge language" developing along with global trade, diplomacy and culture And despite the remarkable number of Chinese and Spanish users - two of the most used languages in the world in terms of number of native speakers, very few signs suggest that these two languages can challenge English as "lingua franca" around the world Since the mid-1990s, foreign investment in Vietnam has increased markedly In a dynamic and effective working environment, young people in Vietnam are required to have a broader understanding of economic, cultural and social issues To achieve this, foreign language is an important tool; it is a bridge for Vietnamese workers to succeed in important positions at representative offices and companies with 100% foreign capital in Vietnam Recognizing that trend, international education institutions have pioneered investment in Vietnam with the goal of spreading large-scale English and linking international college and university programs These companies have been successful in the past, including the British Council (1993), the Apollo Education and Training Organization (1994), LanguageLink Vietnam (1996) or Australian Education and Training Center - ACET (2002) In the context of Vietnam's integration into the world, and in particular the establishment of the ASEAN Economic Community (AEC) by the Association of Southeast Asian Nations (ASEAN) by the end of 2015, the training and capacity building Foreign languages, especially English, are considered a priority (Dam Xuan Yun, 2015) The Government of Vietnam set a target of "5% of cadres, civil servants and public servants in state agencies with a foreign language level or higher by 2015 and 30% by 2020" (Decision No 1400 / QD-TTg dated September 30, 2008 of the Prime Minister) their training program In addition, they also never forget to build credibility for their customers by maintaining contract‘s terms correctly Last but not least, maintaining training quality focus can be said to be the most important strategy that they always have to follow for a long period In case their training quality can not be expressed positively like parents‘ hope, it is sure that parents can not trust the mand then the number of enrollment students will decrease Relating to impacts of English marketization strategies, parents' attitudes towards students' English language learning are both positive and negative Despite of their positive or negative attitude, they continue to let their children apply kinds of English programs at school, which means their children‘s English learning time is longer and in some cases their English will be better From the above findings, school managers, parents as well as private education companies‘ managers should pay attention to some implications First of all, school leaders should have intensive view on cooperation partners on training English, which means that which one owning the best training quality and long-term insurance should be chosen They should not be persuaded by their attractive policies on economy The second thing is for parents who should not totally believe in the advertisements provided by training companies as well as their fee discount They should focus on what their children can get after each training course Last but not least, for centers/companies‘ leaders, they should focus on both effective methods of marketing their training course and real training quality which will help them stand steadily and trustfully in education market 2.Limitations of the study and suggestion for further study The main limitation was regarded to the scope of survey The author only focused on questionair survey for parents at Dong Tien primary school where the author is working, and interviews with four leaders of for primary school in Khoai Chau, Hung Yenprovince The author did not have any detail marketizations trategies of any education training company which cooperates with the author‘sschool 49 The next limitation was subject of research That means the researcher chose parents of the school in only one location where the author is working The reason for this limitation is because of constraint As a result, the study could not be implemented in different schools with different learning environment In addition, the research has not mentioned the results of young learners with applying for optional programs at school with reasonable price and those with applying for extra programs at center with luxurious price Consequently, the research could not compare the parental attitude toward these training kinds This study focused on the impact of the marketization of English on parents‘ attitudes toward their young children learning Englishat a public primary school and then education training companies can base on that to develop their training program Therefore, I would like to recommend for the next researchers who are interested in marketing strategies on English education that they should a study in some English training companies/ centers which are well-known 50 REFERENCES Brown, H.D (1994) Teaching by principles: An interactive Approach to Language Pedagogy Englewood Cliffs, NJ: Prentice Hall Regents Brown, H.D (2001), Teaching by Principles: An Interactive Approach to Language Pedagogy, (Addison-Wesley Longman Inc), San Fransisco Block, D (2012) Economising globalization and identity in applied linguistics in neoliberal times In D Block, J Gray, & M Holborow (Eds.), Neoliberalism and applied linguistics (pp 56–85) London, UK: Routledge Block, D., Gray, J., & Holborow, M (2012) Neoliberalism and Applied Linguistics London: Routledge Cameron, D (2002) Globalization and the teaching of communication skills In D Block& D Cameron (Eds.), Globalization and English language teaching (pp 67–82) London, UK: Routledge Coleman, H (2011) Dreams and Realities: Developing Countries and the English Language London: The British Council Dunn, O (2013) Introducing English to Young Children: Spoken Language, Glasgow: Harper Collins Dauber, S.L., & Epstein, J.L (1989) Parent attitudes and practices of parent involvement in inner-city elementary and middle schools Center for Research on Elementary and Middle Schools 1-29 Edge, J (Ed.) (2006) Relocating TESOL in an age of Empire Basingstoke: Palgrave Macmillan 10 Enever, J., & Moon, J (2009) New global contexts for teaching primary ELT: Change and challenge In J Enever, J Moon & U Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp 5-21) Reading: Garnet Education 11 Garton, S., & Graves, K (2014) International materials in ELT Basingstoke, UK: Palgrave Macmillan 51 perspectives on 12 Gray, J (2002) The global coursebook in English language teaching In D Block & D.Cameron (Eds.), Globalization in English language teaching (pp 151–167) London, UK: Routledge 13 Gray, J (2012) Neoliberalism, celebrity and “aspirational content” in English language textbooks for the global market In D Block, J Gray, & M Holborow (Eds.), Neoliberalism and applied linguistics (pp 86– 113) London, UK: Routledge 14 Gimenez, T (2009) English at primary school level in Brazil: Challenges and perspectives In J Enever, J Moon & U Raman (Eds), Young learner English language policy and implementation: International perspectives (pp 53-59) Reading Garnet Education 15 Halliwell, S (1992) Teaching English in the Primary Classroom, Harlow: Longman 16 Hu, Y (2007) China's foreign language policy on primary English education: What's behind it? Language Policy, 6, 359-376 http://dx.doi.org/10.1007/s10993-007-9052-9 17 Harmer, J (1991) The Practice of English Language Teaching The 3th Edition Longman: London and New York 18 Hammer, C., Rodriguez, B.L., Lawrence, F R., & Miccio, A W (2007) Puerto Rican mother‟s beliefs and home literacy practices Language, Speech & Hearing Services In Schools, 38(3), 216-224 19 Harmer, J (2007) The Practice of English Language Teaching U.K.: Longman 20 Harmer, Jeremy (2007) How to Teach English Edinburg Longman 21 Hanson, M E (1992) Educational marketing and the public schools: policies, practices and problems.Educational Policy, 6(1), 19-34 22 Hemsley-Brown, J and Oplatka, I (2006) Universities in a competitive global marketplace: A systematic review of the literature on higher education marketing International Journal of Public Sector Management, 19(4): 316–338 23 Hien Nguyen, Michelle Nilson and Allan MacKinnon (2010), 52 Marketization of Higher Education in Vietnam in the Era of Neoliberal Globalization: The Institutional Practice at Vietnam National University, 24 Hoang (2018), The Current Situation and Issues of the Teaching of English in Vietnam 25 Kumaravadivelu, B (2011) Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing Abingdon: Routledge 26 Lynch, K (2006) Neo-liberalism and marketization: the implications for higher education EuropeanEducational Research Journal, 5(1), 1-17 27 Natale, S.M & Doran, C (2012).―Marketization of Education: An Ethical Dilemma”, Journal of Business Ethics, vol 105, no 2, pp 187-196 28 Nguyen Thi Ngoc Anh (2015) A survey on parents‟ attitude towards their children‟s learning English at the primary school 29 Nunan, D (2003) The impact of English as a global language on educational policies and practices in the Asia-Pacific region TESOL Quarterly, 37(4),589-613.http://dx.doi.org/10.2307/3588214 30 M Teresa Fleta Guillén (2015) Enhancing oracy in the pre-primary English classroom Universidad Complutense de Madrid 31 Mustafa, B (2003) EFL For Young Learners, (Writing Team of CREST Bandung), Bandung 32 Mustafa, B (2008) Teaching English to Young Learners: Principles & Techniques, (UPI), Bandung, 33 Mok, K (2008) When Socialism Meets Market Capitalism: challenges for privatizing and marketizing education in China and Vietnam, Policy Futures in Education, 6(5), 601-615.http://dx.doi.org/10.2304/pfe.2008.6.5.601 34 Mok, K & Lo, H (2002) Marketization and the changing governance in higher education: A comparative study.Higher Education Management and Policy, 14(1) 35 Pillar, I., & Cho, J (2013) Neoliberalism as language policy Language 53 in Society 42, 23 – 44 http://dx.doi.org/10.1017/S00474045120000887 36 Shin, Joan Kang (2007) Ten Helpful Ideas for Teaching English To Young Learners English teaching Forum, Vol.44, no.2, 2007, Retrieved on April 27, 2010, at http://exchange.state.gov/forum/vol44/no2/p2.htm 37 Slatery, M and Willis, J (2001) English for Primary Teachers, (Oxford University Press), London 38 S Kalimuthu (2018) Parents‟ Attitude and Beliefs and their Impact on Child Development.http://www.lisbdnet.com/parents-attitude-and-beliefs-and-theirimpact-on-child-development/ 39 Timkey, Stacey (2015) The Influence of Parent Atitudes and volvement on Children‟s Literacy Achievement Education and Human Development Master's Teses 562.htp://digitalcommons.brockport.edu/ehd_theses/562 40 Tapper, T (2013) Roger Brown and H Carasso: Everything for sale? The marketisation of UK higher education Higher Education, vol 66, no 5; Pp 641-643 41 Xue-chao, Y H J M (2012) Marketization of Higher Education in the UK: The Perspective of Financing [J] Tsinghua Journal of Education, vol 3, no 015 42 Zoltan Dörnyei, Z (2003) Questionnaires in second language research: Construction, administration, and processing Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers 54 APPENDIX PHIẾU KHẢO SÁT Xin chào Qúy Vị, Hiện thực khảo sát : tác động thị trường hóa Tiếng Anh lên thái độ cha mẹ cho học Tiếng Anh " Cảm ơn Qúy giành thời gian tham gia vào khảo sát Mỗi phiếu khảo sát bố mẹ làm vô có giá trị , giúp ích nhiều q trình hồn thiện đề tài ,đồng thời góp phần xây dựng môi trường học tốt cho em tương lai Một lần xin cảm ơn chia sẻ qúy báu qúy vị Tôi xin đảm bảo thông tin quý vị cung cấp sử dụng mục đích nghiên cứu cho đề tài , hồn tồn giữ bí mật thơng tin mà q vị cung cấp Nếu quý vị có nhu cầu xem kết khảo sát sau , hay tham khảo đề tài tơi liên hệ với qua email : Huyen25011990@gmail.com sđt: 0936565492 Xin trân trọng cảm ơn , chúc qúy vị có thật nhiều niềm vui , sức khỏe , thành công công việc ! Câu hỏi số 1: Qúy vị vui lịng cho biết giới tính?(What is your gender?) Nữ Nam Câu hỏi số 2: Qúy vị làm cơng việc gì?( What is your job?) o viên chức nhà nước(state officer) o nhân viên văn phòng( office staff) o công nhân(worker) o kinh doanh (businessman) o giáo viên (teacher) o làm nghề tự do( Freelancer) o Hướng dẫn du lịch ( Tourist guide) o Kỹ sư( Engineer) Câu hỏi số 3: Quí vị độ tuổi ?( How old are you?) 30 tuổi từ 30- 35 tuổi I 35 tuổi Câu hỏi số 4: Thu nhập hàng tháng quý vị ?(How much you get a month?) triệu từ 5-10 triệu từ 10- 15 triệu 15 triệu Câu hỏi số : Qúi vị cho học Tiếng Anh từ tuồi ?( What age your children get started to learn English?) 3-5 tuổi tuổi tuổi Câu hỏi số 6: Trường học địa phương tổ chức học tiếng Anh từ lớp mấy?( What grade local primary schools organize English class for students?) mẫu giáo lớp lớp Câu hỏi số 7: Con quý vị học tiết tiếng anh / tuần ?( How many English lessons your children have a week?) tiết tiết tiết Câu hỏi số 8: Trường học có loại chương trình Tiếng Anh cho học?( What English programs does your children‟s school have) o chương trình khơng đóng phí (Compulsory program without tuition) o chương trình phải đóng học phí(Optional program with tuition) o chương trình ( Both) Câu số 9: Hiện bạn theo học loại chương trình Tiếng Anh trường?( What English program your children follow at school?) o Chương trình Tiếng Anh BGD khơng đóng phí( Compulsory program without tuition o Chương trình TiếngAnh tự chọn có phí (Optional program with tuition) o Cả hai chương trình (both) Câu hỏi số 10: Qúi vị có thấy cần cho học thêm chương trình tiếng Anh tự chọn ( bổ trợ ) thêm cho tiết học theo quy định chương trình giáo dục phổ cập ?( Do you agree that your children should have optional English program other than the standard curriculum of the Ministry of Education and Training) II Không đồng ý Không có ý kiến Đồng ý Câu hỏi số 11: Lý khiến bố mẹ muốn đăng ký chương trình tiếng Anh tự chọn nhà trường hợp tác với công ty/ trung tâm giáo dục đưa vào để giảng dạy cho con?( What are the reasons why parents want their children to apply to an optional English program organized by a English language center/ company?) o Cho làm quen tiếng anh nhiều tốt (Earlier know better get) o Để chuẩn bị cho du học (prepare for abroad study) o Sẽ hỗ trợ ôn tập thêm kiến thức cho con( Review lessons) o Học phí hợp lý( Reasonable tuition) o Được giáo viên chủ nhiệm giới thiệu (Head teacher‘s introduction) Câu hỏi số 12: Qúy vị biết đến chương trình học Tiếng Anh qua kênh thông tin nào?( How you know about English language programs?) o Tờ rơi (Leaflets) o Quảng cáo Facebook (Facebook advertisement) o Thầy cô nhà trường giới thiệu (Teachers‟ suggestions in school o Ti vi , báo ( TV, newspaper) o Bạn bè( Friends) o Các bảng hiệu treo trước cổng trường( Signs in front of the ) school gate) o Quảng cáo Yotube ( Youtube advertisement) Câu hỏi số 13: Qúi vị có bị thu hút xem tờ rơi quảng cáo , áp - phích quảng cáo chương trình tiếng Anh hay khơng ?( Are you interested in posters advertising about English program?) Không đồng ý Khơng có ý kiến Disagree No idea Đồng ý Agree Câu hỏi số 14: Khi xem tờ rơi, bảng hiệu, video quảng cáo , lời giới thiệu chương trình Tiếng Anh q vị bị hấp dẫn điều ?( What are III you attracted when looking at a leaflet, signboard, advertising video and introduction on English programs?) o Hình ảnh minh họa(Illustrating images) o Lời thuyết minh , giới thiệu quảng cáo (voiceover, introduction advertisement) o Màu sắc quảng cáo( Colorful advertisement) o Giọng nói MC video quảng cáo( Voice of MC on promotional advertisement) Câu hỏi số 15: Khi đọc chương trình quảng cáo , tờ rơi , lời giới thiệu , chương trình học tiếng Anh , yếu tố nội dung sau làm quí vị quan tâm nhiều ?( Which of the following factors is the most relevant to you when reading an advertising program, brochure, introduction, etc about English language learning programs,) o trải Cơ sở vật chất tốt, có phịng chức đầy đủ giúp nghiệm(good facilities and well-equipped rooms to develop comprehensive English) o Giáo trình giảng dạy đạt chuẩn quốc tế,được biên soạn Bộ GDĐT kiểm định (International standard coursebooks for various ages and different abilities‖ o Các hoạt động giảng dạy lớp trung tâm hoạt động ngoại khóa đa dạng(various classroom activities and practical extracurricular activities) o Thông tin liên lạc nhà trường phụ huynh học sinh tốt, tình hình học tập (close and friendly parents- school relationship) o Tư vấn viên nhiệt tình, chuyên nghiệp ( Enthusiastic and professional consultants) o Đội ngũ giáo viên giảng dạy ( Teachers/ staffs) Câu hỏi số 16: Yếu tố giáo viên nước tham gia vào giảng dạy , có tác IV động đến việc q vị đăng ký cho học chương trình Tiếng Anh khong?( Does foreign teachers‟ participation affect to your children's English learning enrollment?) Có /Yes Khơng/No Câu hỏi số 17: Qúy vị thấy chương trình Tiếng Anh tự chọn công ty / trung tâm đưa thường có điểm bật ?( What are the most outstanding features in the English teaching programs offered by the companies / centers?) Tập trung dạy vào kỹ giao tiếp ( nghe - nói )( focus on o listening and speaking communication) o Dạy nhiều ngữ pháp ( Focus on more grammar) o Đa dạng sách giáo trình (Various coursebook) o Vừa chơi , vừa học( Study and play) o Ôn luyện nhiều dạng tập ( Practice different exercise) Câu hỏi số 18: Học phí có ảnh hưởng đến định cho quý vị theo học thêm chương trình tiếng anh tự chọn nhà trường? (Does tuition affect the decision for your children to attend the school's optional English program?) Không đồng ý Không có ý kiến Disagree No idea Đồng ý Agree Câu hỏi số 19: Tiếng Anh ngơn ngữ đóng vai trò quan trọng đến phát triển trẻ em?( Do you think English is the language that plays a role in affecting children's development?) Khơng đồng ý Khơng có ý kiến Đồng Disagree No idea Agree ý V Câu hỏi số 20: Học tiếng anh tốt từ nhỏ , sau có cơng việc lương cao ? (Do you think learning English well from a young age will help your children have a higher salary job?) Khơng đồng ý Khơng có ý kiến Disagree No idea Đồng ý Agree Câu hỏi số 21: Điều kiện kinh tế quý vị có ảnh hưởng đến việc học Tiếng Anh từ sớm con?( Does your economic condition affect your child's early learning of English?) Không đồng ý Khơng có ý kiến Đồng ý Disagree No idea Agree Câu hỏi số 22: Quý vị có thái độ việc cho học Ngôn ngữ Tiếng Anh từ sớm thể khác biệt với bạn lớp.( Do you think that learning English early makes your children more outstanding than their classmates) Không đồng ý Khơng có ý kiến Đồng Disagree No idea Agree ý VI APPENDIX INTERVIEW QUESTIONAIRS 1.Vì anh (chị )chọn hợp tác với đối tác X để dạy tiếng anh cho trẻ em mà không lựa chọn đối tác khác? ( Question 1: Why you decide to cooperate with your current English training company?) Theo anh ( chị) cách dạy giáo viên đối tác X có khác so với giáo viên trường? Làm anh chị biết? (Question 2: What are the differences between the teaching methods of that partner‟s teachers and your school‟s teachers?) Theo anh ( chị) hợp tác với đối tác X để dạy tiếng anh cho trẻ có lợi ích cho trẻ? (Question 3: What are the benefits obtained from your cooperation toward young learners?) Có anh (chị) chưa hài lịng chất lượng? ( Question 4: What are you dissatisfied about that partner‟s training quality?) Anh ( chị) mong muốn việc dạy học tiếng anh trường mình? (Question 5: What you want to more for your own school‟s learning and teaching English?) Trăn trở Anh ( chị) dạy học tiếng anh trường mình? (Question 6: What you worry about English education at your school?) VII APPENDIX ADVERTISEMENTS VIII IX ... data collection procedure, and data analysis Chapter 4, FIDNDINGS AND DISCUSSION investigates the impact of the marketization of English on parents‘ attitudes toward their young children? ??s learning. .. influence of marketing strategies on the parents‘ attitudes towards their children? ??s early English language learning Investigate the attitudes of the parents towards their children' s early English language... outstanding features in the English teaching programs 39 iv ABBREVIATIONS AEC ASEAN Economic Community ASEAN The Association of Southeast Asian Nations ACET Australian Education and Training