Using english as the medium of instruction in english classes for the first year non english majored students a case study at a university

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ PHƯƠNG THẢO USING ENGLISH AS THE MEDIUM OF INSTRUCTION IN ENGLISH CLASSES FOR THE FIRST-YEAR NON-ENGLISH MAJORED STUDENTS – A CASE STUDY AT A UNIVERSITY (Sử dụng tiếng Anh làm phương tiện ngôn ngữ dạy học lớp tiếng Anh cho sinh viên không chuyên Anh năm thứ – Nghiên cứu trường hợp trường Đại học) M.A MINOR PROGRAMME THESIS Major: English Teaching Methodology Code: 8140231.01 HANOI - 2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ PHƯƠNG THẢO USING ENGLISH AS THE MEDIUM OF INSTRUCTION IN ENGLISH CLASSES FOR THE FIRST-YEAR NON-ENGLISH MAJORED STUDENTS – A CASE STUDY AT A UNIVERSITY (Sử dụng tiếng Anh làm phương tiện ngôn ngữ dạy học lớp tiếng Anh cho sinh viên không chuyên Anh năm thứ – Nghiên cứu trường hợp trường Đại học) M.A MINOR PROGRAMME THESIS Major: English Teaching Methodology Code: 8140231.01 Supervisor: Dr Nguyễn Thị Mai Hương Nguyễn Thị Mai Hương HANOI - 2018 STATEMENT OF AUTHORITY I hereby state that the Master’s thesis entitled “Using English as the medium of instruction in English classes for the first-year non-English majored students – A case study at a university” was carried out by me for the degree of Master of English Teaching Methodology under the guidance and supervision of Dr Nguyễn Thị Mai Hương Where I have quoted from the work of others, the sources are always given With the exception of such quotations, this thesis is entirely on my own work I confirm that the work has not be submitted for any other degree or professional qualification I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Nguyễn Thị Phương Thảo Hanoi, …………………….20… i ACKNOWLEDGMENTS On the completion of this paper, I wish to express my gratitude to my teachers, teacher- and student-participants, friends and family First of all, I would like to express my deepest gratefulness to my supervisor Her intellectual consultancy, valuable comments and spiritual encouragement were an indispensable factor in the fulfillment of this research I was also obliged to the teachers at the Faculty of Post-graduate Studies of University of Languages and International studies for their precious lessons They provided me with understandings and skills relating to English language teaching, which supported much for the completion of this study particularly and my career generally Furthermore, I sincerely appreciate the cooperation of the teacher- and student-participants I would like to thank Teacher A and Teacher B for their willingness to let me observe their EFL classes and enthusiastic participation in my interviews I am also thankful to 93 students of the two A2 classes for agreeing to participate in the survey They are the ones who directly influenced the results of this study Last but not least, I am also indebted to my beloved family, who has constantly supported me since I started participating in the Master programme, and my friends, who have always encouraged me and gave me valuable suggestions ii ABSTRACT In the context of Vietnam, Vietnamese is still commonly utilized in English teaching while the use of English is encouraged With the deep concerns about this situation, the researcher carried out study titled “Using English as the medium of instruction in English classes for the first-year non-English majored students: A case study at a university” The main purpose of this research was to find out the teachers’ and students’ perceptions of using English as the medium of instruction, as well as to look for possible factors hindering the use of English to teach English The participants were 93 first-year non-English majored students from a university and their English teachers The methods adopted were both quantitative and qualitative approaches Questionnaires, interviews and observations were employed to triangulate the information from various aspects, hence ensure the validity and the reliability of the research The results showed that teachers and students were aware of the necessity of using English in EFL classes, however, in fact, teachers used both English and Vietnamese The combination of two languages was caused due to various hindering factors relating mainly to both teachers and students Basing on these major findings, a number of suggestions for better use of English as medium of instruction in EFL classes were indicated Therefore, the paper would be a good reference for researchers, teachers and students to have a closer look on the issue as well as to improve their performances in EFL classes Key words: medium of instruction, EFL classes, non-English majored students iii LIST OF ABBREVIATIONS EFL English as a Foreign language L1/ L2 First language/ Second language CLT Communicative Language Teaching MOI Medium of Instruction T Teacher Ss Students LIST OF TABLES Table 2.1 Classification of the items in the questionnaire Table 2.2 Classification of interview questions Table 2.3 Classification of items in observation checklist Table 3.1 Advantages of using English as medium of instruction perceived by students Table 3.2 Disadvantages of using English as medium of instruction perceived by students Table 3.3 Hindering factors relating to teachers Table 3.4 Hindering factors relating to students LIST OF FIGURES Figure 2.1 Procedure of data collection Figure 2.2 Data from questionnaire analysis procedure Figure 2.3 Data from interview and observation analysis procedure Figure 3.1 Medium of instruction students preferred Figure 3.2 Medium of instruction teachers used perceived by students Figure 3.3 Contexts in which students wanted English to be used Figure 3.4 The effectiveness of using English as medium of instruction perceived by students Figure 3.5 Reasons for students’ learning English iv TABLE OF CONTENTS PART A: INTRODUCTION 1 Statement of the problem and rationale of the study Aims and research questions 3 Significance of the study Methods of the study Organization of the thesis PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Second Language Acquisition 1.1.1 The Input Hypothesis 1.1.2 The Output Hypothesis 1.1.3 The Interaction Hypothesis 1.2 Medium of instruction 1.2.1 Definition 1.2.2 Different viewpoints on medium of instruction in EFL classes 1.2.3 Classification of teacher’s language in class 12 1.2.4 Using English as medium of instruction effectively 13 1.2.5 Factors affecting the use of English as the medium of instruction 17 CHAPTER 2: METHODOLOGY 19 2.1 Design of the study 19 2.1.1 Case study 19 2.1.2 Mixed method 19 2.2 Participants 20 2.2.1 Sampling method 20 2.2.2 Student-participants 21 2.2.3 Teacher-participants 22 2.3 Data collection instruments 22 2.3.1 Questionnaire 22 2.3.2 Semi-structured interview 25 2.3.3 Observation 27 v 2.4 Data collection procedure 28 2.5 Data analysis methods 29 2.5.1 Quantitative Analysis Strategy 30 2.5.2 Qualitative Analysis Strategy 30 CHAPTER 3: RESULTS AND DISCUSSIONS 32 3.1 The perceptions of teachers and students of using English as medium of instruction in English classes 32 3.1.1 Results from questionnaire 32 3.1.2 Results from interview 37 3.1.3 Results from observation 39 3.1.4 Discussion 41 3.2 Factors hindering the use of English as medium of instruction in English classes for the first-year non-English majored students 44 3.2.1 Results from questionnaire 44 3.2.2 Results from interview 46 3.2.3 Results from observation 48 3.2.4 Discussion 52 3.3 Implications and suggestions 56 3.3.1 Controlling teacher talk time 56 3.3.2 Maximizing English teacher talk and focusing on grading the language 57 3.3.3 Improving students’ autonomy and motivation 58 PART C: CONCLUSION 60 Summary of findings 60 Limitations 61 Suggestions for further research 62 REFERENCES 63 APPENDICES I APPENDIX A: QUESTIONNAIRE I APPENDIX B: GUIDED QUESTIONS FOR INTERVIEW V APPENDIX C: CLASSROOM OBSERVATION CHECKLIST VII vi PART A: INTRODUCTION In this part, some brief information about the paper is provided Five main points presented are (1) statement of the problem and rationale of the study, (2) aims and objectives of the study, (3) significance of the study, (4) scope of the study, (5) method of the study and (6) organization of the thesis Statement of the problem and rationale of the study In 1986, Vietnam adopted a socialist-oriented market economy under the State management Since then, the economics relations between Vietnam and other countries in the region and in the world have rapidly expanded, which was officially marked with the participation of Vietnam in Association of Southeast Asian Nations (ASEAN) in 1995 and the World Trade Organization (WTO) in 2007 As a result of this international integration, English is required as a means of communication, and the importance of English teaching and learning in Vietnam has rapidly grown and expanded Since the early 1990s, due to the acknowledgement that communication is the key in language use, Communicative Language Teaching (CLT) has quickly become popular in Vietnam (Kieu, 2012) In accordance with the popularity of CLT in the country, the use of English in English teaching is widely supported The issue of encouraging EFL teachers to use target language in classrooms is not brand new but has been raised for a long time by different researchers For Ellis and Wells (1980), if learners not have opportunities to expose to the target language, they cannot acquire it The reason is that acquiring a target language is similar to the first language acquisition, which is a slow and laborious process Knop (1995) also shares the same viewpoint about using English to teach English According to him, for EFL learners, it is very important to experience real communicative environments in which they will learn how to express their own opinions and viewpoints, and to develop their oral fluency and accuracy He considers travelling abroad and immersion experiences two of many factors greatly affect the language acquisition process In fact, travelling or living abroad seems to be impossible for almost students, and foreign language classrooms become the main environment in which students learn to communicate in the language In spite of the need for oral communication skills and the requirement for CLT in Vietnam, most teachers continue to apply grammar-translation methods in English classes, in which the emphasis still remains on grammar rather than on communicative competence (Le, 2011), and the use of Vietnamese in the process of teaching is still common These have led to a controversial opinion among Vietnamese teachers, whether English or Vietnamese should be used as medium of instruction in EFL classes There have been prior research on using English as the medium of instruction in EFL classes “The effectiveness of using English as the sole medium of instruction in English classes: student responses and improved English proficiency” of Wong (2009) and “English Only’ Language Instruction to Japanese University Students in Low-Level Speaking & Listening Classes” of Lee (2013) are typical ones It was revealed that students had great interest in English as the medium of instruction Moreover, thanks to the use of English as the sole medium of instruction, their English proficiency had been improved Unlike these prior research, which explored the issue of using English as medium of instruction in EFL classes basing on students’ viewpoint, this study investigated both teachers’ and students’ perceptions In Vietnam, a considerable number of previous research have been conducted on the issue of instruction language in English classes, such as Do (2010) and Phung (2010) Nevertheless, they mostly evaluated the use of mother tongue, Vietnamese In this study, the use of target language – English – to teach English, was investigated Particularly, this study provides an insight into the English teaching and learning practices at a university which is located in a small rural town in Vietnam The geographical location was supposed to prevent its students from being exposed to real English commutative environments, and EFL classes were considered playing a vital role in teaching and learning English successfully Additionally, students, the most negative factor was that they lacked English proficiency such as vocabulary, pronunciation, listening and speaking skills Most of the students were unfamiliar with learning in English-instructed classes The students with low selfesteem were afraid of showing misunderstandings and making mistakes, and gradually became passive and unenthusiastic in class Besides, some of the students lacked autonomy as well as motivation in learning English, which led to the fact that they did not want to learn even when teachers used English or Vietnamese In terms of teachers, there also existed certain hindering factors Teachers lacked understanding of their students as well as lacked techniques of grading the language when occasionally using many new words, phrases and structures, and normally speaking English fast Besides, teachers talked too much, and quickly switched from English to Vietnamese without waiting time, which prevented students from making output Inappropriate method to check students’ understanding – asking close-ended questions, and inappropriate method to explain when students did not understand – translating into Vietnamese, were also considered the factors hindering the effectiveness of using English as medium of instruction Apart from teachers and students, hindering factors might also be difficult and unfamiliar topics in the curriculum, too much workload and too many students in a class After the major findings had been figured out, some suggestions for improving the use of English as medium of instruction in English classes for the first-year non-English majored students were suggested: (i) Controlling teacher talk time; (ii) Maximizing teacher English talk and focusing on grading the language; (iii) Improving students’ autonomy and motivation Limitations To some extent, this paper has provided an in-depth understanding of the real situation of using English as medium of instruction to teach English for the firstyear non-English majored students at a univeristy in Vietnam However, there were still certain limitations existing 61 Firstly, despite the thorough investigation of the targeted problem, the researcher had to admit that the scope of the study was quite small In terms of participants, the samples were limited to only two classes and two teachers It would have been better if the research could be conducted on a larger number of samples Another drawback of the study was that the analysis about the factors hindering the use of English as medium of instruction in English classes for the first-year non-English majored students was not very deep due to the limited information resources In spite of the researcher’s efforts to the review of literature about this issue, not much related literature was found Suggestions for further research Since the study has come up with a quite detailed description on the use of English as medium of instruction to teach English for the first-year non-English majored students at a university, further research may be conducted on the use of English as medium of instruction to teach a specific skill, such as speaking, listening, reading and writing, to have more comprehensive results The use of English to teach science subjects at university is also recommended Besides, the research found out that teachers needed to use Vietnamese to teach English in a number of certain cases Further research on the use of mother tongue in English 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Khoanh tròn nhiều phương án với bạn A Vì tiếng Anh mơn học thú vị B Vì tiếng Anh mơn học bắt buộc chương trình C Vì tiếng Anh hỗ trợ mơn học khác chương trình D Vì tiếng Anh cần thiết hữu ích cho cơng việc tương lai E Lý khác: …………………………………………………………………………………………… …………………………………………………………………………………………… Trong lớp tiếng Anh bạn, giảng viên tiếng Anh sử dụng phương tiện ngơn ngữ giảng dạy nào? Khoanh trịn phương án A Chỉ dùng tiếng Việt B Chỉ dùng tiếng Anh C Chủ yếu dùng tiếng Việt, dùng tiếng Anh D Chủ yếu dùng tiếng Anh, dùng tiếng Việt E Dùng tiếng Anh tiếng Việt ngang Nếu chọn phương án A, tiếp tục trả lời câu từ tới Nếu chọn phương án B, C, D, E, tiếp tục trả lời câu từ tới 10 I Bạn muốn giảng viên tiếng Anh sử dụng phương tiện ngơn ngữ giảng dạy nào? Khoanh trịn phương án với bạn A Chỉ dùng tiếng Việt => Bỏ qua câu B Chỉ dùng tiếng Anh C Chủ yếu dùng tiếng Việt, dùng tiếng Anh D Chủ yếu dùng tiếng Anh, dùng tiếng Việt E Dùng tiếng Anh tiếng Việt ngang Bạn muốn giảng viên dùng tiếng Anh trường hợp nào? Hãy đánh dấu () vào ô tương ứng Trường hợp Lựa chọn Trường hợp Điểm danh Giải thích Giảng lý thuyết Thơng báo Đưa dẫn Đặt câu hỏi Sửa lỗi Trả lời câu hỏi Đánh giá, nhận xét Giải tán lớp học Lựa chọn Trường hợp khác có: ……………………………………………………………………………………………… ……………………………………………………………………………………………… Theo bạn, giảng viên dùng tiếng Anh làm phương tiện ngôn ngữ giảng dạy, sinh viên thu lợi ích gì? Hãy đánh dấu () vào tương ứng Lợi ích giảng viên sử dụng tiếng Anh Hồn tồn khơng đồng ý Có hội luyện tập nghe tiếng Anh Có hội luyện tập nói tiếng Anh Có hội ơn tập kiến thức học Có hội học từ cách diễn đạt mới, khơng có sách Có mơi trường học tập thú vị Có động lực tự học tiếng Anh ngồi lên lớp II Khơng đồng ý Đồng ý Hồn tồn đồng ý Lợi ích khác, giải thích có: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Khi giảng viên sử dụng tiếng Anh làm phương tiện ngôn ngữ giảng dạy, bạn gặp khó khăn gì? Hãy đánh dấu () vào tương ứng Khó khăn giảng viên sử dụng tiếng Anh Hồn tồn khơng đồng ý Khơng đồng ý Đồng ý Hồn tồn đồng ý Khơng hiểu giảng viên nói Không thể giao tiếp với giảng viên sinh viên khác tiếng Anh Không thể tập trung lớp Khó khăn khác có: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Hãy rõ nguyên nhân bạn có khó khăn Hãy đánh dấu () vào ô tương ứng Nguyên nhân gặp khó khăn giảng viên sử dụng tiếng Anh Khơng Giảng viên nói tiếng Anh nhanh Giảng viên sử dụng nhiều từ, cụm từ cấu trúc Giảng viên không quan tâm bạn có hiểu hay khơng Bạn khơng quen học mơi trường lớp học sử dụng tiếng Anh Bạn không hiểu giảng viên phát âm nhiều từ khơng giống cách bạn phát âm III Hiếm Thỉnh thoảng Thường xun Bạn khơng tìm từ/ cụm từ/ cấu trúc phù hợp để thể ý kiến tiếng Anh Bạn thích đọc tài liệu nghe giảng viên nói Bạn sợ giảng viên sinh viên khác biết hiểu sai mắc lỗi Nguyên nhân khác có: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Theo đánh giá bạn, việc giảng viên sử dụng tiếng Anh làm phương tiện ngôn ngữ giảng dạy lớp tiếng Anh đạt hiệu mức nào? Khoanh tròn phương án A Rất không hiệu B Không hiệu C Hiệu D Rất hiệu Theo bạn, việc sử dụng tiếng Anh làm phương tiện ngôn ngữ giảng dạy lớp tiếng Anh hiệu hơn? Khoanh trịn phương án A Có B Khơng Nếu trả lời Có, rõ: Sinh viên làm để giúp việc dùng tiếng Anh làm phương tiện ngôn ngữ giảng dạy hiệu hơn? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Giảng viên làm để giúp việc dùng tiếng Anh làm phương tiện ngôn ngữ giảng dạy hiệu hơn? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Cảm ơn hợp tác bạn! IV APPENDIX B: GUIDED QUESTIONS FOR INTERVIEW Interviewer’s name: ………………………………… Interviewee’s name: ………………………………… Date: ………………………………… How long have you been teaching English for the first-year non-English majored students at this university? In your opinion, which language should be used as medium of instruction in EFL classes for the first-year non-English majored students? Vietnamese? English? Or both? In your opinion, what can students achieve when teachers use English as medium of instruction? Besides, which disadvantages may students encounter? In fact, which languages you use when teaching English for the first-year non-English majored students? English? Vietnamese? Or both? If you use both of them, which one is used more? Can you estimate the proportion of English you use in a period? Do you have any preparation for medium of instruction before coming to the class? If yes, why? If no, why not? During English class time, in which cases you use English as medium of instruction? (Checking attendance, giving lecture, giving instruction, giving correction, giving feedback, giving explanation, giving announcement, asking questions, answering question, dismissing class…) Which factors affect the use of English as medium of instruction to teach English for the first year non-English majored students at this university? (Factors relating to teachers, students, materials and resources, and others…) V Please evaluate the effectiveness of your use of English as medium of instruction for the first year non-English majored students at this university? Please mark in the range from 1(very ineffective) to (very effective) In your opinion, what can be done to increase the effectiveness of using English as medium of instruction to teach English for the first year non-English majored students at this university? (By help from teachers and by help from students) VI APPENDIX C: CLASSROOM OBSERVATION CHECKLIST Teacher’s name: …………………… Lesson: …………………………… Content Details Language used in class Vietnamese Y/N English Checking attendance Giving lecture When T uses English as medium of instruction Giving instructions Giving correction Giving feedback Giving explanation Giving announcement Asking questions Answering questions Dismissing class Others Ask Ss “Do you understand?” Ask Ss to repeat or rephrase The way T checks Ss’ understanding Class: …………………… Date:……………………… Ask Ss to a demonstration Ask Ss to translate into VII Notes Vietnamese Others Repeat The way T explains when Ss not understand Rephrase in another way or with more simple words Translate into Vietnamese Write on the board Ignore Others Listen attentively to the teachers’s speech Not listen to the teachers Reaction of students Enthusiastically take part in classroom activities Use English to respond Use Vietnamese to respond Not respond to teachers’ speech Others Other comments Teacher talk time Student talk time Grading language Others VIII ... state that the Master’s thesis entitled ? ?Using English as the medium of instruction in English classes for the first- year non -English majored students – A case study at a university? ?? was carried... about this situation, the researcher carried out study titled ? ?Using English as the medium of instruction in English classes for the first- year non -English majored students: A case study at a. .. Vietnam and other countries in the region and in the world have rapidly expanded, which was officially marked with the participation of Vietnam in Association of Southeast Asian Nations (ASEAN) in