English only or mixed instruction medium a study in efl classes at a university

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LÊ THỊ THÀNH VINH ENGLISH ONLY OR MIXED INSTRUCTION MEDIUM: A STUDY IN EFL CLASSES AT A UNIVERSITY MASTER THESIS IN EDUCATION Nghe An, 2018 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LÊ THỊ THÀNH VINH ENGLISH ONLY OR MIXED INSTRUCTION MEDIUM: A STUDY IN EFL CLASSES AT A UNIVERSITY Major: Teaching English to Speakers of Other Languages (TESOL) Code: 8140111 MASTER THESIS IN EDUCATION Supervisor: Dr Trần Thi Ngọc Yến Nghe An, 2018 ACKNOWLEDGEMENTS I would like to express my deep gratitude to my supervisor, Dr Tran Thi Ngoc Yen, who I believe is the most wonderful supervisor, for her valuable direction, keen insight, precious orientation, warm encouragement, and continuous support throughout this research Her enthusiasm and positive attitudes were sparkling in such a way that it helped to make my research a serious yet fun task to fulfil I would also like to thank the teachers in the English group of Nghe An college of Economics for their cooperation and help I am greatly indebted to my students from the course K4 for their participation and assistance without which this thesis could not have been successful Finally, I would like to delicate this work to my parents and family, who have been always supporting me with love and sympathy i TABLE OF CONTENT ACKNOWLEDGEMENTS i TABLE OF CONTENT ii TABLE OF ABBREVIATIONS .vi LISTS OF TABLES AND CHARTS vi CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study .2 1.5 Thesis organization CHAPTER THEORETICAL BACKGROUND 2.1 Trends in language teaching: An overview .4 2.1.1 Mother tongue as the medium of instruction 2.1.2 Target language domination 2.2 The two different approaches in EFL teaching 10 2.2.1 The English-only approach 10 2.2.2 The Bilingual approach 11 2.3 History of language use in EFL classes 13 2.3.1 Translation methods .13 2.3.2 The ‘English only’ approach 14 2.4 English as a medium of instruction in EFL classrooms 15 2.4.1 The use of target language in the ESL classroom 15 2.4.2 The use of target language in the EFL classroom 16 2.4.3 Arguments for and against ‘English only’ 17 2.4.3.1 Arguments for ‘English only’ 17 2.4.3.2 Arguments against ‘English only’ 20 2.5 Mixed instruction medium in EFL classrooms .21 2.5.1 The role of students’ L1 .21 ii 2.5.2 Uses for the L1 in EFL classes 22 2.5.3 Arguments for and against ‘mixed instruction medium’ 24 2.5.3.1 Arguments for ‘mixed instruction medium’ .24 2.5.3.2 Arguments against ‘mixed instruction medium’ .27 2.6 Medium of instruction and its effects on learners’ language acquisition 29 CHAPTER METHODOLOGY 31 3.1 Research questions 31 3.2 Study setting 31 3.3 Participants 32 3.4 Materials 33 3.4.1 Questionnaires 33 3.4.2 Pre-test and post-test 34 3.5 Procedure 34 CHAPTER 4: FINDINGS AND DISCUSSION .35 4.1 Results .35 4.1.1 English only instruction and EFL university students' acquisition of the English language knowledge 35 4.1.1.1 Pre test results 35 4.1.1.2 Post test results 36 4.1.2 The mixed instruction medium and EFL university students' acquisition of English language knowledge 37 4.1.2.1 Pre test results 37 4.1.2.2 Post test results 39 4.1.3 The two instruction media’s effects in comparison .40 4.1.4 EFL university students’ preference for medium of instruction 44 4.1.4.1 English only instruction and EFL university students’ attitude toward its use in EFL classrooms 44 4.1.4.1.1 Results from EFL university students’ pre-treatment questionnaire 44 4.1.4.1.1.1 General information 44 iii 4.1.4.1.1.2 Students’ attitudes towards the teacher’s use of during English lessons 46 4.1.4.1.1.3 Students’ attitudes towards the teacher’s use of mixed instruction medium during English lessons 52 4.1.4.1.2 Results from EFL university students’ post-treatment questionnaire 55 4.1.4.1.2.1 General information 55 4.1.4.1.2.2 Students’ attitudes towards the teacher’s use of during English lessons 57 4.1.4.1.2.3 Students’ attitudes towards the teacher’s use of mixed instruction medium during English lessons 62 4.1.4.2 The mixed instruction medium and EFL university students’ attitude toward its use in EFL classrooms 66 4.1.4.2.1 Results from EFL university students’ pre-treatment questionnaire .66 4.1.4.2.1.1 General information 66 4.1.4.2.1.2 Students’ attitudes towards the teacher’s use of during English lessons 67 4.1.4.2.1.3 Students’ attitudes towards the teacher’s use of mixed instruction medium during English lessons 73 4.1.4.2.2 Results from EFL university students’ post-treatment questionnaire 75 4.1.4.2.2.1 General information 75 4.1.4.2.2.2 Students’ attitudes towards the teacher’s use of during English lessons 77 4.1.4.2.2.3 Students’ attitudes towards the teacher’s use of mixed instruction medium during English lessons 82 4.1.4.3 The comparison between EFL university students’ preference for medium of instruction 85 4.2 Discussion .97 4.2.1 The effects of the two type of instruction medium on EFL university students' acquisition of English language knowledge .97 iv 4.2.2 EFL university students’ preference for medium of instruction 98 CHAPTER CONCLUSION 99 5.1 Summary of the main findings 99 5.2 Pedagogical implications 100 5.2.1 Use English as the predominant language 100 5.2.2 Asking questions 100 5.2.3 Giving instructions .101 5.2.4 Avoid too much L1 use 101 5.2.5 Explaining grammar and vocabulary 101 5.2.6 Assigning homework 102 5.3 Suggestions for further research 102 REFERENCES 103 APPENDIX 1: PRE-TEST 109 APPENDIX 2: POST-TEST 124 APPENDIX 3: LESSON PLAN 138 APPENDIX 4: LESSON PLAN 144 APPENDIX 5: PRE-QUESTIONNAIRE FOR STUDENTS 150 APPENDIX 6: POST- QUESTIONNAIRE (GROUP A) 153 APPENDIX 7: POST- QUESTIONNAIRE (GROUP B) 156 v TABLE OF ABBREVIATIONS 1.CLT Communicative Language Teaching EFL English as a Foreign Language EO English only ESP English for Specific Purposes L1 First language L2 Second language MT Mother tongue NACE Nghe An College of Economics TL Target language 10 TPR Total Physical Response LISTS OF TABLES AND CHARTS List of tables Table Page Table 3.1: Distribution of Time and Modules in Semesters Table 4.1 The average total scores and standard deviations of the group A on the pre-test Table 4.2 The number of students in the group A passing and failing the pre-test Table 4.3 The average total scores and standard deviations of the group A on the post-test Table 4.4 The number of students in the group A passing and failing post-test Table 4.5 The average total scores and standard deviations of the group B on the pre-test Table 4.6 The number of students in the group B passing and failing vi 32 35 35 36 37 38 38 the pre-test Table 4.7 The average total scores and standard deviations of the group B on the post-test Table 4.8 The number of students in the group B passing and failing the post-test Table 4.9 The average total scores and standard deviations of the group A and the group B on the pre-test Table 4.10 The average total scores and standard deviations of the group A and the group B on the post- test Table 4.11 Differences in the mean score between the group A and the group B Table 4.12: No of years for studying English of the group A Table 4.13:The group A’ experience of learning English with the use of the English only instruction medium Table 4.14: The group A’s attitudes towards the teacher’s use of English only in giving instructions and asking questions 39 39 40 40 40 44 45 48 Table 4.15: The group A’s attitudes towards the teacher’s use of mixed instruction medium in explaining grammar and vocabulary, in 52 assigning homework and in giving feedback Table 4.16: The group A’s experience of learning English with the use of the English only instruction medium Table 4.17: The group A’s attitudes towards the teacher’s use of English only in giving instructions and asking questions 56 58 Table 4.18: The group A’s attitudes towards the teacher’s use of mixed instruction medium in Explaining grammar and vocabulary, in 63 assigning homework and in giving feedback Table 4.19: No of years for studying English of the group B 67 Table 4.20: The group B’s experience of learning English with the use 67 vii of the English only instruction medium Table 4.21: The group B’s attitudes towards the teacher’s use of English only in giving instructions and asking questions 69 Table 4.22: The group B’s attitudes towards the teacher’s use of mixed instruction medium in explaining grammar and vocabulary, in 74 assigning homework and in giving feedback Table 4.23: No of years for studying English of the group B Table 4.24: The group B’s experience of learning English with the use of the English only instruction medium Table 4.25: The group B’s attitudes towards the teacher’s use of English only in giving instructions and asking questions 77 77 79 Table 4.26: The group B’s attitudes towards the teacher’s use of mixed instruction medium in Explaining grammar and vocabulary, in 83 assigning homework and in giving feedback List of charts Charts Page Chart 4.1: Group A & Group B reading performances 41 Chart 4.2: Group A & Group B writing performances 42 Chart 4.3: Group A & Group B listening performances 43 Chart 4.4: Group A & Group B speaking performances 43 Chart 4.5: The pre and post-test mean score for group A and group B 43 viii APPENDIX 4: LESSON PLAN New Cutting Edge, Pre-intermediate Module 4: Special occasions Lesson 2: Reading A OBJECTIVES ❖ Language objectives By the end of the lesson, students will be able to: - use key terms related to “birthday traditions around the world” to discuss the birthday traditions in the country they like - apply language knowledge and skills acquired from the unit to give some practical advice on what should be done on birthday to certain ages in certain countries ❖ Content objectives By the end of the lesson, students will be able to: - recognize birthday traditions around the world - explain significances for a particular birthday occasion in different countries B LANGUAGE FOCUS Key terms: a party dress, a bunch of flowers, a key, birthday cake, birthday cards, blow out the candles, brand-new, ceremony, the arm forces, a member of parliament, celebrate C METHODS Communicative Language Teaching Method; English only instruction medium approach D TEACHING AIDS Textbook, board, chalk, pictures, photos E PROCEDURE Time Content 7m I Warm-up Teacher's activities Students' activities Game: Magic Kiss - Have students close the books and - Play the game play "Magic Kiss" game in 144 minutes - Let students know the rules of the - Listen to the teacher game in English: and remember the + Divide the class into teams rule + Choose the number in turns and answer the questions given + Get points and LETTERS with a correct answer + Get 20 points if finding out the key word based on the Letters + Get points if choosing a lucky kiss (there are lucky kisses) + Have students know that the team with more points will be the winner Questions: How we call the following Day? - Play the game In Britain, the Day is at the beginning of March, usually the first Mother's Day Sunday in March (Mother's Day) (T) The Day when Americans American celebrate independence from the Independence Day British (American Independence Day) (D) Christmas Day LUCKY (Y) The Day when people celebrate the birth of Jesus Christ (Christmas Day) (H) New Year's Eve LUCKY (B) 145 The last Day of the year People usually have parties in the evening, and stay awake until after midnight Chinese New Year (New Year's Eve) (R) The Day in the Chinese calendar when people celebrate the New May Day Year.( Chinese New Year) (I) In some countries, this day is called Labour Day (May Day) (A) Key word: BIRTHDAY - Listen and take + Praise the winner notes - Lead to the new lesson: Reading : "Birthday traditions around the world" 2m II Pre- Set the scene reading - Show the pictures on page 32 and - Look at the pictures ask them to find the things given in and find the things the box - Answer the - Ask students what occasion the question: "Birthday" 6m things refer to? Pre-teach vocabulary - Look, listen and - Show the pictures, real object or learn the words the action to teach active words + birthday cards (real object) + blow out the candles (action) + brand-new (synonym) + ceremony (translation) + the arm forces (picture) 146 + a member of parliament - Practice saying the (illustration) words + celebrate (translation) - Have students practice the words 8m III While- Group work reading - Ask students to work in group of - Read the text in four to read the text and tick the groups and the traditions which exist in Vietnam, task given and put a cross next to the traditions which are different - Compare the - Ask students to compare their answers to the other 8m answers to the other pairs pairs Pair work - Ask students to read the text in pairs and find a word or phrase in - Read the text in the text that has the same meaning pairs and the task as the given phrase given - Give the time for students to read - Check the answers with the whole class - Compare the Answers: answers with the b particularly whole class c brand-new d several e ceremony f the armed forces g shape h City Hall 147 7m IV Post- Writing activity reading - Have students close the books and - Listen to the teacher write sentences based on the instruction and write number given (1,15, 21) the sentence using Suggested answers: their own words 1: In China, the birthday is celebrated on New Year's Day 15: In Argentina and Mexico, the girls dance a waltz with their father and other boys on the fifth birthday 21: In many English-speaking countries, people make a birthday cake with a key on top or in the shape of key on the twenty-first 8m birthday - Look, listen and - Give feedback take notes Discussion - Ask students to work in group of - Work in groups to four to discuss the birthday tradition discuss the birthday of one country they like and remind tradition of a certain them of giving significances for a country particular birthday occasion - Give students time to the task - Have students present what they - Prepare the have discussed presentation - Give feedback - Give the group presentation - Listen and take 148 notes 2m V Wrap-up - Have the students answer the - Listen and answer questions to consolidate the lesson 1m the questions VI - Ask students to exercises in the - Take notes Homework workbook at home 149 APPENDIX 5: PRE-QUESTIONNAIRE FOR STUDENTS This survey questionnaire is conducted to serve my study on “English only or mixed instruction medium: a study in EFL classes at a university” I would be grateful if you provide accurate and frank answers, which will contribute much to the success of my research Thanks in advance for your time and cooperation! A General information Name: ………………………………………………………………… … Age: ……………………………………………………………………… Gender: Male Female How long have you been learning English? Have you ever taken an English class in which English only instruction medium is used? Yes No If yes, where did you learn? How you think about this way of teaching? How often does the teacher speak English during lessons? Always Very often Sometimes Rarely Never  B Attitudes towards English only instruction medium use during English lessons (Circle the number which you think is the most appropriate) (1) Strongly Agree , (2) Agree, (3)Neither Agree nor Disagree (4) Disagree, (5) Strongly Disagree 150 I think it is important that the teacher speaks only English during lessons I think the teacher should use only English to give instructions for assignments I think the teacher should use English to ask students questions I often not understand what I am supposed to because the teacher only explains in English It is easier to learn the language because the teacher only speaks English I think my English has improved because the teacher speaks mostly English 10 I think the more English the teacher speaks, the better the students will be in English 11 I most often feel good during lessons in which the teacher only speaks English 12 I often get frustrated because I not understand what the teacher is saying in English 5 5 5 5 C Attitudes towards mixed instruction medium use during English lessons (Circle the number which you think is the most appropriate) (1) Strongly Agree , (2) Agree, (3)Neither Agree nor Disagree (4) Disagree, (5) Strongly Disagree 13 I think the teacher should use mixed instruction medium when he is explaining something difficult, like grammar or 5 vocabulary 14 I think the teacher should use mixed instruction medium when he is assigning homework 15 I think the teacher should use mixed instruction medium to praise or correct students 151 16 What percentage of time you think Vietnamese should be used in the English class? a) 0% b) 10% – 20% c) 30% – 40% d) 50% – 60% e) More than 60% 17 Which way of learning English you like? a Mixed instruction medium c English only instruction medium Why? 18 When you think it is necessary for the teacher to speak Vietnamese in class? a) to explain grammar concepts b) to explain how to learning activities c) to chat casually with students and joke d) to explain new vocabulary items e) to check if students have any problems g) never 152 APPENDIX 6: POST- QUESTIONNAIRE (GROUP A) This survey questionnaire is conducted to serve my study on “English only or mixed instruction medium: a study in EFL classes at a university” I would be grateful if you provide accurate and frank answers, which will contribute much to the success of my research Thanks in advance for your time and cooperation! A General information Name: …………………………………………………………………… … Age: ………………………………………………………………………… Gender: Male Female How long have you been learning English? Have you ever taken an English class in which English only instruction medium is used? Yes No If yes, where did you learn? How you think about this way of teaching? How often does the teacher speak English during lessons? Always Very often Sometimes Rarely Never  B Attitudes towards English only instruction medium use during English lessons (Circle the number which you think is the most appropriate) (1) Strongly Agree , (2) Agree, (3)Neither Agree nor Disagree (4) Disagree, (5) Strongly Disagree 153 I think it is important that the teacher speaks only English during lessons I think the teacher should use only English to give instructions for assignments I think the teacher should use English to ask students questions I often not understand what I am supposed to because the teacher only explains in English It is easier to learn the language because the teacher only speaks English I think my English has improved because the teacher speaks mostly English 10 I think the more English the teacher speaks, the better the students will be in English 11 I most often feel good during lessons in which the teacher only speaks English 12 I often get frustrated because I not understand what the teacher is saying in English 5 5 5 5 C Attitudes towards mixed instruction medium use during English lessons (Circle the number which you think is the most appropriate) (1) Strongly Agree , (2) Agree, (3)Neither Agree nor Disagree (4) Disagree, (5) Strongly Disagree 13 I think the teacher should use mixed instruction medium when he is explaining something difficult, like grammar or 5 vocabulary 14 I think the teacher should use mixed instruction medium when he is assigning homework 15 I think the teacher should use mixed instruction medium to praise or correct students 154 16 What percentage of time you think Vietnamese should be used in the English class? a) 0% b) 10% – 20% c) 30% – 40% d) 50% – 60% e) More than 60% 17 Which way of learning English you like? a Mixed instruction medium c English only instruction medium Why? 18 When you think it is necessary for the teacher to speak Vietnamese in class? a) to explain grammar concepts b) to explain how to learning activities c) to chat casually with students and joke d) to explain new vocabulary items e) to check if students have any problems g) never 19 Were the English Only lessons as enjoyable as the normal lessons, less enjoyable, or more enjoyable? Did you feel more stress or less stress? Please explain 20 Would you like to continue having English Only lessons next time? a) Yes b) No Why? Why not? 155 APPENDIX 7: POST- QUESTIONNAIRE (GROUP B) This survey questionnaire is conducted to serve my study on “English only or mixed instruction medium: a study in EFL classes at a university” I would be grateful if you provide accurate and frank answers, which will contribute much to the success of my research Thanks in advance for your time and cooperation! A General information Name: ………………………………………………………………… … Age: ………………………………………………………………………… Gender: Male Female How long have you been learning English? Have you ever taken an English class in which English only instruction medium is used? Yes No If yes, where did you learn? How you think about this way of teaching? How often does the teacher speak English during lessons? Always Very often Sometimes Rarely Never  B Attitudes towards English only instruction medium use during English lessons (Circle the number which you think is the most appropriate) (1) Strongly Agree, (2) Agree, (3)Neither Agree nor Disagree (4) Disagree, (5) Strongly Disagree 156 I think it is important that the teacher speaks only English during lessons I think the teacher should use only English to give instructions for assignments I think the teacher should use English to ask students questions I often not understand what I am supposed to because the teacher only explains in English It is easier to learn the language because the teacher only speaks English I think my English has improved because the teacher speaks mostly English 10 I think the more English the teacher speaks, the better the students will be in English 11 I most often feel good during lessons in which the teacher only speaks English 12 I often get frustrated because I not understand what the teacher is saying in English 5 5 5 5 C Attitudes towards mixed instruction medium use during English lessons (Circle the number which you think is the most appropriate) (1) Strongly Agree, (2) Agree, (3)Neither Agree nor Disagree (4) Disagree, (5) Strongly Disagree 13 I think the teacher should use mixed instruction medium when he is explaining something difficult, like grammar or 5 vocabulary 14 I think the teacher should use mixed instruction medium when he is assigning homework 15 I think the teacher should use mixed instruction medium to praise or correct students 157 16 What percentage of time you think Vietnamese should be used in the English class? a) 0% b) 10% – 20% c) 30% – 40% d) 50% – 60% e) More than 60% 17 Which way of learning English you like? a Mixed instruction medium c English only instruction medium Why? 18 When you think it is necessary for the teacher to speak Vietnamese in class? a) to explain grammar concepts b) to explain how to learning activities c) to chat casually with students and joke d) to explain new vocabulary items e) to check if students have any problems g) never 19 Were the mixed instruction medium lessons enjoyable? Did you feel more stress or less stress? Please explain 20 Would you like to continue having mixed instruction medium lessons next time? a) Yes b) No Why? Why not? 158 ... valuable input Another argument against using native language in teaching foreign languages is that too much reliance on the native language may undermine the interaction in the foreign language...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LÊ THỊ THÀNH VINH ENGLISH ONLY OR MIXED INSTRUCTION MEDIUM: A STUDY IN EFL CLASSES AT A UNIVERSITY Major: Teaching English to Speakers... language form, vocabulary use and overall organization; and (3) for interpersonal interaction, e.g to establish the tone and nature of their collaboration (Swain & Lapkin, 2000) Swain and Lapkin (2000)