Several recommendations for further research are made in consideration of the study's findings. Further works could increase the scope of the study to larger research sites such as universities of public schools and expand the number of participants to make a better generalization. In addition, a further study with more focus on triangulation such as undertaking observation is suggested. It is also advisable for researchers to conduct experimental research to investigate how teacher training program for CS give effects on teachers’ instruction and student’s outcome. These studies should provide a fuller view of CS in Vietnam, not only in teaching grammar, but also teaching other language skills and knowledge.
76
References
(DES), Department of Education and Science. (1990). Modern Foreign Languages for Ages 11 to 16. London: Department of Education and Science and the Welsh Office.
Almansour (2016). Code Switching as a Grammar Teaching Strategy in Saudi Arabian EFL Classrooms. Doctoral dissertation, Western Sydney University (Australia).
Anh (2012). Use of Vietnamese in English Language Teaching in Vietnam:
Attitudes of Vietnamese University Teachers. English Language Teaching, 3(2), 119-128.
Arshad, Abdolrahimpour, & Najafi (2015). The use of L1 as a consciousness- raising tool in teaching grammar to beginner and upper-intermediate EFL students. Journal of Language Teaching and Research, 6(3), 633-638.
Batstone, & Ellis (2009). Principled grammar teaching. System 37, 194-204.
Bullock & Toribio (2009). The Cambridge handbook of linguistic code- switching. Cambridge University Press.
Cohen, Manion & Morrison (2018). Research methods in education (eight edition). Abingdon, Oxon.
Cook (2016). Second language learning and language teaching. Routledge.
Copland & Neokleous (2011). L1 to teach L2: Complexities and contradictions.
ELT journal, 65(3), 270-280.
Creswell (2002). Educational research: Planning, conducting, and evaluating quantitative (Vol. 7). Prentice Hall Upper Saddle River, NJ.
Dailey-O’Cain & Liebscher (2009). Teacher and student use of the first language in foreign language classroom interaction: Functions and applications. In M. Turnbull & J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp.131-144). Multilingual Matters.
De Mejía (2002). Power, Prestige and Bilingualism: international perspectives on elite bilingual education. Clevedon: Multilingual Matters.
Demir (2012). The role of native language in the teaching of the FL grammar.
Journal of Education, 1(2), 21-28.
77
Desoyo (2021). Code-Switching as a Language Teaching Strategy Based on the Grammar-Translation Method for Comprehension Enhancement. .
International Journal of Applied Linguistics and Translation, 7(1), 1.
Doughty (2001). Cognitive underpinnings of focus on form. In P. Robinson (ed.) Cognition and Second Language Instruction. Cambridge: Cambridge University Press, 206–257.
Franklin (1990). Teaching in the target language. Language Learning Journal.
Gaikwad (2013). The impact of a visual approach used in the teaching of
grammar when embedded into writing instruction:. A study on the writing development of Chinese first year university students in a British
university in China.
Gardner-Chloros (2009). Code-switching. Cambridge: Cambridge University Press.
Grant & Nguyen (2017). Code-switching in Vietnamese university EFL teachers’
classroom instruction: A pedagogical focus. Language Awareness, 26(3), 244-259.
Hall & Cook (2012). Own-language use in language teaching and learning.
Language teaching, 45(3), 271-308.
Harmer (2007). The practice of English language teaching. Pearson Longman ELT.
Hidayati (2012). Evaluating the role of L1 in teaching receptive skills and
grammar in EFL classes. Indonesian Journal of Applied Linguistics, 1(2), 17-32.
Hidayati (2012). Evaluating the role of L1 in teaching receptive skills and
grammar in EFL classes. Indonesian Journal of Applied Linguistics, 1(2), 17-32.
Cambridge University Press & Assessment (2023). About the Common European Framework of Reference for Languages (CEFR). Cambridge.
https://www.cambridgeenglish.org/exams-and-tests/cefr/
Hummel (2020). Introducing second language acquisition: Perspectives and practices. John Wiley & Sons.
Huynh (2018). English and Vietnamese code-switching as a medium of
instruction in young learner classrooms at a language centre in Ho Chi
78
Minh City, Vietnam. Master Dissertation, University of Huddersfield (UK).
Krashen (2003). Explorations in Language Acquisition and Use. Portsmouth:
NH: Heinemann.
Lee (2010). Code switching in the teaching of English as a second language to secondary school students. Malaysian Journal of ELT Research, 6(1), 45.
Lynch (2001). Seeing what they meant: transcribing as a route to practicing. ELT Journal 55/2.
Macaro (2013). Overview: Where should we be going with classroom
codeswitching research? Codeswitching in university English-medium classes, 10-23.
McArthur (1996). The concise Oxford companion to the English language.
Oxford: Oxford University Press.
Nabifar & Khalilzad (2017). The effect of code switching on the acquisition of object relative clauses by Iranian EFL learners. Journal of Studies in Learning and Teaching English, 6(1), 89-112.
Navidinia, Khoshhal, & Mobaraki (2020). Exploring the effectiveness of using L1 in teaching grammar to English as a foreign language learner. AJELP:
Asian Journal of English Language and Pedagogy, 8(1), 31-40.
Nguyen, Jang, & Yang (2010). English-Only Classrooms: Ideology versus
Reality. AARE Annual Conference. Melbourne: Australian Association for Research in Education.
Nguyen (2018). Teachers' code-switching in pre-intermediate EFL classrooms : a case study at University of science Vietnam National University - Ho Chi Minh city. M.A. : 60.14.10.
Nguyen, & Duy (2019). An exploratory study on perspectives of Vietnamese experienced teachers and student teachers toward teachers’ code-
switching. Cambridge Open-Review Educational Research Journal, 6, 66- 79.
Nguyen (2012). English-Vietnamese Code-Switching in Tertiary Educational Context in Vietnam. Asian Englishes, 15(2), 4-29.
79
Nguyen (2017). A study on the effectiveness of teachers' code-switching in teaching reading comprehension to Ton Duc Thang University students.
M.A. : 60.14.10.
Richards, & Renandya (2002). Methodology in language teaching: An anthology of current practice. Cambridge university press.
Richards & Schmidt (2013). Longman dictionary of language teaching and applied linguistics. Routledge.
Scott, & FUENTE (2008). What's the problem? L2 learners' use of the L1 during consciousness‐raising, form‐focused tasks. The Modern language journal, 92(1), 100-113.
Stake (2000). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research. Thousand Oaks,CA: Sage.
Swain and Lapkin (2000). Task-based second language learning: the uses of the.
Language Teaching Research 4, 3, 251–274.
Tang (2002). Using L1 in the English classroom. English Teaching Forum, 40 (1), p. 36-43.
Ur (1996). A Course in Language Teaching. 2nd edition. Cambridge: Cambridge.
Willis (1996). A Framework for Task-Based Learning. Harlow: Longman.
80
APPENDICES
Appendix A: Interview questions
1. Is there any regulation at your work place about using L1 in class? What do you think about this regulation on using English only in English language teaching classroom?
2. Do you agree that using 100% English when teaching grammar brings full benefits for Ss of all levels? Why?
3. What do you think can be the benefits of switching from English to Vietnamese in teaching grammar?
4. How often do you use L1 during grammar lessons? How much code-switching do you think is the most helpful?
5. When (which stage) do you think the first language could be used profitably in teaching grammar? How?
6. What level do you often use more Code-switching than other levels when you teach grammar? Why?
7. What grammatical structure do you think is difficult to teach without code-switching?
8. Which stage of the lesson do you find difficult to teach without code-switching? (presenting new grammar point, managing students’ practice, correcting Ss mistakes…)
9. What difficulties do you have when teachers have to balance code-switching with English-only policy from VUS language centers?
10. What techniques or strategies do you suggest in teaching grammar to solve the above difficulties?
11. What can you do to face the situation that your students make grammatical mistakes because of being influenced by L1?
12. How do you avoid using too much L1 when you teach grammar?
81
Appendix B: Questionnaire
Hello everyone, my name is Tran Thi Kim Anh. I am an M.A TESOL student at the University of Social Sciences and Humanities. I am conducting the survey to identify the attitudes of teachers at the language centre towards the use of code- switching between English and Vietnamese in teaching grammar in classroom instruction.
The participation in this survey is entirely voluntary. You also have the rights to withdraw at any time. All responses to the survey will be treated anonymously and for this research only. For most questions, you should select the answer which best reflects your view. For some questions, you should write a short answer if you have other suggestions. Please be aware that the teaching
knowledge mentioned in the questions below is teaching grammar. If you need any further information, please feel free to contact me via the email address below.
Thank you for participating in this survey.
Best wishes, Kim Anh
Email: ttkimanh4494@gmail.com
---
Section 1: Background Information What is your gender? Tick one
Male Female Please not to say
What is your age group? Tick one
22–30 31–35 36–40 41–45 46–50 51+
How many years of experience as an English language teacher do you have?
0–1 2-4 5-10 10-15 15+
What is your highest relevant qualification to English Language Teaching?
Select one
Certificate (TESOL, CELTA, TEFL, TKT, etc)
Diploma
82
Postgraduate Certificate
Bachelor’s
Master’s
Doctorate
Section 2: Teachers’ attitudes towards code-switching
*Code-switching (CS) is defined as using words or phrases from one language while speaking in the other language. It‘s the teachers’ act of integrating the students’ first
language (L1) into the target language (TL) instruction.
FOR TEACHING BEGINNERS
1) Do you use Vietnamese to teach grammar for beginners?
A. YES B. NO
If your answer to Question 1 is A, please answer question 2 to 4. If your answer to
Question 1 is B, please answer question 5
2) How much code-switching do you use in your beginning-level grammar class?
<10%
10%-30%
30%-40%
>40%
3) How much code-switching do you think is the most efficient in a beginning-level grammar class?
<10%
10%-30%
30%-40%
>40%
83
4) What are your main reasons for using BOTH English and Vietnamese when teaching grammar for beginners? You may tick more than one.
☐ It makes students understand the context and concepts of English grammar more easily
☐ It helps students and teachers to create more active discussion than using English only.
☐ It helps teachers to save time in explaining what he/ she is teaching.
☐ It helps learners be aware of the possible mistakes
☐ It helps learners be aware of the similarities and differences between their native language and the target language
☐ It helps learners be more confident and better produce the target language
☐ If I use 100% English to teach grammar for beginners, students will be confused and demotivated.
☐ Others:
Please specify:………
5) What are your main reasons for using ONLY ENGLISH when teaching grammar for beginners? You may tick more than one
☐It gives students more opportunity to be exposed to English.
☐It allows students to understand the teaching without any mother tongue’s interference.
☐It gives students more listening practice in English.
☐It is very helpful to students in improving spoken English.
☐It boosts students’ needs to learn a particular grammar structure
☐The use of code-switching will increase the students’ reliance and dependency on the teacher.
☐Other Please
specify………
………
……….
84
For teaching ELEMENTARY&PRE-INTERMEDIATE learners
6) Do you use Vietnamese to teach grammar for students at elementary and pre-intermediate levels?
A. YES B. NO
If your answer to Question 6 is A, please answer question 7 to 9. If your answer to
Question 6 is B, please answer question 10
7) How much code-switching do you use in your elementary-pre- intermediate grammar class?
<10%
10%-30%
30%-40%
>40%
8) How much code-switching do you think is the most efficient in an elementary-pre-intermediate grammar class?
<10%
10%-30%
30%-40%
>40%
9) What are your main reasons for using BOTH English and Vietnamese when teaching grammar for elementary and pre-intermediate
learners? You may tick more than one.
☐It makes students understand the context and concepts of English grammar more easily.
☐It helps students and teachers to create more active discussion than using English only.
☐ It helps teachers to save time in explaining what he/ she is teaching.
☐ It helps learners be aware of the possible mistakes
85
☐ It helps learners be aware of the similarities and differences between their native language and the target language
☐ It helps learners be more confident and better produce the target language
☐ Others:
Please specify:………
10) What are your main reasons for using ONLY ENGLISH when teaching grammar for elementary and pre-intermediate students?
You may tick more than one
☐It gives students more opportunity to be exposed to English.
☐It allows students to understand the teaching without any mother tongue’s interference.
☐It gives students more listening practice in English.
☐It is very helpful to students in improving spoken English.
☐It boosts students’ needs to learn a particular grammar structure
☐The use of code-switching will increase the students’ reliance and dependency on the teacher.
☐Other
Please specify:………
For teaching INTERMEDIATE AND UPPER-INTERMEDIATE learners:
11) Do you use Vietnamese to teach grammar for students at intermediate and upper-intermediate levels?
A. YES B. NO
If your answer to Question 11 is A, please answer question 12 to 14. If your answer to Question 11 is B, please answer question 15
12) How much code-switching do you use in your intermediate and upper-intermediate grammar class?
<10%
10%-30%
30%-40%
86
>40%
13) How much code-switching do you think is the most efficient in an intermediate and upper-intermediate grammar class?
<10%
10%-30%
30%-40%
>40%
14) What are your main reasons for using BOTH English and
Vietnamese when teaching grammar for students at intermediate and upper-intermediate level? You may tick more than one.
☐ It makes students understand the context and concepts of sophisticated grammar points more easily.
☐ It helps students and teachers to create more active discussion than using English only.
☐ It helps teachers to save time in explaining what he/ she is teaching.
☐ It helps learners be aware of the possible mistakes
☐ It helps learners be aware of the similarities and differences between their native language and the target language
☐ It helps learners be more confident and better produce the target language
☐ Others:
Please specify:………
15) What are your main reasons for using ONLY ENGLISH when teaching grammar for students at intermediate and upper- intermediate? You may tick more than one
☐It gives students more opportunity to be exposed to English.
☐It allows students to understand the teaching without any mother tongue’s interference.
☐It gives students more listening practice in English.
87
☐It is very helpful to students in improving spoken English.
☐It boosts students’ needs to learn a particular grammar structure
☐The use of code-switching will increase the students’ reliance and dependency on the teacher.
☐Other
Please specify:………
16) Which pedagogical factors do you think influence the teachers’
decision of using code-switching in teaching grammar? You may tick more than one.
☐ Students’ level
☐ Students’ ability to understand difficult concepts in grammar rules
☐ Linguistic gap resulting from the difference between English and Vietnamese of the grammatical points
☐ Amount of lesson content teachers have to cover in the allotted time.
☐ Importance of the teaching points
☐ Students’ feeling (bad mood, misunderstanding, confusion, etc.)
☐Others:
88
17) For each statement below, please tick on ONE option which best reflects
your view. Do not select more than one answer per row.
1= Strongly disagree, 2= Disagree, 3= Neutral, 4= Agree, 5= Strongly agree
No. Statements 1 2 3 4 5
1 Code-switching should only be used as a
last resort when all other options have
been exhausted.
2 The more English that is used, the better
the results for the learners.
3 I want to limit my
Vietnamese use in teaching grammar, but I sometimes use Vietnamese more than I expected when my students have much trouble with English instruction.
4 I can always control the amount of code-switching I intended to use when I teach grammar
89
18) The following statements indicate the situations in which teachers are likely to code-switch between English and Vietnamese. For each statement below, please tick on ONE option which best reflects your view. Do not select more than one answer per row.
No. In teaching grammar, I switch English to
Vietnamese when:
Never Rarely Sometimes Often Very often 1 presenting new grammar
points
2 monitoring students’
practice
3 correcting mistakes for the whole class
4 correcting mistakes for individuals
5 reviewing old grammar points before moving on the new grammar points 6 giving instruction for
unfamiliar activities 7 giving support to
individuals 8 checking
students’comprehension
19) What grammatical structure do you think are difficult to teach without code-switching?
☐ Relative clauses
☐ Inversion
☐ Mixed conditional
90
☐ Passive voice
☐ Modals verbs
☐ Tenses
☐Possessive pronouns/ reflexive pronouns ☐ Others
Please specify:………
20) How do you avoid using too much Vietnamese when you teach grammar? You may tick more than one.
☐ Use visuals (draw timelines, animation, etc.)
☐ Make use of CCQs (Concept checking questions)
☐ Simplify my English for instruction
☐ Teach vocabulary which is necessary for speaking and writing practice in the production stage so that I don’t need to use L1 for individual support
☐ Create sentences that link to my students’ character and interest as examples to introduce grammar points.
☐ Others
Please specify:………
21) What do you suggest to use code-switching efficiently to teach grammar? You may tick more than one.
☐ Find out learners’ needs in each class to decide the appropriate amount of code-switching
☐ Modify and adapt the text book’s tasks to fit learners’ level in order to avoid relying much on Vietnamese