Tài liệu Teachers' and students' perceptions of the use of l1 in the efl classroom at dalat university (lam dong province) master of tesol

MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY --------------- TEACHERS’ AND STUDENTS’ PERCEPTIONS OF THE USE OF L1 IN THE EFL CLASSROOM AT DALAT UNIVERSITY (LAM DONG PROVINCE) Student’s name: TON NU THU HIEN Student’s code: 18110087 Class: MTESOL18K3 Instructor’s name: NGUYEN HOANG TUAN, Ph.D. Ba Ria – Vung Tau, 07/2022 MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY --------------- TEACHERS’ AND STUDENTS’ PERCEPTIONS OF THE USE OF L1 IN THE EFL CLASSROOM AT DALAT UNIVERSITY (LAM DONG PROVINCE) Submitted to the Postgraduate Institute in partial fulfillment of the Master’s degree in TESOL By TON NU THU HIEN Supervised by NGUYEN HOANG TUAN, Ph.D. BA RIA VUNG TAU, July 2022 i The thesis entitled TEACHERS’ AND STUDENTS’ PERCEPTIONS OF THE USE OF L1 IN THE EFL CLASSROOM AT DALAT UNIVERSITY (LAM DONG PROVINCE) was successfully defended and approved on 18/09/2022 at Ba Ria Vung Tau University. Academic supervisor: Dr. NGUYEN HOANG TUAN Examination Committee 1Assoc.Prof. Nguyen Huu Duc Chair 2. Ph.D. Bui Thi Kim Loan Reader 1 3. Ph.D. Nguyen Xuan Hong Reader 2 4. Ph.D. Nguyen Huu The Member 5.Ph.D. Dinh Lu Giang Secretary Member On behalf of the Examination Committee Chair (full name, title, signature) ii BA RIA VUNG TAU UNIVERSITY POSTGRADUATE INSTITUTE Ba Ria Vung Tau, July 2022 MASTER’S THESIS REPORT Student name: TON NU THU HIEN Date of birth: 18/06/1984 Major: English Language Sex: Female Place of birth : Lam Dong Province Student code: 18110087 I- Thesis title: TEACHERS’ AND STUDENTS’ PERCEPTIONS OF THE USE OF L1 IN THE EFL CLASSROOM AT DALAT UNIVERSITY (LAM DONG PROVINCE) II-Objectives and contents: This study aims at investigating the Teachers’ and Students’ attitudes towards the use of L1 in the EFL classroom at Dalat University ( Lam Dong province) . The research objectives are as follows: - To explore the Teachers’ and students’ attitudes towards the use of L1 in the EFL classroom at Dalat University. - To investigate the perception of teachers and students when the L1 was used in classroom at Dalat University. This study was conducted at Dalat University in Dalat, Lam Dong Province, which is one of the honored University in Dalat. The participants were the EFL University students who were studying English. In order to gain the results, I applied the mixedmethod: quantitative and qualitative, two instruments were utilized: questionnaire and semi-structured interview so as to collect the data, both of which are applied for the students who have learnt at Tourism and International Falcuty. III- Starting date: 08/09/2020 IV- Completing date: 01/07/2022 V- Academic supervisor: (full name,title) NGUYEN HOANG TUAN, Ph.D. ACADEMIC SUPERVISOR FACULTY DEAN ((full name, signature) ((full name, signature) iii Statement of Original Authorship I certify that this thesis “Teachers’ and students’ perceptions of the use of L1 in the EFL classroom at Da Lat University (Lam Dong Province)” is my own work. Except where reference is made in the text of the thesis, this thesis contains no material previously published or written by another person. Signature: _________________________ Date: 01/07/2022 iv RETENTION AND USE OF THE THESIS I hereby state that I, TON NU THU HIEN, being a candidate for the degree of TESOL accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library. In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses. Ba Ria Vung Tau, July 2022 Signature ……………………………. TON NU THU HIEN v Acknowledgements Firstly, I would like to express my sincere appreciation to my advisor, Dr. Nguyen Hoang Tuan, for providing me with academic guidance and constructive feedback during the writing of this thesis. Without his support and encouragement, this work would not have been completed. Next, I would like to thank the students and the English teachers at Da Lat University where I did my research. They gave me a lot of time during the data collection process, and they also encouraged me to complete my research. Finally, I would like to express my deepest gratitude to my family and friends, who have always been by my side to encourage and be a great source of encouragement and motivation to help me complete this thesis. vi Abstract The purpose of this study was to investigate the teacher’ and students' perceptions of the use of L1 in the EFL classroom at Da Lat University in the central hinghland of Lam Dong Province. The participants for this study were twenty EFL instructors who teach General English at the Faculty of Tourism, and the Faculty of International Studies and one hundred and fifty second year students from the two faculties. Student questionnaire, in-depth interview for teachers and students were used to collect data. The data were analyzed using qualitative analysis with a focus on different types of situations in which L1 was used as well as perceived role of L1 use. The results of the study indicated that teachers and learners held positive attitudes towards the use of L1, and that L1 should be used in some situations with a purpose to facilitate L2 learning. Based on the findings of the research, several implications are offered to support learners in their English language acquisition. Keywords: Use of Native Language (L1), Target Language (L2), English as a Foreign Language (EFL), Code-switching to L1, teachers’ and students’ perceptions. vii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY .............................................................................iv RETENTION AND USE OF THE THESIS ................................................................... v ACKNOWLEDGEMENTS............................................................................................. vi ABSTRACT ................................................................................................................... vii APPENDICES ............................................................................................................. xiii LIST OF TABLES .......................................................................................................... ix LIST OF FIGURES ........................................................................................................ xi LIST OF ABBREVIATIONS AND SYMBOLS ......................................................... xii CHAPTER 1 INTRODUCTION ................................................................................... 13 1.1. Background to the study ......................................................................................... 13 1.2. Statement of the problem ........................................................................................ 13 1.3. Aim and objectives of the study ............................................................................. 14 1.4. Research questions.................................................................................................. 14 1.5. Scope of the study ................................................................................................... 14 1.6. Significance of the study ........................................................................................ 15 1.7. Definiton of the key terms ...................................................................................... 15 1.8. Organization of the thesis ........................................................................................ 15 CHAPTER 2 LITERATURE REVIEW........................................................................ 17 2.1 Theories and teaching approaches relevant to L1 use ........................................... 17. 2.2 Code- switching ....................................................................................................... 20 2.3 Benefit of L1 use in Foreign Language teaching .................................................... 21 2.4 L1 use practises in the EFL classroom .................................................................... 22 2.5 Functions of L1 use .................................................................................................. 24 2.6 Specific functions of L1 use .................................................................................... 25 2.6.1 Maintaining classroom discipline or exercising control ....................................... 26 2.6.2 Drawing students’ attention ................................................................................... 26 2.6.3 Giving instructions and explaining administrative issues..................................... 26 2.6.4 Eliciting students’ responses ................................................................................. 27 2.6.5 Checking learners’ comprehension ....................................................................... 27 2.6.6 Building rapport ..................................................................................................... 27 viii 2.6.7 Expressing emotion ............................................................................................... 27 2.6.8 Explaning vocabulary ........................................................................................... 28 2.6.9 Explaining grammar ............................................................................................ 28 2.6.10 Explaining cultural references ............................................................................ 28 2.7 Teachers’ perceptions of L1 use .............................................................................. 29 2.8 Language attitude ..................................................................................................... 32 2.9 Previous studies ........................................................................................................ 33 2.10 Conceptual Framework ........................................................................................... 35 2.11 Chapter Summary .................................................................................................. 36 CHAPTER 3. METHODOLOGY .................................................................................. 37 3.1 Aims and Research Questions ................................................................................. 37 3.2 Research site ............................................................................................................ 32 3.3 Participants ............................................................................................................... 41 3.4 Research design ........................................................................................................ 43 3.4.1 Research instruments ............................................................................................. 43 3.4.2 Research ethnics .................................................................................................... 52 3.4.3 Data collection and analysis procedures ............................................................... 54 3.5 Research instruments ............................................................................................... 54 3.5.1 Questionaire ........................................................................................................... 54 3.5.2 Semi-structured interview...................................................................................... 55 3.6 Data analysis procedures ......................................................................................... 55 3.7 Summary .................................................................................................................. 57 CHAPTER 4 RESULTS AND DISCUSSION ............................................................. 58 4.1 Results of the present study ..................................................................................... 58 4.1.1 Types of L1 use activities in the EFL classroom .................................................. 58 4.1.2 Teachers’ perceptions of L1 use ............................................................................ 61 4.1.3 Learners' perceptions of L1 use ............................................................................. 62 4.1.4 The extent to which teachers' and learners' views of L1 use coincide ................. 63 4.2 Discussions .............................................................................................................. 63 4.2.1 Teachers' perceptions of the use of L1 in the English classroom ......................... 63 4.2.1.1 The need to establish a principled use of L1 in each classroom setting ............ 63 4.2.1.2 Teachers’ use of L1 inspired by pedagogical theory or method ........................ 65 ix 4.2.1.3 Perceived functions of L1 use ............................................................................ 66 4.2.1.3.1 Use of L1 in facilitating language learning ..................................................... 66 4.2.1.3.2 Maitaining classroom discipline or exercising control ................................... 67 4.2.1.3.3 Giving instructions and explaining admisnitrative issues .............................. 68 4.2.1.3.4 Building rapport ............................................................................................... 68 4.2.1.3.5 Expressing emotions ........................................................................................ 69 4.2.1.3.6 Complimenting ................................................................................................ 69 4.2.2 Learners' perceptions of the use of L1 in the English classroom ......................... 70 4.2.3 Significant differences between teachers' and learners' perceptions of L1 use .... 71 CHAPTER 5 CONCLUSION ....................................................................................... 73 5.1 Summary of the key findings from this present study ............................................. 73 5.2 Pedagogical implications ......................................................................................... 74 5.3 Limitations ............................................................................................................... 74 5.4 Recommendations for the further research ............................................................. 75 REFERENCES .............................................................................................................. 76 APPENDIX A ................................................................................................................ 82 APPENDIX B ................................................................................................................ 86 APPENDIX C ................................................................................................................ 94 APPENDIX D .............................................................................................................. 100 APPENDIX E .............................................................................................................. 102 APPENDIX F................................................................................................................ 106 x APPENDICES Appendix A: Questionnaire for teachers Appendix B: Questionnaire for Students Appendix C: Questionaire for Students (Vietnamese translation) Appendix D: Students Interview Appendix E: Sample of interview (Vietnamese translation) Appendix F: Viper Plagiarism Report LIST OF FIGURES Figure 2.1: Conceptual framework of Teachers’ and Students’ Attitudes Error! Bookmark not defined. Figure 3.1: Gender of teachers 40 Figure 3.2: Ages of teachers 41 Figure 3.3: Experiences of teachers 42 Figure 4.1: Types of activities in which L1 was useful. 57 Figure 4.2: Types of activities in which L1 was not useful Error! Bookmark not defined. Figure 4.3: Frequency of L1 use 61 Figure 4.4: The use of Vietnamese help students learn English. 64 xi LIST OF ABBREVIATIONS AND SYMBOLS EFL English as Foreign Language L1 Native language L2 Foreign language ELT English Language Teaching CEFR Common European Framework of Reference for Languages xii CHAPTER 1 INTRODUCTION 1.1. Background to the study The use of native language or mother tongue (L1) has been a controversial issue in English language teaching (ELT) literature and research. Until recently, most of the literature was in favor of teaching and learning a new language monolingually without using students’ L1 to explain, translate, or test (Hall and Cook, 2012). According to Hall & Cook (2013), the monolingual approach to English language teaching (ELT) has been avocated by many ELT researchers and educators because of the assumption that the use of L1 in the classroom may hinder L2 exposure of the learners. Against the background of globalization, research interest in L1 use has increased significantly. This tendency has influenced the perspectives L1 use. The updated Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2018) includes competences like translating from one language to another, or explaining, in one language, information that is derived from a text in another. L1 use has been found to be an effective tool for comparing L1 and L2 cultures and increasing learners’ awareness of cross-culture similarities and differences. The potential benefits of L1 use in the classroom have been increasingly recognised in more language classrooms across the world. According to Kerr (2019), teaching methods involving the use of L1 can be useful to fulfil a specific pedagogic objective. It is believed that the use of L1 might serve different purposes such as teaching grammar, giving instruction, motivating students, building rapport, construct a positive atmosphere in the classroom (Jin & Cortazzi, 2018). However, the overuse of L1 might be a hindrance to learners’ language acquisition (Chen, 2019). The issues mentioned above indicate that it is not easy to reach a consensus on L1 use in L2 class. Therefore, the main purpose of this study is to investigate into the use of L1 in the EFL classroom at a particular educational institution in Vietnam. 1.2 Statement of the problem This study aims at exploring learners’ and teachers’ attitudes toward using L1 in the EFL classroom in the context of Da Lat University. There may be challenges and 13 constraints in implementing the English program at such a particular learning context. In Jin & Cortazzi’s view (2018), perceptions of whether students or teachers should use their L1 in the English classroom have changed in different periods of language teaching and, decisions on this matter vary in different contexts. Such perceptions may be influenced by theoretical considerations related to a predominant methodology or by policy and local practices (Jin & Cortazzi, 2018). Given such constraints, it is necessary to examine the English teaching and leaning situations at the research site and find reasons for whether, when, and why L1 might or might not be used. 1.3 Aims and objectives of the study This study aims to explore teachers’ and students’ perceptions of the use of L1 in the EFL classroom at Da Lat University, Lam Dong Province. The specific objectives of this research are:  To explore teachers’ and students’ perceptions of the use of L1 in the EFL classroom;  To explore if there are any significant differences between teachers’ and students’ perceptions of use of L1 in the EFL classroom. 1.4 Research questions In order to identify the previously mentioned objectives, the research questions made in this study are: (1) What are the teachers’ perceptions of the use of L1 in the English classroom? (2) What are the students’ perceptions of the use of L1 in the English classroom? (3) Are there any significant differences between teachers’ and students’ perceptions of the use of L1 in the EFL classroom? If yes, what are the differences? 1.5 Scope of the study The study focused on investigating the teachers’ and students’ perceptions of the use of L1 in the English Foreign Language (EFL) classroom in a particular setting, namely Da Lat University in the academic year 2021-2022. The research participants were second year students studying English as a foreign language at the intermediate level. 14 1.6 Significance of the study Part of the significance of this study is that it explores English teaching and learning in a particular context (an area still in need of more attention as suggested by Macaro & Lee, 2013; and Almoayidi, 2018). It is hoped that the findings will help both teachers and learners understand why L1 should be used to what extent and in which situations in EFL classrooms. It is also hoped that the findings will help policy makers to modify their policy toward using L1 in the EFL classroom. The findings of this study may also serve as a needs analysis in terms of better understanding student perceptions. 1.7 Definition of the key terms L1 is used in this present study for learner’s own language or first language, mother tongue, native language etc., and all these terms can be used interchangeably. L2: target language, and in this case, English language EFL students refer to students who are learning EFL in non-English majored programs at Da Lat University. 1.8 Organization of the thesis This study report consists of five separate chapters. Chapter 1 provides an introduction to the study with the background information related to the study, the rationale of the study, the aims and objectives, the research questions, the scope of the study, the significance of the study, the definitions of the key terms as well as the organization of the thesis. Chapter 2 is the literature review, presenting the information related to L1 use, attitudes and SRLL strategies. In terms of L1 use, definitions, the principles, the importance of L1 use as well as the challenges of L1 use are discussed. Regarding attitudes, definitions, the three components of attitudes and the models of attitudes are recommended. In previous studies, many studies by foreign as well as Vietnamese researchers are summarized and discussed in brief. Finally, conceptual framework is also introduced in literature review. 15 Chapter 3 describes the methodology of the study including the research design, the research site, the sample and sample procedures, the research instruments, the data collection procedures as well as the data analysis procedures. Chapter 4 supplies the presentation of results of the study by analyzing the data collected from questionnaire and semi-structured interview. The discussion of the data is also compared and contrasted with the data in previous studies. Chapter 5 presents the summary of the main findings of the thesis, implications of the research, limitation of the research and recommendations for further research. 16 CHAPTER 2 LITERATURE REVIEW This chapter contextualizes the current study by examining the relevant concepts and theories related to L1 use in the L2 classroom. 2.1 Theories and teaching approaches relevant to L1 use Among many influential teaching methods in language teaching which hold distinctive attitudes towards L1 use, two key teaching approaches that are particularly relevant to L1 use: Grammar Translation and Communicative Language Teaching (CLT). The Grammar Translation method supported the use of L1 with a learning focus on accuracy rather than communicative ability, and on literary texts rather than daily interaction. On the other hand, Communicative Language Teaching focuses on interaction and communication which is the major function of language. The primary purpose of language learning is not to acquire grammatical and structural linguistic features, but develop language functions and communicative meaning manifested in discourse (Richards & Rodgers, 2001). The aim of CLT is to develop communicative competence, and it provides opportunities for learners to improve their language competence through communicating and making meaning during classroom interaction. (Littlewood, 2014). In CLT, it has also been argued that a lack of sufficient input may also deprive learners of the chance to negotiate meaning, which is an important part of the L2 learning process (Macaro, 2005). In short, this position argues that the more learners are exposed to L2 input, the more they will achieve. Teachers, therefore, should maximize the provision of L2 instances by the avoidance of L1 use, and that if it is difficult to completely exclude the L1, it should be kept to a minimum. As a matter of fact, there is no evidence supporting the argument that the L1 must be excluded from CLT. Its flexible features permit teachers to select what is appropriate for the needs of students. In other words, if the L1 is perceived as beneficial to facilitate students’ L2 learning at specific moments, L1 use should not be prohibited in the implementation of CLT. 17 Theories of L1 use in L2 learning. One of the theories opposing the role of L1 use in L2 learning is the theory of second language acquisition (SLA). SLA theory states that as monolingual children always succeed in learning their L1 without involving another language, L2 learning can be successful without the involvement of another language. Another argument that has been put forward for the avoidance of L1 comes from a psycholinguistic perspective: language compartmentalization theory. Proponents of this position hold the view that L1 and L2 form distinct systems in learner’s mind, and thus L2 should be learned through L2 with the avoidance of the L1 (Cook, 2001). That is, there are two independent systems of languages in learners’ minds, and there should be no connection between the L1 and the L2. Therefore, in order to establish the two isolated linguistic systems, the best way is to acquire the L2 by using L2 and avoiding any link to L1. In contrast, theories of bilingual cognition acknowledge the role of L1 use in L2 learning. If two languages are not separated systems but integrated based on a common conceptual process, they contradict the position that the L2 is best learnt through the L2 and confirm the potentially positive effects of L1 use on L2 learning. Cook (2002) suggests that L2 users should ‘see the first language as something that is part of themselves whatever they do and appreciate that their first language is inextricably bound up with their knowledge and use of the second’ (Cook 2002, p.339). In accordance with this viewpoint, some research argued for re-examining the potentially effective role of translation as a language learning strategy. While translation has been criticized by those who support certain teaching methods (e.g. the Direct Method), it has been claimed that there is evidence that it has certain benefits in the L2 classroom. For example, drawing on theoretical and empirical research in L2 learning, Cook (2010) calls for a re-examination and reconsideration of the role of translation in L2 teaching and learning, as in many contexts, translation may be an effective tool of language learning such as addressing students’ needs and preferences and maintaining students’ identity in both linguistic and cultural respects. The idea that ‘prior knowledge and L1 use provide a cognitive framework through which new knowledge is constructed and regulated’ (Hall & Cook 2012, p.291) also support 18 the possible value of the L1 in L2 learning. In the language learning field, as learners’ prior knowledge might be processed and stored through the L1, L1 use seems to be necessary in order to engage such knowledge (Cummins, 2007). The idea that L2 learning is most effective when it built upon pre-existing world knowledge and linguistic skills which learners have acquired by the L1 has been supported by many theoretical arguments. Butzkamm (2003) claimed that students’ L1 should be seen as the starting point for the understanding of other knowledge or concepts. Butzkamm (2003) proposed that L1 use could be used as a cognitive and pedagogical tool for learners, as people have developed their thinking and communication ability, and also built up ‘an intuitive understanding of grammar’ though the L1 (p.31). This idea of building on prior knowledge of learners has also been supported by other studies. For example, in the study on adult learners’ perceptions of L1 use in language teaching and learning by Brooks-Lewis (2009), the learners confirmed the motivating role of L1 use, as through which they were able to apply their existing linguistic knowledge and communication skills to L2 learning. This is also in accordance with Cummins’ (2007) argument that since the prior knowledge was accumulated via the L1, it was necessary to engage the L1 when learners utilized their prior knowledge. The benefits of drawing upon learners’ prior knowledge in L2 learning have been further explored by studies on socio-cultural theory. The central element of socio-cultural theory is that language is seen as a cognitive tool through which learners mediate their mental processing (Lantolf, 2006). According to the theory, as L2 takes up so much of a speaker’s attention that it cannot fully serve to mediate cognition, L1 use provides learners with additional cognitive support in accomplishing L2 tasks so as to achieve the desired L2 learning goal (Harun et al., 2014). To be specific, the L1 has been suggested as a tool for the externalisation of L2 learners’ private or inner speech to organize their cognitive activities (Lantolf, 2006; Macaro, 2006). Socio-cultural approaches to language learning suggest that cognitive development, including language development, is a collaborative process ‘driven by social interaction’ (Levine 2011, p.24). L1 use by learners in collaborative talk during L2 learning tasks is 19