Teachers' and Students' Perspectives on Using English-Only Instruction in EFL Classrooms: A Case Study at a University in the Mekong Delta
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| Title: | Teachers' and Students' Perspectives on Using English-Only Instruction in EFL Classrooms: A Case Study at a University in the Mekong Delta |
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| Language: | English |
| Authors: | Thi Viet Nguyen (ORCID |
| Source: | International Society for Technology, Education, and Science. 2024. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Teacher Attitudes, Student Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Language of Instruction, College Faculty, College Students, Communicative Competence (Languages), Language Usage, Nonmajors, Classroom Communication, Barriers, Vietnamese, Teaching Methods, Native Language |
| Geographic Terms: | Vietnam |
| Abstract: | The recent focus on Communication Language Teaching (CLT) seems to have fueled a belief in an English-only classroom. It appears to have fostered the notion that English should be taught exclusively in classrooms. In EFL classes, however, the views of teachers and students towards the use of English-only instruction have received a comparatively small amount of attention. The purpose of this article is to investigate Vietnamese university teachers and non-majored students' perspectives to the use of English-only instruction in EFL classes, as well as their agreement with potential barriers to its use in these settings. As a result, major obstacles have been identified, and solutions to overcome them have been proposed. A mixed quantitative and qualitative analysis of questionnaires and interviews with 56 university instructors and 135 students reveals that they do not support English-only classrooms. Furthermore, they come to in agreement with potential obstacles that prevent the use of English-only in EFL classrooms. They argue that including Vietnamese in the curriculum could be viewed as a solution to English-only classes. The findings of the study drew out certain consequences for pedagogy as well as the implications for more research in the future. [For the complete proceedings, see ED672804.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED673145 |
| Database: | ERIC |
| Abstract: | The recent focus on Communication Language Teaching (CLT) seems to have fueled a belief in an English-only classroom. It appears to have fostered the notion that English should be taught exclusively in classrooms. In EFL classes, however, the views of teachers and students towards the use of English-only instruction have received a comparatively small amount of attention. The purpose of this article is to investigate Vietnamese university teachers and non-majored students' perspectives to the use of English-only instruction in EFL classes, as well as their agreement with potential barriers to its use in these settings. As a result, major obstacles have been identified, and solutions to overcome them have been proposed. A mixed quantitative and qualitative analysis of questionnaires and interviews with 56 university instructors and 135 students reveals that they do not support English-only classrooms. Furthermore, they come to in agreement with potential obstacles that prevent the use of English-only in EFL classrooms. They argue that including Vietnamese in the curriculum could be viewed as a solution to English-only classes. The findings of the study drew out certain consequences for pedagogy as well as the implications for more research in the future. [For the complete proceedings, see ED672804.] |
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