The Use of Vietnamese in English Language Classrooms

Abstract

Given that scarce research has been done on how Vietnamese English teachers and students perceive the importance of Vietnamese (as first language – L1) in supporting their English (as second language – L2) teaching and learning, this study is designed to fill the gap by exploring perceptions of Vietnamese English teachers and students about the role of Vietnamese in English language classrooms and examining if there exists the relationship between their views of language and preference to use or not to use Vietnamese in English teaching and learning. There were thirty-eight students and 76 postgraduate teacher candidates participating in this study by responding to questionnaires. The findings show that teachers and students hold different opinions in respect to the role of Vietnamese in prompting English teaching and learning, and that their views of language seem not to have significant impact on their preference of using or not using Vietnamese in their classrooms. Drawing on these findings, suggestions for appropriate use of Vietnamese to motivate English learning were provided.