The Disadvantages of Using Mother Tongue in Teaching English on Students’ Speaking and Listening Skills at Universities in Vietnam

Nguyen An Giang

doi:doi:10.11648/j.ijalt.20220801.13

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The Disadvantages of Using Mother Tongue in Teaching English on Students’ Speaking and Listening Skills at Universities in Vietnam

Nguyen An Giang

Published in International Journal of Applied Linguistics and Translation (Volume 8, Issue 1)

Received: 2 January 2022 Accepted: 20 January 2022 Published: 28 January 2022

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Abstract

The use of the students’ mother tongue in English during Foreign Language classes has been controversial for a long time. This research paper aimed to determining the students’ attitude and identifying main negative effects of lecturers’ use of mother tongue in English as foreign language classes at universities. This is a cross-sectional study on graduate-level students at five universities in Vietnam in October 2021. We administered a self-reported questionnaire to 385 graduate students on their attitude and practice towards the use of mother tongue in learning English from Vietnamese lecturers, and assess their perceived impacts on students’ speaking and listening skills. Descriptive analyses were used to summarize the results. Nearly all lecturers in the surveyed universities use first language in their lectures, half of respondents assumed that native language was used 20 to 50% of lecture’s time. Most students assessed the two main purposes for using first language were to convey grammar (27.8%) and difficult new words (25.8%) better. 60.0% of students agreed that it is better if both mother tongue and English are used by lecturers in English lessons. While more than half of the respondents disagreed that lecturers’ use of mother tongue impacted negatively on students’ pronunciation, 51% opposed that lecturers’ use of mother tongue limited students’ listening skills. Majority of foreign language classes in graduate level in Vietnam’s universities used both foreign and native language. Most students had a positive outlook on the impact of this dual-language system, however not being aware of the disadvantages of using mother tongue in teaching English to their speaking and listening skills.

Published in	International Journal of Applied Linguistics and Translation (Volume 8, Issue 1)
DOI	10.11648/j.ijalt.20220801.13
Page(s)	20-23
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Disadvantages, Mother Tongue, Students, English as a Foreign Language, Universities

References

[1]	English only classroom (2017). Retrieved on 25^th November 2021 from http://www.tesolclass.com/classroom-management/english-only-classroom/.
[2]	Coo, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57 (3), 402-423.
[3]	Krashen, S (2009). Second language acquisition and second language learning. The Modern Language Journal. 23 (2), 209-211.
[4]	McMillan, B. & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward “English only”. Retrieved on October 2^nd 2021 from http://www.sciencedirect.com/science/article/pii/S0346251X000510?via%3Dihb.
[5]	Sampson, A. (2011). Learner code-switching versus English only. ELT Journal, 66 (3), 293-303.
[6]	Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85 (4), 531-548.
[7]	Kharma, N. N. and Hajjaj, A. H., (1989). Use of the mother tongue in the ESL classroom. IRAL, 27 (3), 223-235.
[8]	Hawks, P. (2001). Making Distinctions: A Discussion of the mother tongue in the foreign language classroom. Hwa Kang Journal of TEFL, 7, 47-55.
[9]	Carless, D. (2008). Student use of the mother tongue in the task-based classroom. ELT Journal, 62 (4), 331-338.
[10]	Al-Nofaie, H. (2010). The attitudes of teachers and students towards using Arabic in EFL classrooms in Saudi public schools – a case study.
[11]	AbuHmaid, M. (2014). The attitudes of teachers and students about using their mother tongue in learning English. Amman, Munich: Grin Verlag.
[12]	Brookes-Lewis, K. (2009). Adult learners’ perceptions of the incorporation of their L1 in foreign language teaching and learning.

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Nguyen An Giang. (2022). The Disadvantages of Using Mother Tongue in Teaching English on Students’ Speaking and Listening Skills at Universities in Vietnam. International Journal of Applied Linguistics and Translation, 8(1), 20-23. https://doi.org/10.11648/j.ijalt.20220801.13

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ACS Style

Nguyen An Giang. The Disadvantages of Using Mother Tongue in Teaching English on Students’ Speaking and Listening Skills at Universities in Vietnam. Int. J. Appl. Linguist. Transl. 2022, 8(1), 20-23. doi: 10.11648/j.ijalt.20220801.13

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AMA Style

Nguyen An Giang. The Disadvantages of Using Mother Tongue in Teaching English on Students’ Speaking and Listening Skills at Universities in Vietnam. Int J Appl Linguist Transl. 2022;8(1):20-23. doi: 10.11648/j.ijalt.20220801.13

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@article{10.11648/j.ijalt.20220801.13,
  author = {Nguyen An Giang},
  title = {The Disadvantages of Using Mother Tongue in Teaching English on Students’ Speaking and Listening Skills at Universities in Vietnam},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {8},
  number = {1},
  pages = {20-23},
  doi = {10.11648/j.ijalt.20220801.13},
  url = {https://doi.org/10.11648/j.ijalt.20220801.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20220801.13},
  abstract = {The use of the students’ mother tongue in English during Foreign Language classes has been controversial for a long time. This research paper aimed to determining the students’ attitude and identifying main negative effects of lecturers’ use of mother tongue in English as foreign language classes at universities. This is a cross-sectional study on graduate-level students at five universities in Vietnam in October 2021. We administered a self-reported questionnaire to 385 graduate students on their attitude and practice towards the use of mother tongue in learning English from Vietnamese lecturers, and assess their perceived impacts on students’ speaking and listening skills. Descriptive analyses were used to summarize the results. Nearly all lecturers in the surveyed universities use first language in their lectures, half of respondents assumed that native language was used 20 to 50% of lecture’s time. Most students assessed the two main purposes for using first language were to convey grammar (27.8%) and difficult new words (25.8%) better. 60.0% of students agreed that it is better if both mother tongue and English are used by lecturers in English lessons. While more than half of the respondents disagreed that lecturers’ use of mother tongue impacted negatively on students’ pronunciation, 51% opposed that lecturers’ use of mother tongue limited students’ listening skills. Majority of foreign language classes in graduate level in Vietnam’s universities used both foreign and native language. Most students had a positive outlook on the impact of this dual-language system, however not being aware of the disadvantages of using mother tongue in teaching English to their speaking and listening skills.},
 year = {2022}
}

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TY  - JOUR
T1  - The Disadvantages of Using Mother Tongue in Teaching English on Students’ Speaking and Listening Skills at Universities in Vietnam
AU  - Nguyen An Giang
Y1  - 2022/01/28
PY  - 2022
N1  - https://doi.org/10.11648/j.ijalt.20220801.13
DO  - 10.11648/j.ijalt.20220801.13
T2  - International Journal of Applied Linguistics and Translation
JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
SP  - 20
EP  - 23
PB  - Science Publishing Group
SN  - 2472-1271
UR  - https://doi.org/10.11648/j.ijalt.20220801.13
AB  - The use of the students’ mother tongue in English during Foreign Language classes has been controversial for a long time. This research paper aimed to determining the students’ attitude and identifying main negative effects of lecturers’ use of mother tongue in English as foreign language classes at universities. This is a cross-sectional study on graduate-level students at five universities in Vietnam in October 2021. We administered a self-reported questionnaire to 385 graduate students on their attitude and practice towards the use of mother tongue in learning English from Vietnamese lecturers, and assess their perceived impacts on students’ speaking and listening skills. Descriptive analyses were used to summarize the results. Nearly all lecturers in the surveyed universities use first language in their lectures, half of respondents assumed that native language was used 20 to 50% of lecture’s time. Most students assessed the two main purposes for using first language were to convey grammar (27.8%) and difficult new words (25.8%) better. 60.0% of students agreed that it is better if both mother tongue and English are used by lecturers in English lessons. While more than half of the respondents disagreed that lecturers’ use of mother tongue impacted negatively on students’ pronunciation, 51% opposed that lecturers’ use of mother tongue limited students’ listening skills. Majority of foreign language classes in graduate level in Vietnam’s universities used both foreign and native language. Most students had a positive outlook on the impact of this dual-language system, however not being aware of the disadvantages of using mother tongue in teaching English to their speaking and listening skills.
VL  - 8
IS  - 1
ER  -

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Author Information

Nguyen An Giang

Foreign Language Department, Trade Union University, Hanoi, Vietnam

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APA Style

Nguyen An Giang. (2022). The Disadvantages of Using Mother Tongue in Teaching English on Students’ Speaking and Listening Skills at Universities in Vietnam. International Journal of Applied Linguistics and Translation, 8(1), 20-23. https://doi.org/10.11648/j.ijalt.20220801.13

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ACS Style

Nguyen An Giang. The Disadvantages of Using Mother Tongue in Teaching English on Students’ Speaking and Listening Skills at Universities in Vietnam. Int. J. Appl. Linguist. Transl. 2022, 8(1), 20-23. doi: 10.11648/j.ijalt.20220801.13

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AMA Style

Nguyen An Giang. The Disadvantages of Using Mother Tongue in Teaching English on Students’ Speaking and Listening Skills at Universities in Vietnam. Int J Appl Linguist Transl. 2022;8(1):20-23. doi: 10.11648/j.ijalt.20220801.13

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@article{10.11648/j.ijalt.20220801.13,
  author = {Nguyen An Giang},
  title = {The Disadvantages of Using Mother Tongue in Teaching English on Students’ Speaking and Listening Skills at Universities in Vietnam},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {8},
  number = {1},
  pages = {20-23},
  doi = {10.11648/j.ijalt.20220801.13},
  url = {https://doi.org/10.11648/j.ijalt.20220801.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20220801.13},
  abstract = {The use of the students’ mother tongue in English during Foreign Language classes has been controversial for a long time. This research paper aimed to determining the students’ attitude and identifying main negative effects of lecturers’ use of mother tongue in English as foreign language classes at universities. This is a cross-sectional study on graduate-level students at five universities in Vietnam in October 2021. We administered a self-reported questionnaire to 385 graduate students on their attitude and practice towards the use of mother tongue in learning English from Vietnamese lecturers, and assess their perceived impacts on students’ speaking and listening skills. Descriptive analyses were used to summarize the results. Nearly all lecturers in the surveyed universities use first language in their lectures, half of respondents assumed that native language was used 20 to 50% of lecture’s time. Most students assessed the two main purposes for using first language were to convey grammar (27.8%) and difficult new words (25.8%) better. 60.0% of students agreed that it is better if both mother tongue and English are used by lecturers in English lessons. While more than half of the respondents disagreed that lecturers’ use of mother tongue impacted negatively on students’ pronunciation, 51% opposed that lecturers’ use of mother tongue limited students’ listening skills. Majority of foreign language classes in graduate level in Vietnam’s universities used both foreign and native language. Most students had a positive outlook on the impact of this dual-language system, however not being aware of the disadvantages of using mother tongue in teaching English to their speaking and listening skills.},
 year = {2022}
}

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TY  - JOUR
T1  - The Disadvantages of Using Mother Tongue in Teaching English on Students’ Speaking and Listening Skills at Universities in Vietnam
AU  - Nguyen An Giang
Y1  - 2022/01/28
PY  - 2022
N1  - https://doi.org/10.11648/j.ijalt.20220801.13
DO  - 10.11648/j.ijalt.20220801.13
T2  - International Journal of Applied Linguistics and Translation
JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
SP  - 20
EP  - 23
PB  - Science Publishing Group
SN  - 2472-1271
UR  - https://doi.org/10.11648/j.ijalt.20220801.13
AB  - The use of the students’ mother tongue in English during Foreign Language classes has been controversial for a long time. This research paper aimed to determining the students’ attitude and identifying main negative effects of lecturers’ use of mother tongue in English as foreign language classes at universities. This is a cross-sectional study on graduate-level students at five universities in Vietnam in October 2021. We administered a self-reported questionnaire to 385 graduate students on their attitude and practice towards the use of mother tongue in learning English from Vietnamese lecturers, and assess their perceived impacts on students’ speaking and listening skills. Descriptive analyses were used to summarize the results. Nearly all lecturers in the surveyed universities use first language in their lectures, half of respondents assumed that native language was used 20 to 50% of lecture’s time. Most students assessed the two main purposes for using first language were to convey grammar (27.8%) and difficult new words (25.8%) better. 60.0% of students agreed that it is better if both mother tongue and English are used by lecturers in English lessons. While more than half of the respondents disagreed that lecturers’ use of mother tongue impacted negatively on students’ pronunciation, 51% opposed that lecturers’ use of mother tongue limited students’ listening skills. Majority of foreign language classes in graduate level in Vietnam’s universities used both foreign and native language. Most students had a positive outlook on the impact of this dual-language system, however not being aware of the disadvantages of using mother tongue in teaching English to their speaking and listening skills.
VL  - 8
IS  - 1
ER  -

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