Speakers
Description
This mixed methods study, employing a Convergent Design, explored students’ and teachers’ perspectives on the use of the first language (L1) in intensive TOEIC preparation courses. The study involved semi-structured interviews with six TOEIC teachers and a questionnaire survey completed by 60 students who attended TOEIC preparation courses in Ho Chi Minh City. Data analysis procedures included a statistical analysis of close-ended questions in the questionnaire, theme analysis of open-ended questions and interviews. The findings revealed that while both students and teachers acknowledged certain benefits of using L1 such as improving comprehension and reducing anxieties, they also recognized several drawbacks, including overreliance and reduced exposure to English. Importantly, the study highlighted that a well-balanced use of L1 could enhance the overall learning experience. Additionally, discrepancies between teachers' and students' perspectives on L1 use were identified, highlighting areas for further research. This study provides valuable insights for optimizing language instruction in TOEIC preparation courses.
Keywords: L1 use, TOEIC preparation courses, translanguaging
Biography
We are Master's students in the TESOL program at the University of Social Sciences and Humanities (USSH), Viet Nam National University Ho Chi Minh City. Alongside our studies, we work as English teachers at various language centers in Ho Chi Minh City. We share a strong interest in conducting classroom-based research to improve pedagogical practices and enhance student learning outcomes.
During our time at USSH, we have undertaken several research projects and contributed to academic publications. For example, Ms. Phan Thi My Hanh co-authored the article "The Use of Lexical Bundles in ELF Students’ Academic Writing" (USSH-ICSSH 2022), and Ms. Nguyen Thi Ngoc Lan contributed to "Factors Affecting EFL Students’ Willingness to Communicate During Class Sessions: A Case Study at an English Language Center in HCMC" (USSH-ICSSH 2024).
Our research interests include learner autonomy, innovation in language teaching, second language acquisition, communicative competence, language assessment, and translanguaging in EFL classrooms.
