VIETTESOL INTERNATIONAL CONVENTION 2025

In Vietnam, traditional methods of English language teaching for young EFL learners—primarily based on grammar drills and vocabulary copying—remain widely practiced. However, the continued reliance on such approaches may hinder children's ability to communicate effectively and apply the language in real-life contexts. Feldman (2019) emphasizes that the primary school years, typically from ages 6 to 10, represent an optimal period for acquiring English through naturalistic methods that support each learner’s individual capacity and development.

In their role as educators, teachers should adopt a more communicative approach, beginning with listening and speaking activities to help young EFL learners develop natural language reflexes. At this age, children require substantial language input beyond their mother tongue, which gradually enables them to form spontaneous and functional language habits.

To support this process, educators may incorporate activities such as listening to stories, exposure to music, and structured repetition to facilitate the acquisition of simple sentence patterns. These linguistic elements can be reinforced through experiential learning tasks, including drawing, exploring nature, and engaging in interactive activities that connect with children's everyday experiences.

Importantly, the primary goal of English instruction at this developmental stage should not be the amount of knowledge delivered in each lesson, but rather the creation of an engaging and stimulating learning environment. Such an environment should foster curiosity and motivation through meaningful topics, storytelling, and hands-on experiments—ultimately nurturing a genuine interest in language use and communication.