English teachers’ use of target language: A study in Song Cong primary schools

ISSN: 1859-2171 TNU Journal of Science and Technology 199(06): 93 - 100 
 Email: jst@tnu.edu.vn 93 
ENGLISH TEACHERS’ USE OF TARGET LANGUAGE: 
A STUDY IN SONG CONG PRIMARY SCHOOLS 
Nguyen Thi Hong Minh
*
, Nguyen Thi Thu Huong, Nguyen Thi Ngoc Lan 
TNU University of Education 
ABSTRACT 
In the field of foreign language teaching, it has widely been believed that using target language 
extensively has positive influences on the effectiveness of the teaching and learning. Nevertheless, 
in some certain cases where the teachers demonstrate low proficiency, lack of confidence and do 
not use English as routines, the teacher’s use of the target language has not become a regular 
practice and the quality of this such use is still in dispute. This article has examined the current 
situation of teachers’ use of target language in Binh Son 1, Binh Son 2 and Cai Dan primary 
schools in Song Cong City, Thai Nguyen Province, Vietnam. Moreover, the paper has pointed out 
the teachers’ difficulties in maximizing the target language use. Questionnaire and observation are 
used to collect data to explore the answers to research questions. Five teachers at Cai Dan, Binh 
Son I and Binh Son II primary school are involved as participants in the study. Based on the 
recommendations by American Council on the Teaching of Foreign Languages (ACTFL), the 
research has further discussed specific strategies on enhancing the use of English instructions in 
Vietnamese context. 
Key words: target language use, native/ first language, English instructions, classroom language; 
English primary school teachers; Song Cong City 
Received: 03/5/2019; Revised: 31/5/2019; Approved: 31 /5/2019 
NGHIÊN CỨU VIỆC SỬ DỤNG NGÔN NGỮ ĐÍCH TRONG LỚP HỌC 
CỦA GIÁO VIÊN TIẾNG ANH CẤP TIỂU HỌC Ở THÀNH PHỐ SÔNG CÔNG 
Nguyễn Thị Hồng Minh*, Nguyễn Thị Thu Hương, Nguyễn Thị Ngọc Lan 
Trường Đại học Sư phạm – ĐH Thái Nguyên 
TÓM TẮT 
Trong lĩnh vực giảng dạy ngoại ngữ, rất nhiều nghiên cứu đã và đang khẳng định những ảnh 
hưởng tích cực của việc sử dụng ngôn ngữ đích trong lớp học đối với hiệu quả của dạy và học 
ngoại ngữ. Tuy nhiên, trong một số trường hợp, khi giáo viên có năng lực ngoại ngữ không cao, 
không tự tin và không thực hành thường xuyên, việc sử dụng tiếng Anh để giảng dạy tiếng Anh 
chưa phải là một thực hành thường xuyên và chất lượng của việc sử dụng ngôn ngữ đích cũng còn 
rất nhiều vấn đề đáng bàn. Bài báo này nghiên cứu thực trạng sử dụng tiếng Anh trong lớp học của 
giáo viên tiếng Anh ở trường Tiểu học Bình Sơn 1, Bình Sơn 2 và Cải Đan, thành phố Sông Công, 
tỉnh Thái Nguyên, Việt Nam. Đồng thời, bài báo cũng chỉ ra những khó khăn khiến người giáo 
viên không thể tối đa hóa thời gian sử dụng ngôn ngữ đích trong lớp học. Nghiên cứu sử dụng 2 
công cụ thu thập dữ liệu chính là bảng hỏi và quan sát nhằm tìm ra câu trả lời cho câu hỏi nghiên 
cứu. Khách thể nghiên cứu trong bài báo này là giáo viên tiếng Anh ở 3 trường tiểu học ở thành 
phố Sông Công. Dựa trên những khuyến nghị của Hội đồng Giảng dạy Ngoại ngữ Hoa Kỳ 
(ACTFL), chúng tôi thảo luận những các chiến lược cụ thể nhằm tăng cường việc sử dụng tiếng 
Anh của giáo viên trong lớp học ngoại ngữ trong bối cảnh Việt Nam. 
Từ khóa: sử dụng ngôn ngữ đích, giảng dạy bằng tiếng Anh; ngôn ngữ lớp học; giáo viên tiếng 
Anh cấp tiểu học; thành phố Sông Công 
Ngày nhận bài: 03/5/2019; Ngày hoàn thiện: 31/5/2019; Ngày duyệt đăng: 31 /5/2019 
* Corresponding author. Email: hminh8782@dhsptn.edu.vn 
DOI: https://doi.org/10.34238/tnu-jst.2019.06.1061 
Nguyen Thi Hong Minh et al TNU Journal of Science and Technology 199(06): 93 - 100 
 Email: jst@tnu.edu.vn 94 
1. Introduction 
For years there have been long debates on the 
influence of the mother language on foreign 
language learning. Different authors have 
recurrently confirmed the positive impact of the 
native language on second language teaching 
and learning. The first language (L1) can assist 
the study of the second language [1]; the sound 
knowledge of the native language supports the 
transfer of skills from one language to another 
[2]. Therefore, the use of the mother language 
in foreign language classrooms has recently 
been encouraged for it reduces learners’ anxiety 
[3] and it provides a more relaxing and 
comfortable environment [4]. Furthermore, 
Atkinson (1987) [5] and Buckmaster (2000) [6] 
share the same viewpoint that L1 usage 
facilitates the teacher’s checking understanding 
and giving instructions as well as explaining the 
meaning abstract words. 
On the other hand, a large body of research 
has reached a consensus that the language 
learner needs to be exposed to the target 
language extensively [7], [8] since learners 
who have more exposure to the target 
language (TL) input demonstrate greater 
proficiency [9] and TL use will result in 
increased motivation thanks to the students’ 
awareness of the immediate usefulness of TL 
[10]. In addition, Liu (2008) [11] Turnbull 
(2001) [12] and have indicated that the 
amount of TL input does affect learners’ 
target language development. Consequently, 
countries all over the world have issued 
guidelines for the proportion of TL with most 
agreements on the maximization of TL use in 
class. More specifically, American Council 
on the Teaching of Foreign Languages (2010) 
suggests that the ideal amount of time for 
target language use in foreign language 
classes should be 90% plus at all levels of 
instruction during instructional time and, 
when feasible, beyond the classroom [13]. 
In countries where English is taught as a 
foreign language in schools, students’ only 
opportunity to practice the language is in the 
classroom and thus the use of the TL seems 
restricted to the classroom environment. In 
those contexts, Mollers (2013) emphasizes 
the significance of teacher use of TL and 
similarly, Orland-Barak and Yinon (2005) 
highlight the instructors’ key role in 
increasing opportunities for TL exposure 
[14]. The reason for this is TL serves as the 
only source of scaffolded input and according 
to Macaro (2001), the entire teaching through 
the TL makes the language real and “allows 
learners to experience unpredictability and 
develops the learners’ own in-built language 
system” [15]. This is particularly true for 
young students since, as Pinter (2006) 
believes, it supports their familiarization with 
the phonological system of the TL [16]. 
Therefore, it is widely accepted that the 
competencies of English teachers should 
include language use competence [17] and 
classroom English proficiency, in Le’s (2017) 
words, is ‘no less important than general 
English language proficiency” [18]. 
Nevertheless, many English primary teachers 
in Vietnam (whose general English language 
proficiency is required lower and in fact in 
many circumstances demonstrates weaker) 
are reluctant to practice frequent extensive 
use of the TL in the classroom. This article 
investigates the situation in a specific local 
area of Song Cong City, Thai Nguyen 
Province, Vietnam and attempts to explore 
the difficulties facing the primary teachers in 
Song Cong City in extensively using English 
in classroom as well as presents some 
recommendations to maximize the use of TL. 
2. Method 
Qualitative research method is applied in the 
study with the employment of a combination 
of questionnaire and observation as data 
collection instruments which seek to answer 
the three research questions: (i) what is the 
reality of teachers’ use of target language in 
Cai Dan Primary School, Binh Son 1 Primary 
School and Binh Son 2 Primary School; (ii) 
what difficulties they have encountered in 
Nguyen Thi Hong Minh et al TNU Journal of Science and Technology 199(06): 93 - 100 
 Email: jst@tnu.edu.vn 95 
using the target language in class; and (iii) 
what are the suggestions for improving the 
quality of using the target language for the 
teachers at Song Cong primary schools. Five 
(5) female teachers of English at three 
primary schools in Song Cong City are 
invited as the research participants. 
Questionnaires are delivered to the five 
teachers to have an understanding of the 
current situation of using English instructions 
and their difficulties in using TL in English 
classes. Additionally, one lesson for each 
teacher is observed to gain a deeper insight of 
the situation, especially of the quality of 
teachers’ TL use. 
3. Findings and Discussion 
3.1. The reality of the teachers’ use of TL 
Figure 1 demonstrates the frequency and the 
amount of time of the teachers’ use of TL in 
an English class. From the result collected 
from questionnaires, it is shown that 60% 
teachers often used English classroom 
language in their lessons and 40% sometimes 
used it; there were no teachers rarely or never 
deploying classroom language. The Figure 
also illustrates 60% of the teachers spent from 
25 to 35 minutes using English classroom 
language, which is nearly full of a lesson of 35 
minutes while the others only spent from 15 to 
25 minutes, accounting for 60% of a period. 
According to the results from observation 
checklists as described in Figure 2, 60% of 
the teachers used classroom language from 
15-25 minutes, which is similar to the results 
from questionnaires. Besides, the same 
percentage of 20% of the teachers used 
classroom language from 25-35 minutes and 
0-15 minutes using it, which is amazingly 
quite different from the results from 
questionnaires. Obviously, the amount of 
time for English classroom language in a 
period from questionnaire is quite different 
from the actual class time devoted to TL. 
Hence, to some extent it can be said that 
information withdrawn from questionnaires 
does not reflect the current reality of using 
classroom language: The data indicates that 
the teachers do not use classroom language 
all the time as they self-reported in the 
questionnaires. 
Figure 1. The frequency and the amount of time 
of using TL 
Figure 2. The amount of time of using TL 
from classroom observation 
The results from observation checklists 
demonstrate that all the teachers used TL for 
greeting, making questions and giving 
feedback for their lessons. There were some 
certain structures and phrases which the 
teachers used during their lessons, as 
presented in Table 1. However, not many 
Nguyen Thi Hong Minh et al TNU Journal of Science and Technology 199(06): 93 - 100 
 Email: jst@tnu.edu.vn 96 
teachers used classroom language for giving 
instructions; only 20% of them totally used 
English classroom language to give 
instructions while the majority of them gave 
instructions in English and then explained in 
Vietnamese. In addition, 80% teachers did 
not use classroom language when they 
wanted to explain the requirements of the 
task or summarize the lesson, which means 
only 20% of them used TL for those 
activities. None of the teachers used 
classroom language for making transition to 
the following part in the lessons, which 
proves that this activity has not been popular 
in English lessons at Cai Dan, Binh Son 1 
and Binh Son 2 primary schools. 
Table 1. TL use in activities 
Activities with TL use 
Percentage 
(%) 
Structures or phrases that the teachers used 
Greeting 100% “Good morning”, “Hello everyone” 
Making questions 100% “How many people are there in this picture?”, “Do you have 
a doll?”, “How many pictures are there?”, “What’s the 
weather like?”, “Are you ready?”, etc. 
Giving feedback 100% “Good”, Thank you. Sit down, please”, “OK”, “Well done”. 
Giving instruction 20% “I give you three times to listen. The first time you listen. 
The second time you listen and number. The third time you 
check it.” 
Giving explanation 20% “ I have a game called “Slap on the board”. When I say 
“cloudy”, you slap on the word “cloudy”. When I say 
“cloudy”, you slap on the word “sunny” so you’re wrong.” 
Summarizing the lesson 20% “Today we stop here. Thank you”. 
Making transition to the 
next part 
0% 
3.2. The quality of English primary teachers’ TL use 
The charts shown in Figure 3 present the rate of fluency and accuracy in some language aspects 
which is taken from observation checklists. 
Figure 3. The rate of fluency and accuracy of English teachers’ TL use 
Figure 3 depicts the rate of fluency in using classroom language. As displayed in the Figure, the 
rate of fluency is 60%, proving that quite a big number of the teacher are fluent to use classroom 
language; however, the rate of repetition is also 60%, which means the teachers repeated the 
structures as well as vocabularies many times. Moreover, a small number of teachers still 
hesitated and paused while they were using TL; this may make their lesson not go smooth in its 
process. 
Nguyen Thi Hong Minh et al TNU Journal of Science and Technology 199(06): 93 - 100 
 Email: jst@tnu.edu.vn 97 
It is clear from the Figure that some of the 
teachers were quite good at language aspects 
(pronunciation, vocabulary and grammar). 
Nonetheless, only one teacher was excellent 
at pronunciation, while some of them were 
good (60%) and one of them was fair (20%). 
Although no one was bad at pronunciation, 
there were some teachers whose 
pronunciation was below B2 level 
requirements; for example, they made 
mistakes in pronunciation such as “s” sounds 
or consonants /l/ and /n/. Besides, teachers 
sometimes used L1 to explain or give 
instructions to students, or they spoke English 
and then explained in Vietnamese. In 
addition, some teachers are not good at some 
language aspects such as fluency, 
pronunciation, vocabulary and grammar, 
which does not reflect English proficiency at 
B2 level as required. 
3.3. The teachers’ difficulties in using TL 
Table 2 presents the problems in using TL 
that the teachers have been encountering. It 
can be seen that all the teachers have 
problems in giving instructions which 
students cannot understand. 100% of the 
teachers admitted that they could not use TL 
in all class time. The source of this problem 
came from the fact that most students lived in 
the rural areas, so they had few chances to 
improve their English skills and have 
difficulty understanding English, which 
prevents the teachers from full use of English 
instructions. A further difficulty is time-
limited (appromiximately 60%), which means 
that the teachers are afraid that they do not 
have enough time, so they use Vietnamese 
instead to explain to students. Besides, large 
classes (40%) and mixed ability (40%) in 
classes are also the reasons why classroom 
language cannot be used very often. Another 
factor that affects the quality of using 
classroom language is the fact that students 
do not support them, so they cannot do the 
task successfully. 
These difficulties reported by the English 
primary school teachers in Song Cong City 
are congruent with Tennant and Negash’s 
(2009) [19] list of possible problems in TL 
use. All teachers agree that students cannot 
understand what they say is the difficulty in 
the first place driving the teachers not to use 
TL extensively. Nonetheless, it is revealed 
from the observation that 60% of the students 
can totally understand the teachers’ 
instructions and can perform the given tasks 
successfully. Therefore, this should not be 
accounted as the teacher’s difficulties in 
maximizing the TL use in English classes. 
Table 2. Teachers’ difficulties in using TL 
 Problems in using TL Percentage 
1 Students cannot understand what you say 100% 
2 You worry that you do not have the time and that it is faster to explain to students in L1 60% 
3 Large classes (difficult to speak English as not all students understand) 40% 
4 Mixed ability classes 40% 
5 Students do not support you, so they do the task unsuccessfully 20% 
6 You are not used to using English classroom language 0% 
7 You are not confident enough to use English in the class 0% 
8 You do not actually know the right words or phrases 0% 
Moreover, though no teachers have reported “You are not used to using English classroom 
language”, “You are not confident enough to use English in the class” and “You do not actually 
know the right words or phrases” as their problems, due to the low rate of fluency and accuracy 
(as discussed above), it can be withdrawn that the English primary teachers in Song Cong City 
are not very proficient in TL use and the practice of using English instructions have not been a 
Nguyen Thi Hong Minh et al TNU Journal of Science and Technology 199(06): 93 - 100 
 Email: jst@tnu.edu.vn 98 
regular practice of the teachers. Furthermore, 
the factors preventing the teachers from using 
the TL in class extensively should not exclude 
the problems from the instructors themselves. 
This, in consequences, may suggest more 
effective professional development courses in 
which enhancing the use of English classroom 
language is supposed to be a crucial component. 
4. Conclusion and Recommendations 
The article has examined the situation of TL 
use in English classes in Song Cong 
primary schools. The results indicate that 
the amount of time devoted to TL use in 
those schools does not reach the amount of 
90% plus as recommended by ACTFL 
(2010) [13]. Moreover, the quality of 
teacher’s TL use is still in question with the 
low rate of fluency and accuracy. 
As suggested by ACTFL (2010), in order to 
maximize TL use, teachers should consider 
applying a variety of strategies including: 
providing a language-rich environment; 
Supporting comprehension and production 
through context/gestures/visual support; 
Focusing on meaning before details; 
Conducting comprehension checks to ensure 
understanding; Negotiating meaning with 
students and encourage negotiation among 
students; Eliciting talk that increases in 
fluency, accuracy, and complexity over time; 
Encouraging self-expression and spontaneous 
use of language; Teaching students strategies 
for requesting clarification and assistance 
when faced with comprehension difficulties; 
Avoiding the mother tongue as the default for 
checking on meaning or understanding [13]. 
4.1. Providing a language-rich environment 
It is discussed in the earlier parts that it is the 
teacher’s key role to offer students with a rich 
language environment which includes 
everything that the learners encounter. 
Sometimes with simple feedback like “Good 
job”, You’re gorgeous”, “You got it”, Better 
try next time” can provide natural language 
use as well as encourage students to fulfill 
language tasks. Moreover, when students are 
surrounded by authentic inputs supplied and 
prepared by the instructors, it is more likely 
that they will increase the intake to transform 
what they have exposed in English class into 
their own repetoire. 
4.2. Supporting comprehension and production 
through context/ gestures/ visual support 
Learners at all levels seem to acquire TL 
more effectively if the teachers’ instructions 
in TL are supported through context, 
gestures, visual objects, or connections with 
prior learning or experiences. It is 
particularly true with students at primary 
schools who prefer animation and are more 
engaged with visual things regardless of 
whether they are visual learners or not. The 
biggest benefit this strategy can offer is 
keeping and increasing students’ interest and 
motivation in learning. The feeling of 
comfort in a friendly language environment 
to a large extent can guarantee students’ 
comprehension in and production of the TL. 
4.3. Focusing on meaning before details 
Before digging in to figure out details or 
nuances, primary students need support to get 
a general understanding of what is heard, 
read, or viewed, which will facilitate their 
success in classroom task performance. It is 
the instructors that provide students with a 
strong context, visuals, and a focused task 
such as finding out what is new information, 
or figuring out the main idea. Once students’ 
understanding of meaning is formed, they will 
feel more comfortable and motivated in 
learning; the effectiveness of English learning 
is better guarantted and thus the teacher’s use 
of TL will bring about benefits for both 
teachers and learners. 
4.4. Conducting comprehension check to 
ensure understanding 
Students take many advantages from showing 
their understanding frequently. Frequent 
comprehension checks give students feelings 
that their efforts are valued and know what is 
necessary for them to improve upon. These 
comprehension checks also give teachers 
essential data to adjust their English 
instructions, whether they need to change 
Nguyen Thi Hong Minh et al TNU Journal of Science and Technology 199(06): 93 - 100 
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their instruction-giving techniques or develop 
better TL use to support students’ 
understanding. 
4.5. Negotiating meaning with students and 
encouraging negotiations among students 
Learning takes place when learners are 
engaged and become essential part of the 
process. Teachers should help this happen by 
encouraging students’ participation in class 
negotiation. During an interpersonal activity 
to negotiate meaning and ideas, learners may 
need certain phrases to make their interactions 
more natural and teachers can provide these 
in the moment, adding key phrases to a 
physical or virtual “word wall” for learners to 
access during future language activities. 
4.6. Eliciting talk that increases in fluency, 
accuracy, and complexity over time 
In order to raise primary students’ speaking 
skill, teachers should make simple questions 
such as tag questions or yes/no questions. The 
teachers also need to encourage students to 
interact with them by adding more details 
(who, when, what, etc.) since learners practice 
asking such questions, their speaking 
performance with increasing rate of fluency, 
accuracy and complexity will be improved 
over time. 
4.7. Encouraging self-expression and 
spontaneous use of language 
It is crucial for students to realize from the 
beginning that they can respond in the TL, 
though simply at the word-level or with 
comprehensive gestures. This can be 
supported by teachers’ giving lots of choices 
using visuals and repetitive phrases that can 
be easily modified. As confidence builds, 
young learners should be encouraged to mix 
and match their language chunks to create 
their own messages. Students who apply 
their learned vocabulary and/or structures in 
new contexts are making their progress in 
English learning. 
4.8. Teaching students strategies for 
requesting clarification and assistance when 
faced with comprehension difficulties 
To maintain target language use by both 
teachers and learners in English classes in 
primary schools, set phrases should be taught 
for students to ask for help or clarification in 
the target language (What? Huh? What do 
you mean by ___? How do you say ____? I 
don’t understand. Can you repeat that?). 
These learning aids, as well as other common 
classroom phrases, can be included on a 
“word wall” or printed on a list that can be 
given to the learners or even taped to desks. 
4.9. Avoiding the mother tongue as the default 
for checking on meaning or understanding 
Another importance strategy is making 
careful instructional decisions about when 
NOT to use TL (keeping the minimum 
amount of classtime of what students say, 
hear, read, write, or view in the mother 
language). Teachers should maintain that for 
deeper processing of understanding in 
generally private exchanges between teacher 
and student, for reflection on the learning 
process or for explaining deeper 
understanding on an assessment. Native 
language use of Vietnamese is reserved for 
some certain situation and purposes, such as 
explaining why this approach is worthwhile 
and what learners should expect in this class 
(not knowing every word, but being able to 
guess at the meaning and show understanding 
in a variety of ways), to briefly explain a 
concept that would take too long to act out or 
demonstrate, or to allow for brief processing 
of an idea. The mother tongue should not be 
an easy default choice – otherwise, learners 
simply wait to hear words given in 
Vietnamese. This does not help build up 
students’ English yet decrease their efforts 
and strategies in communicating in the TL. 
From the revealed findings, it is seen that the 
teachers have been encountering some 
difficulties in using TL. The following 
recommendations are based on those 
difficulties. 
Nguyen Thi Hong Minh et al TNU Journal of Science and Technology 199(06): 93 - 100 
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4.10. Combine the use of CL with 
communication strategies 
All of the teachers admit that their students do 
not understand. Therefore, they should use 
more communication strategies such as body 
language, gestures, voice, or eye contact to 
provide more support for the students. Such 
communication strategies help students find it 
easier to understand the teachers’ instructions, 
be able to follow the instructions and perform 
given tasks successfully. 
4.11. Improve their use of TL competence 
Not only should the teachers improve their 
general English competence, but they also 
develop their TL competence. They should 
attend workshops organized by Thai 
Nguyen DoET where they are not only 
equipped with current trends in English 
teaching methodologies but also can 
exchange their experience with other fellow 
teachers in the field. 
4.12. Set an ideal English class that is 
suitable for primary students 
According to the MoET, there are no more 
than 35 students per classroom; however, 
many primary schools in Vietnam have been 
overloaded with students, which reduces the 
quality of teaching and learning. Therefore, 
the ideal English class should have such 
desired size to ensure that every student can 
practice and interact with the teachers and 
other students. 
In conclusion, improving teachers’ use of TL 
is very important. Using TL everyday 
develop teachers’ general English 
competence as well as TL competence and 
help their students get used to using English 
extensively in the class. It is obvious that 
teachers’ use of TL as authentic inputs for 
students facilitates the achievement of the 
ultimate goal in EFL learning. 
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