In the context of Vietnam, Vietnamese is still commonly utilized in English teaching while the use of English is encouraged. With the deep concerns about this situation, the researcher carried out study titled “Using English as the medium of instruction in English classes for the first-year non-English majored students: A case study at a university”. The main purpose of this research was to find out the teachers’ and students’ perceptions of using English as the medium of instruction, as well as to look for possible factors hindering the use of English to teach English. The participants were 93 first-year non-English majored students from a university and their English teachers. The methods adopted were both quantitative and qualitative approaches. Questionnaires, interviews and observations wereemployed to triangulate the information from various aspects, hence ensure the validity and the reliability of the research. The results showed that teachers and students were aware of the necessity of using English in EFL classes, however, in fact, teachers used both English and Vietnamese. The combination of two languages was caused due to various hindering factors relating mainly to both teachers and students. Basing on these major findings, a number of suggestions for better use of English as medium of instruction in EFL classes were indicated. Therefore, the paper would be a good reference for researchers, teachers and students to have a closer look on the issue as well as to improve their performances in EFL classes.
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In the context of Vietnam, Vietnamese is still commonly utilized in English teaching while the use of English is encouraged. With the deep concerns about this situation, the researcher carried out study titled “Using English as the medium of instruction in English classes for the first-year non-English majored students: A case study at a university”. The main purpose of this research was to find out the teachers’ and students’ perceptions of using English as the medium of instruction, as well as to look for possible factors hindering the use of English to teach English. The participants were 93 first-year non-English majored students from a university and their English teachers. The methods adopted were both quantitative and qualitative approaches. Questionnaires, interviews and observations wereemployed to triangulate the information from various aspects, hence ensure the validity and the reliability of the research. The results showed that teachers and students were aware of the necessity of using English in EFL classes, however, in fact, teachers used both English and Vietnamese. The combination of two languages was caused due to various hindering factors relating mainly to both teachers and students. Basing on these major findings, a number of suggestions for better use of English as medium of instruction in EFL classes were indicated. Therefore, the paper would be a good reference for researchers, teachers and students to have a closer look on the issue as well as to improve their performances in EFL classes.
