English Learning and Teaching in Primary Schools in Rural Vietnam: A Case Study
DOI:
https://doi.org/10.17507/jltr.1602.04Keywords:
English learning and teaching, primary schools, rural areas, challengesAbstract
English learning and teaching is considered an essential part of Vietnam's educational system, garnering significant attention from families, schools, and society. This study examines the current state of English learning and teaching at the primary level in rural Vietnam through a case study of Viet Thuan Primary School, Vu Thu, Thai Binh, Vietnam. The study employs a mixed-method approach, utilizing questionnaires, in-depth interviews, and classroom observation as research tools. The participants include students, teachers and parents at Viet Thuan Primary School. The results reveal that although the curriculum aligns with educational goals and students display a keen interest and positive attitudes towards learning English, their proficiency level in the language remains low. The study also identifies unique challenges and difficulties faced by both teachers and students in rural areas, including limited parental support, limited exposure to English outside the classroom, challenging textbooks, and inadequate teaching resources and time allotment. This research offers practical insights for policymakers. By understanding the challenges faced by rural schools, targeted strategies can be developed to create a more supportive learning environment for rural students. Additionally, the research findings offer valuable insights for educators, assisting them in adopting suitable teaching methods to enhance the quality of English learning and teaching in rural areas.
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