1887
  1. Home
  2. e-Journals
  3. Language Teaching for Young Learners
  4. Online First Articles
  5. Online First Article
image of Challenges in engaging EFL learners
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This study investigated the challenges in engaging young learners in English as a foreign language (EFL) classes in primary schools. It further examines engagement challenges across the different school settings, rural and urban, as well as teachers’ perspectives on addressing these challenges. Twelve teachers from seven primary schools in Southern Vietnam were interviewed, and seven of these teachers had their classes observed. Results revealed four main challenges related to technological issues, homeroom teachers and parents, classroom conditions, and class scheduling. Distinct differences between the rural and urban settings were identified: urban teachers faced the issue of fake engagement, while rural teachers worked much harder to motivate children and engage them in communicative activities. Teachers suggested adapting textbook activities as a common strategy to mitigate fake engagement among urban children and enhance motivation and communicative abilities for rural children. The findings highlight the need to increase stakeholders’ awareness of these challenges and suggest a collaborative approach involving EFL teachers, homeroom teachers, parents, school administrators, and teacher trainers to effectively tackle the challenges and improve learner engagement in diverse educational contexts.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/ltyl.24026.bui
2025-04-08
2025-04-25

  • From This Site

    /content/journals/10.1075/ltyl.24026.bui
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Barkley, E. F.
    (2010) Student Engagement Techniques: A Handbook for College Faculty. Jossey-Bass.
     [Google Scholar]
  2. Behr, H.
    (2005) Comparing rural and urban primary education in the Mekong Delta. Independent Study Project (ISP) Collection, . https://digitalcollections.sit.edu/isp
     [Google Scholar]
  3. Braun, V., & Clarke, V.
    (2006) Using thematic analysis in psychology. Qualitative research in psychology, (), –. 10.1191/1478088706qp063oa
     https://doi.org/10.1191/1478088706qp063oa [Google Scholar]
  4. Bui, L. D. T., & Newton, J.
    (2022) Developing Task-based Lessons from PPP Lessons: A Case of Primary English Textbooks in Vietnam. RELC Journal, (), –. 10.1177/0033688220912040
     https://doi.org/10.1177/0033688220912040 [Google Scholar]
  5. Butler, Y. G., Someya, Y., & Fukuhara, E.
    (2014) Online games for young learners’ foreign language learning. ELT Journal, (), –. 10.1093/elt/ccu008
     https://doi.org/10.1093/elt/ccu008 [Google Scholar]
  6. Butler, Y. G.
    (2017) Motivational elements of digital instructional games: A study of young L2 learners’ game designs. Language Teaching Research, (), –. 10.1177/1362168816683560
     https://doi.org/10.1177/1362168816683560 [Google Scholar]
  7. Bygate, M., & Samuda, V.
    (2009) Creating pressure in task pedagogy: The joint roles of field, purpose, and engagement within the interaction approach. InA. Mackey & C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp.–). Routledge.
     [Google Scholar]
  8. Cameron, L.
    (2001) Teaching languages to young learners. Cambridge. 10.1017/CBO9780511733109
     https://doi.org/10.1017/CBO9780511733109 [Google Scholar]
  9. Cao, T. H. P.
    (2019) Teaching English to young learners in Vietnam: From policy to implementation. The Asian Journal of Applied Linguistics, (), –.
     [Google Scholar]
  10. Charmaz, K.
    (2006) Constructing grounded theory: A practical guide through qualitative analysis. Sage.
     [Google Scholar]
  11. Cong, Y., Yang, L., & Ergün, A. L. P.
    (2024) Exploring the Relationship Between Burnout, Learning Engagement and Academic Self-Efficacy Among EFL Learners: A Structural Equation Modeling Analysis.” Acta Psychologica, , . 10.1016/j.actpsy.2024.104394
     https://doi.org/10.1016/j.actpsy.2024.104394 [Google Scholar]
  12. Copland, F., Garton, S., & Burns, A.
    (2014) Challenges in teaching English to young learners: Global perspectives and local realities. TESOL Quarterly, (), –. 10.1002/tesq.148
     https://doi.org/10.1002/tesq.148 [Google Scholar]
  13. Copland, F., Garton, S., & Barnett, C.
    (2024) Global practices in teaching to young learners: Ten years on. British Council. 10.57884/JHCP‑DS26
     https://doi.org/10.57884/JHCP-DS26 [Google Scholar]
  14. Dao, P., Bui, L. D. T., & Nguyen, M. X. N. C.
    (2024) Public primary school teachers’ perceptions and assessment of young learners’ engagement. Language Teaching Research, 13621688241253546. 10.1177/13621688241253546
     https://doi.org/10.1177/13621688241253546 [Google Scholar]
  15. Denzin, N. K., & Lincoln, Y. S.
    (2002) The qualitative inquiry reader. Sage. 10.4135/9781412986267
     https://doi.org/10.4135/9781412986267 [Google Scholar]
  16. Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M.
    (2021) Boredom in online classes in the Iranian EFL context: Sources and solutions. System, , 102556. 10.1016/j.system.2021.102556
     https://doi.org/10.1016/j.system.2021.102556 [Google Scholar]
  17. Dörnyei, Z.
    (2020) Innovations and challenges in language learning motivation. Routledge. 10.4324/9780429485893
     https://doi.org/10.4324/9780429485893 [Google Scholar]
  18. Ellis, R.
    (2003) Task-based language teaching and learning. Oxford University Press.
     [Google Scholar]
  19. (2009) Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, , –. 10.1111/j.1473‑4192.2009.00231.x
     https://doi.org/10.1111/j.1473-4192.2009.00231.x [Google Scholar]
  20. Elsner, D.
    (2014) Multilingual Virtual Talking Books (MuViT) — A project to foster multilingualism, language awareness, and media competency. InD. Abendroth-Timmer & E.-M. Hennig (Eds.), Pluriligualism and Multiliteracies: International research on identity construction in language education (pp.–). Peter Lang.
     [Google Scholar]
  21. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H.
    (2004) School engagement: Potential of the concept, state of the evidence. Review of Educational Research, , –. 10.3102/00346543074001059
     https://doi.org/10.3102/00346543074001059 [Google Scholar]
  22. Garton, S., Copland, F., & Burns, A.
    (2011) Investigating global practices in teaching English to young learners. ELT Research papers, (), –.
     [Google Scholar]
  23. Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J.
    (2021) Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language teaching research, (), –. 10.1177/13621688211001289
     https://doi.org/10.1177/13621688211001289 [Google Scholar]
  24. Hoang, V. V., Nguyen, T. C., Le, K. D., Phan, C. N., Vu, M. T., Luong, Q. T., & Nguyen, Q. T.
    (2022) Tieng Anh 3–4-5 Global Success. Vietnam Publishing House.
     [Google Scholar]
  25. Kegenhof, A.
    (2014) Digital storytelling in the primary EFL classroom. InE. C. Schmid & S. Whyte (Eds.), Teaching English with technology: Communicative approaches to interactive whiteboard use: A resource book for teacher development (pp.–). Bloomsbury.
     [Google Scholar]
  26. Kuchah, K.
    (2019) Teaching English to young learners in difficult circumstances. InS. Garton & F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp.–). Routledge.
     [Google Scholar]
  27. Lamb, M.
    (2012) A self-system perspective on young adolescents’ motivation to learn English in urban and rural settings. Language learning, (), –. 10.1111/j.1467‑9922.2012.00719.x
     https://doi.org/10.1111/j.1467-9922.2012.00719.x [Google Scholar]
  28. Le, H. P. T., & Macalister, J.
    (2024) Engagement in oral production: The impact of a coursebook innovation. Language Teaching for Young Learners, (), –. 10.1075/ltyl.00042.eng
     https://doi.org/10.1075/ltyl.00042.eng [Google Scholar]
  29. Linnenbrink-Garcia, L., Rogat, T., & Koskey, K.
    (2011) Affect and engagement during small group instruction. Contemporary Educational Psychology, , –. 10.1016/j.cedpsych.2010.09.001
     https://doi.org/10.1016/j.cedpsych.2010.09.001 [Google Scholar]
  30. Mahmud, R., & Bray, M.
    (2017) School factors underlying demand for private supplementary tutoring in English: urban and rural variations in Bangladesh. Asia Pacific Journal of Education, –. 10.1080/02188791.2017.1321525
     https://doi.org/10.1080/02188791.2017.1321525 [Google Scholar]
  31. Mercer, S.
    (2019) Language learner engagement: Setting the scene. InX. Gao (Ed.), Second handbook of English language teaching (pp.–). Springer.
     [Google Scholar]
  32. Mercer, S., & Dörnyei, Z.
    (2020) Engaging language learners in contemporary classrooms. Cambridge University Press. 10.1017/9781009024563
     https://doi.org/10.1017/9781009024563 [Google Scholar]
  33. Mercer, S., Talbot, K. R., & Wang, I. K. H.
    (2021) Fake or real engagement–looks can be deceiving. InP. Hiver, A. H. Al-Hoorie, & S. Mercer (Eds.), Student engagement in the language classroom (pp.–). Multilingual Matters.
     [Google Scholar]
  34. MOET (Vietnamese Ministry of Education and Training)
    MOET (Vietnamese Ministry of Education and Training) (2010) Decision No 3321/QD- BGDT on the promulgation of the pilot Englis.: Ministry of Education and Training.
     [Google Scholar]
  35. Nguyen, D. C., Le, T. L., Tran, H. Q., & Nguyen, T. H.
    (2014) Inequality of Access to English Language Learning in Primary Education in Vietnam: A Case Study. InH. Zhang, P. W. K. Chan, & C. Boyle (Eds.), Equality in Education: Fairness and Inclusion (pp.–). Sense Publishers
     [Google Scholar]
  36. Nguyen, C. D.
    (2018) The construction of age-appropriate pedagogies for young learners of English in primary schools. The Language Learning Journal, (), –. 10.1080/09571736.2018.1451912
     https://doi.org/10.1080/09571736.2018.1451912 [Google Scholar]
  37. Oga-Baldwin, W. Q., & Nakata, Y.
    (2020) How teachers promote young language learners’ engagement: Lesson form and lesson quality. Language Teaching for Young Learners, (), –. 10.1075/ltyl.19009.oga
     https://doi.org/10.1075/ltyl.19009.oga [Google Scholar]
  38. Pellerin, M.
    (2014) Language tasks using touch screen and mobile technologies: Reconceptualizing task-based CALL for young language learners. Canadian Journal of Learning and Technology, (), –.
     [Google Scholar]
  39. Philp, J., & Duchesne, S.
    (2016) Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, , –. 10.1017/S0267190515000094
     https://doi.org/10.1017/S0267190515000094 [Google Scholar]
  40. Pinter, A.
    (2017) Teaching young language learners. Oxford University Press.
     [Google Scholar]
  41. Punch, K. F.
    (2009) Introduction to Research Methods in Education. Sage.
     [Google Scholar]
  42. Richards, J. C.
    (2022) Exploring emotions in language teaching. RELC Journal, (), –. 10.1177/0033688220927531
     https://doi.org/10.1177/0033688220927531 [Google Scholar]
  43. Shintani, N.
    (2016) Input-based tasks in foreign language instruction for young learners. John Benjamins Publishing Company. 10.1075/tblt.9
     https://doi.org/10.1075/tblt.9 [Google Scholar]
  44. Sinatra, G. M., Heddy, B. C. & Lombardi, D.
    (2015) The challenges of defining and measuring student engagement in science. Educational Psychologist, (), –. 10.1080/00461520.2014.1002924
     https://doi.org/10.1080/00461520.2014.1002924 [Google Scholar]
  45. Skinner, E., & Pitzer, J. R.
    (2012) Developmental dynamics of student engagement, coping, and everyday resilience. InS. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp.–). Springer. 10.1007/978‑1‑4614‑2018‑7_2
     https://doi.org/10.1007/978-1-4614-2018-7_2 [Google Scholar]
  46. Storch, M.
    (2008) Metatalk in a pair work activity: Level of engagement and implications for language development. Language awareness, , –. 10.1080/09658410802146644
     https://doi.org/10.1080/09658410802146644 [Google Scholar]
  47. Saldana, J.
    (2016) The coding manual for qualitative researchers. Sage.
     [Google Scholar]
  48. Svalberg, A. M. L.
    (2009) Engagement with language: Interrogating a construct. Language awareness, (), –. 10.1080/09658410903197264
     https://doi.org/10.1080/09658410903197264 [Google Scholar]
  49. Teravainen-Goff, A.
    (2022) Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers. Language Teaching Research, (). 10.1177/13621688221135399
     https://doi.org/10.1177/13621688221135399 [Google Scholar]
  50. Tran, N. G., Ha, X. V., & Tran, N. H.
    (2023) EFL Reformed Curriculum in Vietnam: An Understanding of Teachers’ Cognitions and Classroom Practices. RELC Journal, (), –. 10.1177/00336882211043670
     https://doi.org/10.1177/00336882211043670 [Google Scholar]
  51. Tsang, A., & Dewaele, J. M.
    (2024) The relationships between young FL learners’ classroom emotions (anxiety, boredom, & enjoyment), engagement, and FL proficiency. Applied linguistics review, (), –. 10.1515/applirev‑2022‑0077
     https://doi.org/10.1515/applirev-2022-0077 [Google Scholar]
  52. Tvedt, M. S., Edvin, B., & Thormod, I.
    (2021) Perceived teacher support and intentions to quit upper secondary school: Direct, and indirect associations via emotional engagement and boredom. Scandinavian Journal of Educational Research, (). –. 10.1080/00313831.2019.1659401
     https://doi.org/10.1080/00313831.2019.1659401 [Google Scholar]
  53. Ventouris, A., Panourgia, C., & Hodge, S.
    (2021) Teachers’ perceptions of the impact of technology on children and young people’s emotions and behaviors. International Journal of Educational Research Open, , 100081. 10.1016/j.ijedro.2021.100081
     https://doi.org/10.1016/j.ijedro.2021.100081 [Google Scholar]
  54. Vsileiadou, I., & Makrina, Z.
    (2017) Using online computer games in the ELT classroom: A case study. English Language Teaching, (), –. 10.5539/elt.v10n12p134
     https://doi.org/10.5539/elt.v10n12p134 [Google Scholar]
  55. Wang, Z., Bergin, D. A., & Bergin, C. A.
    (2014) Measuring engagement in fourth to twelfth grade classrooms: The Classroom Engagement Inventory. School Psychology Quarterly, (), –. 10.1037/spq0000050
     https://doi.org/10.1037/spq0000050 [Google Scholar]
  56. Whyte, S., & Schmid, E. C.
    (2019) Classroom technology for young learners. InS. Garton & F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp.–). Routledge.
     [Google Scholar]
  57. Wingate, U.
    (2016) Lots of games and little challenge–a snapshot of modern foreign language teaching in English secondary schools. The Language Learning Journal, (), –. 10.1080/09571736.2016.1161061
     https://doi.org/10.1080/09571736.2016.1161061 [Google Scholar]
  58. Zarei, M. A., Alibakhshi, G., & Nezakatgoo, B.
    (2024) Strategies employed by EFL teachers to cope with language learners’ classroom anxiety. TESOL Journal, , . 10.1002/tesj.843
     https://doi.org/10.1002/tesj.843 [Google Scholar]
/content/journals/10.1075/ltyl.24026.bui
Loading
Challenges in engaging EFL learners
John Benjamins ; https://doi.org/10.1075/ltyl.24026.bui
/content/journals/10.1075/ltyl.24026.bui
/content/journals/10.1075/ltyl.24026.bui
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: EFL teachers ; Vietnam ; primary schools ; engagement ; challenges

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error