Students' attitudes towards teacher's use of Vietnamese in EFL classrooms at Vietnam National University Hanoi, International School




L1, L2, Vietnamese language, English language, VNU-IS, functionality, EFL


The role of L1 in L2 classrooms has without any doubt been the hot topic of debates and discussions. In particular, some linguists and educators do not support the use of L1 in teaching L2, whereas others emphasize the importance of L1 in L2 classes. Although studies have been done on both teachers’ and students’ attitudes toward L1 use in the L2 classroom, it still remains the question of when and how L1 can become an effective supporting tool for L2. The goal of this research is to present the results on the functionality of L1 (Vietnamese language) in L2 (EFL) classrooms under students’ perspectives. A survey questionnaire was designed to deliver to participants for the study: 126 students at the intermediate level of the General English program at Vietnam National University Hanoi, International School (VNU-IS). The study's findings indicated that the VNU-IS student participants were satisfied with their teacher’s use of L1. L1 usage was also discovered to be preferred for the following purposes: language functionality, managerial functionality, effective functionality, and social functionality. Among them, language functionality is most favored by VNU-IS students. The results also revealed that Vietnamese should be considered as a backup rather than a barrier for Vietnamese teachers.

Author Biography

Le Hoai Thu, Faculty of Applied Linguistics, Vietnam National University Hanoi, International School, Vietnam

Le Hoai Thu is a lecturer at the Faculty of Applied Linguistics, Vietnam National University Hanoi, International School (VNU-IS) in Vietnam. She has got 14-year of teaching experience in General English and English for Academic Purposes. Her many interests include professional development, content and project-based learning, and technology in language teaching and learning, all of which require creative thinking. She has also taken some action research in her own class related to classroom management skills, teamwork skills, presenting skills, and study habits. She has received the Best Teaching Performance Certificate evaluated by VNU-IS in the academic year 2017-2018 and 2019-2020.


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How to Cite

Le, H. T. (2022). Students’ attitudes towards teacher’s use of Vietnamese in EFL classrooms at Vietnam National University Hanoi, International School. International Journal of TESOL & Education, 2(5), 20–33.