TRƯỜNG ĐẠI HỌC THỦY LỢI

ĐỀ TÀI
CONTRIBUTING FACTORS TO CHALLENGES EXPERIENCED BY
ENGLISH MAJOR UNDERGRADUATES LEARNING MULTIPLE FOREIGN
LANGUAGES AT THUYLOI UNIVERSITY

Sinh viên thực hiện: Hà Vân Linh - 63NNA1

Nguyễn Thị Châm - 63NNA1
Lê Ngô Thùy Linh - 63NNA2
Nguyễn Thị Hải Yến - 63NNA2
Trung tâm Đào tạo Quốc tế
Giáo viên hướng dẫn: Trần Thị Ngọc Hà
Nguyễn Thị Hồng Anh
Phạm Thị Thu Thảo

Hà Nội, 2023
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CONTENTS
Abstract........................................................................................................................ 2
I. Introduction..............................................................................................................2
1. Objectives of training English major in Thuyloi University...................................2
2. The importance of learning multiple languages at Thuyloi University...................2
3. Curriculum for the English major...........................................................................3
4. Statement of the study............................................................................................4
5. Aim of the study.....................................................................................................4
II. Literature review....................................................................................................4
1. Learning multiple languages...................................................................................4
2. Solution..................................................................................................................6
III. Methods.................................................................................................................. 7
1. Participants.............................................................................................................7
2. Instrument............................................................................................................... 8
3. Data collection and analysis...................................................................................8
IV. Findings................................................................................................................10
1. Linguistics difficulties..........................................................................................10
2. Extrinsics difficulties............................................................................................12
3. Difficulties from personal skills...........................................................................13
V. Discussion............................................................................................................... 13
VI. Conclusion............................................................................................................ 15
References................................................................................................................... 16
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Abstract

Learning multiple foreign languages has become increasingly important in today's

globalized world, where cross-cultural communication and international trade are
essential for success. Multiple foreign language proficiency is a desired skill that can
enable many opportunities for both personal and professional growth. This endeavor,
however, poses certain challenges to language learners. This study discusses the
challenges in learning multiple foreign languages simultaneously from students'
perceptions and possible suggestions to overcome them. 19 students participated and
were interviewed about the challenges they faced in learning multiple foreign
languages and suggestions for the school and educators. The specialized linguistic
features, cognitive overload, and lack of personal and interpersonal skills were
identified as the main challenges. Learning about these difficulties can help language
learners, teachers, and policymakers improve language education programs and foster
multilingualism, as it is not a new phenomenon but remain an understudied area
around the world.

Keywords: Learning multiple languages, difficulties, Thuyloi University.

I. Introduction
1. Objectives of training English major in Thuyloi University

English is currently getting more and more widely used over the world. Keeping up
with the trend, Thuy loi university opened a major in English in 2021. The English
major's educational goal is to provide students with high-level professional knowledge
and abilities. Additionally, it aids students in developing their political and moral
character, as well as their work in a formal manner. In addition, students who learn
English are able to function well in English-speaking professional domains, increasing
job opportunities and fulfilling societal demands. Finally, during the process of global
integration, students can easily integrate into the economy.

2. The importance of learning multiple languages at Thuyloi University

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With the English subject's distinct educational objective, it is rapidly becoming clearer
that learning and speaking different languages in college is crucial. For university
students, learning various languages can provide several advantages. Learning various
languages will assist you accomplish the objectives of your program; for instance,
learning Chinese or Japanese as a second required foreign language. Additionally, it
aids students in developing their critical thinking abilities and expanding their
knowledge. Learning other languages paves the way for a student to pursue research in
a range of subject areas and gives them a better awareness of various cultures,
traditions, and styles. by studying several languages, one might learn various customs.
It may promote awareness of cultural differences and an appreciation of variety..
University graduates' professional opportunities can be considerably increased by
multilingualism. Particularly in the current global economy, multinational firms and
international organizations favor people who speak multiple languages. Students who
speak several languages will find it easier to interact with locals and navigate foreign
environments. It may also offer up opportunities for overseas internships and study
abroad courses.

3. Curriculum for the English major

Thuyloi University started introducing an English teaching program and enrolling

students in 2021. In addition to general education such as: political subjects and
communication skills, students must receive professional education: core subjects and
core units. Introduction to English Phonetics and Phonology, British-American
Country Study are two examples of core units. Moreover, students also study selective
units: English for Economics and Business Communication, English for Finance and
Banking, etc. English linguistics at Thuyloi University consists of two specialisms:
"Translation and Interpretation" (TI) and "Administration and Communication"(AC).
For TI students, they have compulsory units related to interpreting, translating, and
even the art of speaking in public. As for AC students, they study project management,
event management or human resources management,etc. Although studying different
subjects, all English majored students must complete 140 credits to receive a full-time
bachelor's degree.
 4

Along with teaching students to master aspects of English, Thuyloi University also
teaches students a third language. English majored under-graduates at Thuyloi
University, are given the choice of the third language they will learn to be Korean,
Japanese, or Chinese. The third language makes up four credits in the training
program. Students learn two third language modules in their third and fourth
semesters. The output of a third language is not a certificate, students only need to
complete all modules of the university.

4. Statement of the study

For English major students at Thuyloi University, in addition to English – a foreign

language they have learned for many years, they have to acquire a new language (third
language) as a beginner. Third language - a non-native one is acquired by learners who
have studied two other languages(Cenoz, 2003). This may make them face challenges
in learning in multiple aspects. Therefore, researchers decided to study about
difficulties learning multiple foreign languages experienced by English majored
undergraduates at Thuyloi University. To address the study, the research question is set
out: What are some of the factors that challenge English major students learning
multiple languages at Thuyloi University.

5. Aim of the study

This study is conducted to examine the difficulties when learning multiple languages
experienced by English majored under-graduates at Thuyloi University and feasible
solutions will be given to them.

II. Literature review

1. Learning multiple languages

Learning two foreign languages can be daunting, but it has several benefits. There are
numerous benefits to learning multiple languages. Here are some of the most
important ones: According to a study by Bialystok et al. (2012)(1), bilinguals
demonstrated better cognitive control, which can be beneficial in academic and
professional settings. Besides, knowing two foreign languages can be a valuable asset
in the job market in today's globalized world. Employers often seek employees who
can communicate in multiple languages, especially those in international industries.
 5

However, there are also several contributing factors that can make it difficult for
English major undergraduate students to learn multiple foreign languages such as
confusion and mixing languages.

The research findings were interpreted to mean that there is only so much space or
capacity available in our brains for language; therefore if we divide that space between
two languages, neither will develop properly and intellectual confusion will result in
confusion. Bilingualism confuses thinking, emotional insecurity, and school failures.
Also, the similarity of form, spoken or written, between words may result in confusion
between the two words, in comprehension and in production. Many pairs/groups of
words with multiple meanings and different affixes. When learners only learn one
meaning of a word, put in another case they will have difficulty translating. How to
remember which words to use? Take the first letter of each word as your cue.

Learning multiple foreign languages can be a challenging task, and several factors can
contribute to these difficulties. Many studies reveal more of the factors that can
influence the learning of multiple foreign languages: first, the mother tongue or first
language of the learner can influence the learning of foreign languages. Some
languages have the same structures and vocabulary, making them easier to learn, while
others can be quite different. For instance, French speakers will be completely
different in structure from Chinese, making it difficult for them. Manrique (2013)
stated that mispronunciation and grammatical errors are the most common types of
interference between the mother tongue and the target language.

The environment in which language learning takes place can also be a factor. If the
learner is immersed in a culture where a foreign language is spoken and has many
opportunities to practice, it can be easier to learn. However, if the learner does not
have access to native speakers or has limited exposure to the language, acquiring the
language can be more difficult. The conditions under which the language is learned
can also play a role. For example, if the learner is learning multiple languages
simultaneously or close together, it can be more challenging to distinguish between the
different languages and avoid confusion.
 6

Additionally, if the learner is under stress or pressure, this can negatively impact
language learning. The learning conditions in which a person studies a foreign
language can also contribute to the difficulty of learning multiple languages. For
example, if learners are required to learn several languages simultaneously, they may
struggle to keep them all straight. Additionally, if learners are forced to learn in a way
that does not suit their learning style or if they do not have enough time to practice,
they may find it difficult to progress.

Finally, regarding vocabulary and grammar, a language contains many tens of

thousands of words, the majority of these words have multiple meanings, so it is hard
to teach and learn via a method of direct teaching. Moreover, for each word ultimately
seven types of information have to be learned: phonological and orthographic,
syntactic, morphological, pragmatic, articulatory, idiomatic, and semantic (Schreuder,
1987 as cited in De Groot, A. M., & Van Hell, J. G., 2005). Because of it, the students
always feel learning English and Chinese vocabulary is too difficult to understand and
remember.

2. Solution

Learning a new language can be challenging, but with the right strategies and
approach, students can increase their learning productivity and achieve their language
learning goals. What follows are some solutions given in many studies divided into
two major parts: teaching method and autodidactic method.

First and foremost is the teaching method. Educator must cultivate the ability to see
themselves clearly and objectively through reflection and self-analysis in an age of
rapid technological advance. Because the news is constantly updated, so the teacher
should keep up with current events especially the usage of information technology in
teaching foreign languages. If the teacher does not update their knowledge gradually, it
quickly becomes obsolete, especially in the social sector. Through the Internet
comprise such services as social media sites, websites, radio, and television; the
teacher can use massive amounts of data to study and read constantly. More and more,
these teachers build their own personal learning networks and connect with other
teachers around the world to share what they know and help others learn (Couros,
 7

2008). As teachers play a vital role in the intellectual growth of students, improving
their teaching skills should be at the top of an educator's priority list. Poor teaching
skills can have far-reaching effects on their lives since the students' awareness of the
classroom experience relies greatly on the schoolteacher's performance. Besides, the
rapid development of technology has forced teachers to master and utilize technology
to align with the learners. Teachers who integrate technology into their learning
activities will make learning activities more enjoyable. Students understand learning
materials better, which ultimately improves the quality of learning outcomes (Shirley,
2018 as cited in Emilda Sulasmi, 2022). So, teachers should do high-tech devices.

The second is the autodidactic method. Vocabulary is an integral part of learning a

foreign language but it is so hard to remember the new words as stated above. Because
of this matter researchers investigated to increase student's learning through visual
elements. According to elson, D. L., Reed, V. S., & Walling, J. R. (1976), the typical
finding that pictures are easier to remember than their verbal labels, the pictorial
superiority effect, may be accounted for in terms of the relative distinctiveness of their
visual features. So the learner should learn new words through films, videos, and
photos to retain and understand new vocabulary. Using visual aids is a great way to
memorize vocabulary. Furthermore, a dictionary is one of the most important tools
when students learn a foreign language. Based on Sarigül, E. (2016), it is obvious that
the dictionary can be an extremely useful learning resource, especially as it makes the
learner more independent of the teacher. If the students learn how to use a dictionary
effectively, then the dictionary can be a very helpful resource for their studies. The
learner can use a dictionary to learn the pronunciation, different meanings, and
example sentences in which the word is used.

III. Methods

1. Participants

There are 19 students including 14 female and 5 male students agreed to participate in
this research. Participants are second-year English majored students at Thuyloi
University. Their English level is intermediate, and their native language was
Vietnamese. They are learning Chinese as a foreign language at school, a compulsory
 8

subject. They can have a proper understanding of the current foreign language teaching
and learning at Thuyloi University.

2. Instrument

The study adopted semi-structured interviews in which main questions were developed
on the basis of research questions, including :

1. Why do you choose to study English major?

2. Why do you choose to learn Chinese as a foreign language at the university?

3. What are the challenges you encounter when you learn two foreign languages at the
university?

4. How can you learn these two languages well?

All interview questions were translated in Vietnamese adopting back-translation

methods (see more in Behr, 2017; Sousa & Rojjanasrirat, 2011). The interview
questions were reviewed by two English teachers of the Department of English
Language and Linguistics who have relevant experiences in doing qualitative research
and teaching English. The final Vietnamese version of the interview was used so that
participants could fully understand all the questions.

3. Data collection and analysis

A total of 19 students were chosen for interviews. The in-person interview focused on
the second-year English language students' challenges in learning two languages as a
prevalent theme. To ensure that the data would be retained, the interviews were
carefully documented. The interviews were done in Vietnamese, the participants'
native language, to enable them to freely express their thoughts and ideas and maintain
the validity and trustworthiness of the research. Data were collected carefully and
manually coded to generate themes and subthemes in relation to the research
questions. To make sure confidentiality, respondents' names were coded into SVs from
SV1 to SV19.
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Table 1: Participant background information

Participants Gender Third language
SV1 M Chinese
SV2 F Chinese
SV3 F Chinese
SV4 F Chinese
SV5 F Chinese
SV6 F Chinese
SV7 F Chinese
SV8 M Chinese
SV9 F Chinese
SV10 M Chinese
SV11 F Chinese
SV12 M Chinese
SV13 M Chinese
SV14 F Chinese
SV15 F Chinese
SV16 F Chinese
SV17 F Chinese
SV18 F Chinese
SV19 F Chinese
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IV. Findings

To clarify the aim of the study, there are three main findings indicated for difficulties
experienced by students: Linguistics difficulties, Extrinsic difficulties and difficulties
from personal skill.

1. Linguistics difficulties

Learning two languages with different writing systems like Chinese and English at the
same time can pose certain challenges to writing. First about the characters: Chinese
uses characters or Hanzi instead of an alphabet. Consiquencely, learners at Thuyloi
University who are learning English with alphabets will find it difficult to learn
Chinese as they must memorize thousands of characters to become proficient in the
language. In addition to complex systems of characters, Chinese learners have to deal
with the stroke order of writing Chinese characters. It take students much time to
memorize them because it is compulsory to follow the order when writing Hanzi.

"For Chinese, I often have difficulty in writing Chinese, I have a hard time
remembering the order of Chinese writing." (SV3)

"Most Chinese learners find it difficult to remember the characters and the order of
writing Chinese characters because there are many strokes, and it takes you about 3
days to learn." (SV9)

"English, on the other hand, uses an alphabet, and learners must master spelling and
grammar rules." (SV11)

Students believe that pronunciation of both English and Chinese is difficult. They said
that there were some couples of letters in Chinese speak quite the same, the difference
between them is that speakers have to stay steam or not. For instance, “z” and “c”,
when speaking “c”, the tounge placement is behind the upper teeth like speaking “z”,
but they have to stay steam. It is the difference and the challenge when speaking
Chinese. Besides, Chinese is a tonal language, meaning that the meaning of a word can
change based on the tone used to pronounce it. Moreover, there are 4 tones in Chinese
speaking is also a challenge for English majored students at Thuyloi University. They
often misread first tone marked by “-“ and fourth tone marked by “`” because they
belive that they are pronounced quite the same. In addition, most students find it
difficult to pronounce English words ending with “s” and “x”. Nguyen, T. T. T. (2007)
also found that Vietnamese people from the North get in trouble with pronouncing
 11

words ending with “s”. It can be indicated that pronouncing “s”- ending words makes
many people confusing.

"Pronunciation of both languages is difficult: Chinese pronunciation is similar, the

only difference is that stay steam or not; English pronunciation of words end with "s"
and "x" is difficult." (SV8)

"When it comes to Chinese pronunciation, there are 4 tones that make it impossible for
me to pronounce them correctly." (SV19)

Data analysis showed that participants had difficulty learning vocabulary, grammar,
and sentence structure when learning multiple languages. Most of the participants find
that when learning English and Chinese the first difficulty is about vocabulary. They
feel that there is confusion between two foreign languages, there are too many
vocabularies so that sometimes when they're learning English, thinking in English but
suddenly a Chinese word comes to mind. It can be considered as language disoders by
them. Therefore, they may forget English specialized words. In contrast, some of
students get troble with their poor vocabularies. As a result, when learning with
teachers teaching by English most of the time, they cannot catch up with them. Or
when they havent found their suitable learning strategy, they will not be able to acquire
words that they learnt.

“When I study those 2 at the same time, I feel like I am going to get confused about
that language a lot when I am learning English, then all of a sudden there's a Chinese
word that pops up in my head.” (SV19)

"I find that when learning 2 foreign languages at the same time, there will be many
words that will be confused in my speaking and writing and sometimes I will forget
some specialized vocabulary." (SV1)

"There are quite a lot of new words and I haven't found a suitable learning
method."(SV14)

"When learning English, the new words I learned in the previous lesson, I forget the
next day." (SV17)

“My vocabulary is also quite limited, so when the teacher gives lectures, sometimes I
cannot keep up with." (SV11)
 12

In terms of grammar, when comparing English grammar and Chinese grammar, the
participants think that English grammar is more difficult. They cannot build a long-
term memory about grammar because English grammar system is cpmplicated. For
further details, sentence structure in grammar is hard for them, especially in their
writing, they encounter a lot of obstacles in terms of expression.

"English grammar is the most difficult." (SV19)

"English grammar is the most difficult, I can't build long-term memory and can't apply
them to speaking and writing." (SV16)

"English grammar is difficult, the grammar system is complicated"- (SV18)

"The grammar of both languages is the hardest." (SV6)

"The hardest part in English was the writing part, I encountered a lot of obstacles in
terms of expression." (SV11)

2. Extrinsics difficulties

The results show a wide diversity of views on extrinsics. The most prominent
challenge is that the students is overloaded with learning two foreign languages at the
same time because there are so much knowledge and information they have to acquire.
Consequently, they forget the lesson they have learned.Furthermore, not only learning
two foreign languages at the same time but also learning Chinese as a beginner make it
harder to multiple languages learners.

“Learning 2 languages at the same time is a bit overloaded due to acquire too much
knowledge” (SV3)

“The amount of knowledge is sometimes overloaded due to having to re-learn Chinese

from scratch” (SV18)

It seem that participants have a struggle with gap in time when learning. This comes
from arrangement of the college. For second-year students, they will study 4 credits
Chinese in two semester. However, it has a gap time about two months between two
terms and it interupts students learning Chinese, they forget the words they learned
from the previous semester.

“When I study Chinese, if I interrupt, I will forget the words I learned from the
previous semester.”(SV4)
 13

“I have gaps in time when learning those 2 languages. For example, if I'm learning
Chinese, I'll study English again after 1 month, then I'll go back to learning Chinese.
This will make me forget new Chinese words.”(SV14)

The last challenge on extrinsics is from the teaching method. Participant feels that the
Chinese teacher at school teaches so fast and feels pressured when his teacher gives a
lot of tests back to back.

“The teachers are also quite fast and I also feel quite pressured when they constantly
check the old lessons and the ones that are written in kanji, it becomes difficult to
learn Chinese because it will be difficult for me to absorb the words. new vocabulary
than when I was in the lower grades”. (SV13)

3. Difficulties from personal skills

Data analysis showed that the participants considered interpersonal communication as

their difficulties in learning multiple languages. It is identified among respondants in
learning context. In their opinion, learning many foreign languages lead to unbalanced
skills among individuals and make it difficult to work together.

“Group activities are a bit difficult because the knowledge and experience among
group members are uneven and sometimes there are disagreements when working in
groups.” (SV3)

It can be seen that participants face challenges in management skill. They have
struggle with not only time management but also learning strategy. They have not
found their own ways to study and to arrange their time effectively.

“I have difficulty with time management, I don't know how to study, how to arrange
my time properly.”(SV6)

V. Discussion

Recommendations of participants are divided into three parts: teaching equipment,

teaching skill, and activities in class. First, according to SV1 and SV16, they said that
the school should be well-equipped with adequate and comfortable furniture and
modern teaching equipment to improve teaching materials as well as the quality of
teaching. Based on Craig and Henry's study (2007), they said that digital resources
have supported learners in developing verbal interaction skills, increasing their
 14

vocabulary, and improving their reading comprehension. Therefore, it can be seen that
improving teaching facilities play an integral part in enhancing educational
acquisition.

The second recommendation is advanced teaching skills. SV13 mentioned that the
teacher should teach slower. When teachers see the students do exercise wrong, they
should leave a comment, and correct the mistake as necessary. As teachers play a vital
role in the intellectual growth of students, improving their teaching skills should be at
the top of an educator's priority list. Poor teaching skills can have far-reaching effects
on their lives since the students' awareness of the classroom experience relies greatly
on the schoolteacher's performance.

And the last piece of advice is that teachers should include more games and activities
in class for students to practice foreign languages. Games provide a constructivist
classroom environment where students and their learning are central. "Learning
through performance requires active discovery, analysis, interpretation, problem-
solving, memory, and physical activity and extensive cognitive processing" (Foreman,
2003).

Strategies for learning a foreign language are divided into three parts: balance time,
focus on vocabulary, and use a visual aid. First, SV1, SV3, and SV12 mentioned that
students should balance time learning Chinese and English, divided into two distinct
halves to avoid confusion. Moreover, they should focus on weak parts like vocabulary
or grammar. The second strategy is to focus on vocabulary and grammar because they
will make the remaining part better (SV4). In language learning, vocabulary is one of
the most important parts. Haynes, M., Huckin, T., & Coady, J. (1993) stated that two
of the most important components in language learning are reading ability and
vocabulary knowledge. For all of the language skills (speaking, writing, reading, and
listening), vocabulary is an important key to an effective understanding of meaning
(Binti Robani, R., & Majid, F. A., 2014). Comparing it with grammar, Wilkins (1972)
said, "Without grammar very little can be conveyed, without vocabulary, nothing can
be conveyed.". The last strategy is to use visual aids in learning foreign languages.
Five people have the same idea of learning foreign languages by watching films, and
 15

videos and playing games (SV1, SV9, SV12, SV13, SV19). According to Nelson, D.
L., Reed, V. S., & Walling, J. R. (1976), the typical finding that pictures are easier to
remember than their verbal labels, the pictorial superiority effect, may be accounted
for in terms of the relative distinctiveness of their visual features. So the learner should
learn new words through films, videos, and photos to retain and understand new
vocabulary. Using visual aids is the best way to memorize vocabulary.

VI. Conclusion

The main questions addressed in this article are whether or not it is possible to grasp
the challenges of learning multiple languages of students at Thuy Loi University. To
answer these questions, it is necessary to delve into the nature of knowledge of
languages and, more importantly, second languages. Recent developments in
challenging research have convincingly argued that most of the complexity of Chinese
in terms of writing, and the complexity of English in terms of grammar make students
of Thuy Loi University find it difficult and difficult to learn these two languages at the
same time.

Discussions about the various difficulties of learning Chinese and learning English
brought us to conclude that learning English is compulsory for all English language
majors. Learners really come across some obstacles and challenges in terms of writing,
grammar, vocabulary, etc., that need to be overcome. All these challenges can be
overcome by using appropriate strategies such as having many extra-curricular
activities, learning exchanges with other students, active social interaction, language-
rich classrooms, and the incorporation of multicultural literature into education
programs
 16

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