New Challenges For English Teaching and Learning English

Submitted by: LE THI MY LIEN Student ID No.
07708901
INSTRUCTOR’S REMARKS
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Instructor
NGUYEN XUAN HONG M.A.
Instructor NGUYEN XUAN HONG M.A 1

Submitted by: LE THI MY LIEN Student ID No. 07708901
INTRODUCTION
Nowadays, Vietnam is in the trend of opening-up to the outside world. It has
not only given a strong boost to Vietnam’s economic, cultural, political and social
development, but also created favorable conditions for business of other countries to
seek business opportunities in Vietnam. Therefore, English plays an essential role in
widening relations and co-operation. According to Geoffrey “ English is not the
property of capitalist Americans, but of the entire world” and it is also the language
of large commercial and industrial organization” (Geoffrey 1981:4). Thus, Vietnam,
English has been taught to students in secondary school and high school as a
compulsory subject and English has become one of the most important subjects to
access university. Understanding the importance of English, Teaching and learning
English in many schools and universities is a major concern of many people. How to
teach and learn English effectively in the changing trend of globe is considerable. As a
big university with a large number of students, Ho Chi Minh university of Industry
(HUI) in general and The Faculty of Foreign Languages (FFL) in particular, have
made effort of teaching and learning English as a foreign language for both English
students and non-English students. However, to keep up with learners’ demands and

the changing rate of modern life, staff and students in FFL have faced the new
challenges for teaching and learning English.
This essay will discuss new challenges for English Teaching and Learning in
FFL at HUI in the changing trend of the world and what can be done to deal with
them and to improve quality of English Teaching and Leaning in FFL at HUI ?
CONTENT
Firstly, equipment is ineffective enough for teaching and learning English. In
general, HUI’s equipment serving for teaching and learning is better some universities
such as we have projectors, microphones, CD players. But to create good environment
for students studying English, that are not enough. To illustration, seating
arrangements is not suitable for learning English. Creating a comfortable learning
space is a good way for learning English. According to Suzanne Pitner’s article in June
rd
2 , 2009), “the best arrangement is the one that fits the teacher’s style, fits the
classroom dimensions, and feels comfortable to the students”. With the current seating
arrangement of FFL, the tables are in rows, all students can see the board but students
are behind have to see their friends’ backs. It still has benefits for teacher-centered
instruction and when students need to work independently. However, we are focusing
on CLT ( Communicative Language Teaching), it means learner-centered and

“activities in CLT typically involve students in real or realistic communication”, and
“role play and stimulation have become very popular in CLT”. (Jeremy 1988:69).
Thus, the current seating arrangement make difficult for students to discuss in groups,
follow their friends’ ideas or play role in speaking because they have to turn away
from their tables to see their friends. With this problem, firstly, we need to change the
current tables by another kind of desks, individual desks and the seating arrangement
should be reorganized to appropriate for English teaching and learning. In my
suggestion, the U shape is best arrangement. The desks are arranged in a U across the
room, allowing all the students to see each other, to work in groups or in pair and
teacher can control whole class easily. Richard wrote “Since second and foreign
language classrooms utilize many different seating arrangements, I recommend that a
seating chart be constructed in the class to be observed. Boxes are best used to
represent students” (Jack C.Richard and David Nunan 1995:49).
Besides, as I can see, some equipment was not used effectively. For example, the lab
room was set up for FFL to serve English students’ study. However, my class –
DHAV3- was allowed to use the lab room a few times for The Method of Learning
English subject since we have accessed to the FFL of HUI. After that, the room has
been closed until now. Actually, the lab room is very useful for students to learn
English such as speaking skill, listening skill. To listening skill and speaking skill,
whole class can hear their teacher’s voice and their voice clearly and recognize what
they pronoun incorrectly. In addition, the quality of sounds is good for them to do
listening tests. Especially, learners can practise the subject pronunciation by recording
their voice, and teacher can control whole class focusing on his direction. In contrast,
the room is not available because of some reasons. The first reason is the devices were
broken. Another reason is many teachers are not familiar with using lab room. In
coming time, FFL can make suggestion to Executive Committee to finance FFL
because English training is a major which requires investing lot of modern equipment
to meet learners’ demand and catch up the changing trend. In addition, the FFL need to
open a workshop to guide teachers how to use technological equipment such as lab
room and other equipment. Then, the FFL can require English teachers to use
absolutely this room for teaching and learning.
Secondly, motivation is also one of the most challenges for students in FFL.
According to Lightbown and Spada “students’ intelligence and motivation affect
language learning” Lightbown and Spada (1993: 36, 39.)
As for the motivation and interest of the students, we know that motivation is one of the
key components to success for language teachers (Dornyei, 2001; Ellis, 1994).
Motivation is the most important factor to success, learners will fail easily if they have
no motivation because they will not make effort to achieve ( Jeremy 1988:98). Mario
Williams and Rober Burden suggest that motivation is a “state of cognitive arousal”
which provokes a decision to act. (Jeremy1988 :98). Many students have chosen
English in FFL as a second choice because they failed to get into other university or

other major they like. In this case, English is not their desire. As a result, they do not
make effort to learn. In addition, students do not have specific understanding about
their job in future that means they learn English but they do not know which job they
desire to do after graduating, “some students, of course, may not have any real
English-learning goals at all” (Jeremy 1988 :99). This caused indirecting learning. As
I can see, in FFL, students who have motivation are less than students who lack of
motivation. At the beginning, they may be full of effort but it will lose easily because
of other students around them. The passive attitude of others will affect them and even
whole class. Besides, Vietnamese students are often afraid of making mistakes and
showing their opinion about one issue in spite of some reasons. They are lack of
couragement and independence because in their families, their parents help them to
decide everything. Therefore, they become unconfident and depend on other people.
To solve the problem, students have to develop a passion for learning English. Firstly,
students need to be taught the subject Learning Method in University. That is a good
subject which students have to learn because in university, the learning method is
different from high school. Students should be independent in their study and
themselves aware purpose of study. In Open University, this subject has been taught
but in HUI, it has not applied yet. Besides, students need to define their goal of
learning English such as they want to become an English teacher, interpreter, or
assistant manager, etc in future. Then, imagine themselves in the future such as they
can talk to native speakers just like they talk in their first language, other people
wanting to speak English as well as they do.
It is helpful to read an article about the advantages of knowing English well. That
boosts students to decide to pursue the goal. Secondly, students should spend time on
English as time for pleasure and relation. Beside class time, they can enjoy watching
English film and learning new words in the film, read English stories and look up
meaning of new words in dictionaries, going out to find English foreigners and talk to
them, students will feel interested and be motivated in learning English better.
Teachers need often to remind students to think about their parents’ expectation and
their parents’ hard working students. Certainly, students will be touched and determine
on studying better. In addition, teachers need to give students some suitable tasks for
them. That is another way to motivate students to learn.
Thirdly, students do not have chance to learn English with native speakers. Due to
some reasons but the main reason is budget.
Thirdly, students do not have chance to learn English with native speakers.
“ main difficulties of training English was the quality of teachers as well as they have
not been trained professionally”. Saves (2009).
“The native speaker gains access to the Standard Language” (Davies 1980 ). Since
we accessed to FFL, we have not learned with native teacher yet. That was a
disadvantage for English students. It is believed that learning English with native
speakers is a good way. However, due to condition of FFL at HUI, inviting a native

teacher is not easy. So, students just have been learning English with Vietnamese
teachers. There is no denying that Vietnamese teachers are better at learner models to
students because they can understand students deeply. However, students would like to
study with native teacher that means they willing to pay more money for the teacher.
To meet students’ learning english demand, The FFL should ask English students to
pay more money than students in other faculties because of their benefits. Because the
number of English students in FFL is not many, students may pay so high. Thus, we
can invite native teacher once a week to teach students in FFL. Therefore, in coming
time, students will spend more money to invest their study because of many
advantages. When they study with native teacher, the learners can pronoun correctly
according to the help of native teacher, learn English in natural way, have chance to
listen to native speaker’s voice and learn more about customs or cultural practices that
may come up during class.
Fourthly, the English teaching methods do not meet learners’ demand. .
Types of activities, roles of teachers and learners, kinds of material and how material
useful for learners will describe the method. (Jeremy 1988:62).
“To start with the efficacy of language teachers, they must be skillful enough to
monitor student performance and expert in instructional design” Meet (1999). At first,
teachers’ transmission is not effective. For instant, when we were third-year students,
we learned the subject of Phonetic and Phonology. Teacher’s transmission was

difficult to understand and he often was unsure of the students’ answers of exercise.
Thus, he made the students doubtful and confused but Penny Ur noted “The first and
most important basis for professional progress is simply your own reflection on daily
classroom events” (Penny Ur . 1996:319).
To reading skill, our teacher took us a lot of time when he asked students to translate
the reading passages. Besides, some teachers’ pronunciation is incorrect. Students
often recognize teacher’s weakness when they pronounce or read the passages. In
addition, some teachers are not enthusiastic in teaching. Most of their teaching period,
they sat at the chair and asked students to do task in course book, and then write down
answers on the boar. After that, teacher showed his answers and explained quickly.
Students often feel bored and sleepy by his teaching time. Some teachers FFL need to
create good condition for teachers to approach foreign teaching method. English
teachers are expected to be energetic, good at skills, and helpful for students. Students
will feel bored and lose motivation when their teachers are not professional. To help
students to understand and catch up some subjects, teachers need to spend more time
on preparing their teaching lesson and finding out more information about the topic or
issues that they will teach so that teachers can help students to absorb lesson
effectively. Besides, teacher needs to prepare their presentation in teaching to make
their lesson understandable. Actually, teacher need to be confident in their teaching
and the content of the lesson. Moreover, in our country, many teaching and learning
method discussions have been hold by domestic organizations and foreign professors.
Our teachers should have chance to take part in, and exchange method, learn
experience from them and approach new English teaching method. Teachers
themselves also need to improve their English to keep up with learners’ demand and
changing world.
Fifthly, pressure of work impacts teachers.
“Many teachers, in particular those in senior managerial position, work longer hours
than expected. (Cheryl 1996 :42).
P.Wood claims that through the “intensification” of their work demands, teachers are
Being pressed to do more work with fewer resources while at the same time receiving
fewer rewards and less recognition for their efforts”. ( Roland 1999:2)
According to requirement of HUI, each teacher has to teach 510 periods and 30
percent of 510 a year. That number is more than other university for the number of
students is big. So, teacher in HUI have to teach total 680 periods a year. Firstly,
teachers will be tired and this tiredness affected teachers’ teaching quality. According
to Jeremy, teachers play many roles in classroom such as a facilitator, controller,
prompter and a participant and teachers are expected to bring detail direction,
transmission of knowledge, organization and encouragement to students (Harme
2007:108,109). Besides, teachers also teach in foreign language centers or other
universities and they have to cope with higher pressure. Therefore, it is a challenge for
teachers to teach with the best state in class. Secondly, teachers will not have enough
time to prepare well their lesson plans. For instant, last year, teacher who taught us
Reading subject made teaching process slowly because he gave answers of exercise
while he was thinking. Teachers need to be familiar with high pressure because it is
hard to make the requirement of HUI change. There are some suggestions for the
challenges. At first, teachers in FFL should plan a picnic each 3 months so that the
staff can enjoy fresh air relax and reduce stress after working pressure. This is also a
chance for teachers in FFL to get to know more each other and share their teaching
experience together. The place can go picnic to suburbs which are not far from Ho Chi
Minh city in order to save money such as Giang Dien waterfall in Dong nai, Vuon
Xoai in Trang bo, Dong nai, or Mekong Deltor, ect. Secondly, teachers need to find
their own ways to relax and balance their work and rest such as play sport, do exercise,
listen to their favorite music.
Sixthly, Lack of unity of teaching program is also a problem which need to
be considered. At first, textbook are not coherent to the tests.
Jeremy mentioned the materials of teaching “ good course books are carefully
prepared to offer a coherent syllabus, satisfactory language control, motivating text
audio cassettes/CDs and other accessories such as video/DVD material, CD-ROMs
and extra resource material” (Jeremy 1988:181)
and “The adoption of new course book provides a powerful stimulus for
methodological development”.
When we were first year students, in the second semester of first year, we studied
course book of Interaction 1. However, at the final exam, the tests were taken from
TOEFL books. As the same way, in the second year, we studied course book of
Mosaic 1 but the midterm tests and final tests were also taken from TOEFL materials
which were different completely with students’ learning. Moreover, many passages in
Mosaic are very long and there are many difficult vocabularies. In the third year, we
studied interpretation by listen to the news from CD player and wrote it down, read it
in whole class. Then, teacher read her suggestions. In the fourth year, students still
have learned by writing instead of oral translation. That did not develop students’
interaction to real situation. In translaton subject, the teacher edited the textbook from
many others book and some exercises were not suitable for students’ level. Jack
Richard also wrote in his book “It also recalled my concern, both as a teacher and as
a teacher education, about the incoherence of many language programs when teachers
create their own materials” ( Jack C.Richard 2002:385). . Until now, other students
have studied as the same way. Secondly, the training program is not clear. When we
accessed to FFL of HUI, the purpose of training program do not focus on specific
major. According to the training program of FFL, students could choose to study
Translation and Interpretation major or Teaching major after two years. Until now, the
purpose of training program has changed to teach both. Students have confused on
their specific major and feel unsure about their job in the future. The solution for this
weakness is the teachers in FFL need to set up a staff which are professional to
evaluate and choose materials for all subjects so that materials have unity of level and
knowledge. About training program, FFL need to hold an orient class to help students
to understand the training program at first and define what they will focus on during
their study, what kinds of jobs they can choose to develop their skills at the first year.
Seventhly, the large number of students in class is also a big problem.
Jeremy noted that “ Many commentators talk about large classes as a problem, and it
is certainly true that they present challenges that smaller classes do not” (Jeremy
1988:125).
“I firmly believe that the number of the students in a class can affect the way the
teacher teaches and at the same time the way the students learn” said Air Abbass
Ravage in his article on 11 November, 2008.Most teachers agree that teaching a small
group of students is easier, more enjoyable, than teaching a large group. Unfortunately,
due to budgets, space, or lack of teachers, and especially large number of students,
HUI can only offer large classes for students in basic English classes . The number of
these classes may consist of up to 50 or more students. Teacher cannot control whole
class on task or in group work or pair work. In general, students who are active often
volunteer to answer or express their opinion meanwhile other students who lack of
confidence always keep silent. Because “Students are often reluctant to speak because
they are shy and are not predisposed to express themselves in front of other people,
especially when they are being asked to give personal information or opinions”
Harmer (1988:345). Thus, the interaction between teacher and students do not gain
high effect. In addition, it is difficult for teacher to teach with CLT method . Because
of so many groups, in group activites, students do not have enough time to present

their opinion not to mention students chatting while they are discussing or their
friends are presenting in front of class. Moreover, many different levels in class also
cause difficult to both teacher and learners. To the tasks or activities, some low level
students could not keep up with their classmates meanwhile others students feel easy.
In this case, teacher cannot meet all students’ demand. In contrast, in smaller classes,
there can be better interaction among the students or between a teacher and a student.
In these classes, teachers can have a better feedback from the students or groups and
always have the chance to find out how successful they have been with their teaching.
There are some suggestions for this problem. Firstly, teacher needs to organize lesson
carefully to avoid wasting time and limit learners’ chat. “The bigger the group, the
more we have to be organised and know what we are going to do before the lesson
start” Jeremy 1988:125). Then, teachers give students individual work in order to
control whole class and make students focus on their task. Teachers also using pair
work and group work and instruct them clearly. Through group work activities,
teachers can encourage competition by marking to help students to join in activities.
Besides, teacher can give students time to play role or dramar, which will create
comfortable atmosphere to boost learners’ performance.
CONCLUSION

In conclusion, the essay mention to six difficulties. There are ineffective equipment,
students’ motivation, English teaching method, working pressure, unity of teaching
program and crowded classes. Until now, teaching and learning English has been a
major concern in Vietnam and many other countries. In the trend of changing world,
English teachers and learners also need to approach new changes and new methods in
order to keep up with other people in other countries. Many problems in our university
which have to be improved so that the new students can receive better English
teaching method and better condition. Both English teachers and English students
need to change. To the teachers, they themselves should enhance their skills and
teaching method, besides, enthusiastic and conscientious teachers will find satisfaction
and happiness of their teaching. In general, not only Ho Chi Minh University of
Industry faces challenges but also many universities and foreign language centers in
our country. However, the important thing is finding difficulties and deciding to
improve weaknesses. If the Executive Committee of HUI acknowledge these
challenges and determine on investing, the FFL will get enough power to compete
other universities and language centers.
REFERENCES
1. Cheryl J.Travers & Cary L.Cooper.1996.Teachers under pressure.
Publish in U.S. and Canada by Routledge.

2. Jack C. Richards and Willy A. Renandya. 2002. Methodology in language
teaching. Cambridge University Press.
3. Crystal, D. (1997). English as a global language. Cambridge. CUP.
4. David Nunan, 1995, Second Language Teaching and Learning, Boston,
International Thompson Publishing Company.
5. Geoffrey Broughton.1980.Teaching English as a foreign language.
Routledge Publisher.
6. Jermery Harmer. (1988). The Practice of English Language Teaching.
Pearson Longman.
7. Lightbown and Spada.1993. How English are learned. Oxford
University Press.
8. Roland Vandenerghe A. Michael Huberman.1999.Understanging and
Preventing teacher burnout .Oxford University Press.
9. Zontan Dornyei.2001.Motivational Strategies in the Language
Classroom. Oxford University Press.
10. website: http://www.ehow.com/how_7326927_motivate-students-learn-
english.html#ixzz15TTSW8Ju.
Retrieved on Monday 15, 2010
Updated on Wednesday 17, 2010
11. website:http://chuyentrang.tuoitre.vn/Tuyensinh/Index.aspx?
ArticleID=167429&ChannelID=13.

12. website:http://www.suite101.com/content/how-to-plan-a-classroom-
seating-arrangement-a122150.
Retrieved on Sunday 14, 2010
12. website:http://www.englishclub.com/teaching-tips/teaching-large-
classes.htm
Retrieved on Sunday 14, 2010

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Submitted by: LE THI MY LIEN Student ID No.

NGUYEN XUAN HONG M.A.

Instructor NGUYEN XUAN HONG M.A 1

Nowadays, Vietnam is in the trend of opening-up to the outside world. It has

seek business opportunities in Vietnam. Therefore, English plays an essential role in

widening relations and co-operation. According to Geoffrey “ English is not the

of large commercial and industrial organization” (Geoffrey 1981:4). Thus, Vietnam,

access university. Understanding the importance of English, Teaching and learning

Instructor NGUYEN XUAN HONG M.A 2

challenges for teaching and learning English.

Firstly, equipment is ineffective enough for teaching and learning English. In

such as we have projectors, microphones, CD players. But to create good environment

arrangements is not suitable for learning English. Creating a comfortable learning

on CLT ( Communicative Language Teaching), it means learner-centered and

Instructor NGUYEN XUAN HONG M.A 3

should be reorganized to appropriate for English teaching and learning. In my

language classrooms utilize many different seating arrangements, I recommend that a

represent students” (Jack C.Richard and David Nunan 1995:49).

absolutely this room for teaching and learning.

According to Lightbown and Spada “students’ intelligence and motivation affect

language learning” Lightbown and Spada (1993: 36, 39.)

Instructor NGUYEN XUAN HONG M.A 5

learning English such as they want to become an English teacher, interpreter, or

them. That is another way to motivate students to learn.

some reasons but the main reason is budget.

not been trained professionally”. Saves (2009).

Instructor NGUYEN XUAN HONG M.A 7

may come up during class.

Fourthly, the English teaching methods do not meet learners’ demand. .

useful for learners will describe the method. (Jeremy 1988:62).

we learned the subject of Phonetic and Phonology. Teacher’s transmission was

Instructor NGUYEN XUAN HONG M.A 8

classroom events” (Penny Ur . 1996:319).

the reading passages. Besides, some teachers’ pronunciation is incorrect. Students

effectively. Besides, teacher needs to prepare their presentation in teaching to make

their lesson understandable. Actually, teacher need to be confident in their teaching

Fifthly, pressure of work impacts teachers.

than expected. (Cheryl 1996 :42).

to Jeremy, teachers play many roles in classroom such as a facilitator, controller,

transmission of knowledge, organization and encouragement to students (Harme

2007:108,109). Besides, teachers also teach in foreign language centers or other

listen to their favorite music.

Sixthly, Lack of unity of teaching program is also a problem which need to

be considered. At first, textbook are not coherent to the tests.

prepared to offer a coherent syllabus, satisfactory language control, motivating text

audio cassettes/CDs and other accessories such as video/DVD material, CD-ROMs

and extra resource material” (Jeremy 1988:181)

Seventhly, the large number of students in class is also a big problem.

Instructor NGUYEN XUAN HONG M.A 13

teachers can encourage competition by marking to help students to join in activities.

comfortable atmosphere to boost learners’ performance.

Instructor NGUYEN XUAN HONG M.A 14

students’ motivation, English teaching method, working pressure, unity of teaching

improve weaknesses. If the Executive Committee of HUI acknowledge these

other universities and language centers.

1. Cheryl J.Travers & Cary L.Cooper.1996.Teachers under pressure.

Publish in U.S. and Canada by Routledge.

Instructor NGUYEN XUAN HONG M.A 15

teaching. Cambridge University Press.

3. Crystal, D. (1997). English as a global language. Cambridge. CUP.

4. David Nunan, 1995, Second Language Teaching and Learning, Boston,

International Thompson Publishing Company.

5. Geoffrey Broughton.1980.Teaching English as a foreign language.