FACTORS INFLUENCING VIETNAMESE CHILDREN’S ATTITUDE TOWARDS LEARNING ENGLISH AS A SECOND LANGUAGE

Abstract

The purpose of this study was to examine the factors influencing children’s attitudes towards learning English as a second language in Lam Dong province. Another aim was to develop a way to improve Vietnamese children’s learning attitudes. To achieve the above objectives, qualitative research was used in conjunction with questionnaires and document reviews. In the qualitative stage, in-depth interviews were conducted with 36 experts in the education sector to explore the factors influencing the learning of children. Only 320 research respondents for a study regarding the education of an entire province prevents the authors from having more actionable recommendations. This was the main limitation of the research. The study's findings revealed that five identified factors, which are internal factors, external factors, social factors, context factors, and needs factors, could be components of the factors that influence Vietnamese children’s attitudes toward learning English. These factors are internal factors, external factors, social factors, context factors, and needs factors. Three recommendations that were pointed out include communicative teaching methodology/approach, own teaching material construction, and the influence of parents on children’s achievement. From this framework, policymakers, researchers, and institutes can cooperate in developing an intersectional education system that positively influences Vietnamese children’s attitude toward learning English. Improving the learning attitude of children will continue to challenge the governors, managers, and researchers. Therefore, it is a topic that requires continuous research.