Articles

Teaching Speaking Skills to Grade 4 Students at A Primary School in HCMC

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This study investigates the teaching strategies and challenges related to developing English speaking skills among fourth-grade students at a Primary School in HCMC. Using a mixed-methods approach, data were collected through questionnaires with 15 English teachers to evaluate the application of five pedagogical models: the Consideration Model, the Cognitive Development Model, the Value Classification Technique, the Rational Formation Model, and the Non-directive Model. Results indicated that the Non-directive and Consideration Models were most frequently used, promoting student-centered learning and interactive language practice. However, aspects like peer feedback, creative storytelling, and visual support were underutilized. Teachers reported several persistent obstacles, including large class sizes, low student motivation, limited English proficiency, and insufficient learning resources. The study highlights the importance of communicative language teaching strategies that are developmentally appropriate and adaptable to classroom constraints. Based on these findings, the study recommends a more balanced integration of all five models, improved teacher training, resource allocation, and class size reduction. These changes aim to foster an engaging, supportive environment where students can actively participate and build confidence in using English for real-life communication.

Enhancing English Grammar as A Part of Capacity Development to Grade 4 Students at A Primary School in HCMC

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This study investigates the effectiveness of enhancing English grammar instruction as a component of capacity development for Grade 4 students at a Primary School in HCMC. Grounded in a quasi-experimental design, the research combines both pretest, post-test methods and a teacher perception survey to explore the impact of targeted grammar instruction. Drawing from theories by Hudson (2004), Alexander (2004), Myhill, Jones, & Watson (2012), Cameron (2001), Elley (1991), and Hall (2011), the study emphasizes contextual, communicative, and student-centered approaches to grammar teaching. Findings revealed that teachers value grammar as a critical tool for sentence construction, clear communication, and language capacity development (Mean = 3.8). They reported using interactive strategies such as storytelling, group writing, and grammar games (Mean = 3.76). The intervention showed significant improvement in students’ grammar proficiency, with post-test scores notably higher than pretest scores (p < 0.05). The study concludes that capacity-oriented grammar instruction significantly benefits young learners’ linguistic competence and recommends its broader application in primary education. This research contributes to English language pedagogy by offering practical methods to integrate grammar into meaningful and engaging learning contexts for Vietnamese EFL student.