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Article published In: Language Teaching for Young Learners
Vol. 7:2 (2025) ► pp.222–247

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Challenges in engaging EFL learners

Insights from rural and urban primary schools in Vietnam

ORCiD logo with link | An Giang University, An Giang Province, Vietnam | Vietnam National University, Ho Chi Minh City, Vietnam
ORCiD logo with link | An Giang University, An Giang Province, Vietnam | Vietnam National University, Ho Chi Minh City, Vietnam
ORCiD logo with link | An Giang University, An Giang Province, Vietnam | Vietnam National University, Ho Chi Minh City, Vietnam
 | An Giang University, An Giang Province, Vietnam | Vietnam National University, Ho Chi Minh City, Vietnam
Published online: 8 April 2025
DOI logo with link
https://doi.org/10.1075/ltyl.24026.bui
Abstract
This study investigated the challenges in engaging young learners in English as a foreign language (EFL) classes in primary schools. It further examines engagement challenges across the different school settings, rural and urban, as well as teachers’ perspectives on addressing these challenges. Twelve teachers from seven primary schools in Southern Vietnam were interviewed, and seven of these teachers had their classes observed. Results revealed four main challenges related to technological issues, homeroom teachers and parents, classroom conditions, and class scheduling. Distinct differences between the rural and urban settings were identified: urban teachers faced the issue of fake engagement, while rural teachers worked much harder to motivate children and engage them in communicative activities. Teachers suggested adapting textbook activities as a common strategy to mitigate fake engagement among urban children and enhance motivation and communicative abilities for rural children. The findings highlight the need to increase stakeholders’ awareness of these challenges and suggest a collaborative approach involving EFL teachers, homeroom teachers, parents, school administrators, and teacher trainers to effectively tackle the challenges and improve learner engagement in diverse educational contexts.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Learner engagement in L2 classrooms
      • 2.1.1Challenges in engaging learners in L2 classrooms
      • 2.1.2Teaching and learning English in rural and urban areas
      • 2.1.3Ways of increasing engagement
  • 3.Methodology
    • 3.1Research design
    • 3.2Context and participants
    • 3.3Data collection
      • 3.3.1Semi-structured interviews
      • 3.3.2Classroom observation and field notes
      • 3.3.3Follow-up in-depth interviews
    • 3.4Data analysis
  • 4.Results
    • 4.1Challenges in engaging young learners in L2 classrooms
      • 4.1.1Technology-related challenges
      • 4.1.2Homeroom teacher and parent-related challenges
      • 4.1.3Classroom conditions
        • 4.1.3.1Large, mixed-ability classes
        • 4.1.3.2Unfavorable learning conditions
      • 4.1.4Late class scheduling
    • 4.2Engagement challenges in urban and rural EFL classrooms
      • 4.2.1Fake engagement among urban children
      • 4.2.2Low motivation and limited communicative abilities among rural children
    • 4.3Teachers’ suggestions for addressing the challenges
  • 5.Discussion
    • 5.1Challenges in engaging young learners in L2 classrooms
    • 5.2Engagement challenges in urban and rural EFL classrooms
    • 5.3Teachers’ suggestions for addressing the challenges
  • 6.Limitations and conclusion
  • Acknowledgements
  • Appendices
    • Appendix A.Guiding semi-structured interview questions
    • Appendix B.Guiding follow-up in-depth interview questions
  • References
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