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<p style="text-align:justify;">The use of mother tongue to teach a second language has been a controversial issue in the field of second language acquisition. This study aims to compare the effectiveness of using mother tongue (Vietnamese) to teach a foreign language (English) under the pressure of &nbsp;the implementation of an English-only policy at the tertiary level in Vietnam where English is taught as a foreign language. The mixed-methods approach was conducted to contrast the perspectives of 11 teachers participating in semi-structured interviews, and 255 students answering 5-point Likert scale questionnaires. These research instruments were carefully designed by the researchers adopting the factual and behavioural criteria proposed by Dörnyei and Taguchi (2009).&nbsp;The results show that the minimal use of Vietnamese is utilized as a necessary pedagogical tool to teach English. The empirical results propose that the English-only policy can be effective if the actions such as more English learning time, English entry tests, English materials and teaching aids with techno-facilities are seriously taken into consideration. To adopt the English-only policy in EFL classes, school administrators have to renovate the foreign language regulations while teachers must adapt their teaching methodology to meet the requirements of the learner-centered approaches.</p>

ltrq.2023.36.04.pdf

Original Research 

ltrq.2023.36.04.xml

Teachers’ and Students’ Perspectives of Using Mother Tongue in EFL Classes at a Higher Education Institution in Vietnam