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PPP in action: Insights from Vietnamese primary EFL classrooms.

journal contribution
posted on 14.09.2021, 09:44 by T Bui, Jonathan NewtonJonathan Newton
Abstract The presentation-practice-production (PPP) approach is used in primary schools in Vietnam to teach speaking skills. However, there is disagreement about the theoretical validity and practical efficacy of PPP (Ellis, 2018; Willis & Willis, 2007) and little research evidence for how teachers actually implement PPP and their views of this approach. The current study addresses this gap. Seven teachers from six primary schools in Vietnam were observed teaching 11 PPP speaking lessons and were then interviewed on their experience of teaching the lessons. Analysis of the observation data showed that all seven teachers followed all three phases of the PPP sequence in their lessons. However, they frequently added interactive activities to the presentation phase and adapted production activities to make them more communicative. The teachers held mixed views of PPP: Three spoke positively of its value for lower level classes, another teacher was somewhat neutral while the remaining three teachers were dismissive of it and actively sought to adopt a more communicative approach. Overall, findings from the study reveal limitations of the PPP approach as it is practiced in this context and highlight affordances for making PPP more communicative, including drawing on principles of effective task design.

History

Preferred citation

Bui, T. & Newton, J. (2021). PPP in action: Insights from Vietnamese primary EFL classrooms. Language Teaching for Young Learners, 2(1), 93-116. https://doi.org/10.1075/ltyl.19015.bui

Journal title

Language Teaching for Young Learners

Volume

2

Issue

1

Publication date

16/04/2021

Pagination

93-116

Publisher

John Benjamins

Publication status

Published online

Contribution type

Article

Online publication date

16/04/2021

ISSN

2589-2053

eISSN

2589-207X

Language

en

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