Difficulties that Vietnamese students at secondary schools in British Columbia face when studying literary works, in terms of both language usage and instructional methodology
The purpose of the present study was to explore the difficulties that Vietnamese students at some secondary schools in British Columbia have faced when they read literary works in their English classes; a secondary purpose was to discovered helpful instructional methodologies that have enhanced these students’ engagement in reading literary texts. The author-designed semi-structured interview was used as the main research methodology. From the qualitative data, it is apparent that there are many difficulties in terms of language usage that Vietnamese students encounter when they study masterworks of literature in English such as their low English proficiency, limited cultural knowledge, language barriers, and stylistic devices that hinder their comprehension of literary works. In terms of instructional methodology, all participants confirmed that the teacher’s pedagogical strategies were most important in enhancing their engagement in studying canonical texts in English; students reported many effective instructional methodologies that stimulated their motivation and enhanced their engagement in this subject such as project-based learning (PBL), inquiry-based learning (IBL), playing games, role-playing, group discussions, movie time, and think-pair-share (TPS) classroom work.