Classroom management techniques in English classes at public primary schools in Thanh Hoa: EFL teachers’ and students’ perspectives

Tóm tắt

This study investigates classroom management techniques employed by EFL teachers in public primary schools in Thanh Hoa province and examines their perceived effectiveness from both teachers’ and students’ perspectives. The research was conducted using a quantitative survey design. A total of 108 English teachers and 161 students from Grades 3 to 5 participated in the study. Data were collected through structured questionnaires based on Wubbels’ (2011) six-dimensional framework, covering behavioural, internal control, ecological, discourse-centred, curriculum, and interpersonal approaches. The results reveal that curriculum-based and interpersonal techniques were the most frequently used and perceived as the most effective by both teachers and students. These included using interactive tasks, real-life content, group work, and fostering teacher-student rapport. Internal control and ecological strategies were applied moderately, reflecting a growing but inconsistent emphasis on student autonomy and structured classroom environments. Meanwhile, behavioural and discourse-centred approaches received lower ratings, suggesting a gradual shift away from punitive or topdown techniques. Notably, students favoured approaches that combined structure with autonomy, emotional support, and engaging content. These insights contribute to understanding the complex relations between classroom management and English teaching effectiveness in Vietnamese primary schools, offering practical implications for teacher training, instructional planning, and policy development in EFL education.