EFL Learners’ Perspectives on the Use of Vietnamese for Brainstorming in English Writing Classes

In the era of globalization, language contact is inevitable, necessitating guidance on using a learner’s native language to support second language acquisition effectively while minimizing drawbacks that could hinder progress. This study aims to investigate how Vietnamese university students perceive the use of their native language during the brainstorming phase of English essay writing classes. To do that, it is necessary to understand what makes second language learners employ their mother tongue in their study and their perception of doing so. The study participants included 42 university students in Ho Chi Minh City, Vietnam who learned English as their major. A survey and in-depth interviews were the research instruments used to analyze their attitudes toward using their first language for idea brainstorming during their writing lessons. The findings showed that English-major students had positive attitudes toward the roles of both Vietnamese and English brainstorming in improving writing performance. However, their Vietnamese use depended on the complexity and difficulties of the topics they had to deal with to support them with necessary ideas. Therefore, the first language could be a supporting method for developing second language essay writing.