Navigating Early Challenges: Solutions for Novice EFL Teachers of Young Learners

Nguyen B. Ngoc Jade, Yuan Ze University, Taoyuan City, Taiwan

Introduction

Challenges in teaching English as a foreign language (EFL) for new language teachers are multifaceted, particularly when working with young learners through online platforms. This topic takes on added complexity in government-sponsored language programs, which often carry high expectations for skill development despite logistical and linguistic barriers.

My experience as a Vietnamese doctoral candidate in management at a Taiwanese university provided me with a unique opportunity to engage in such a program. With a CEFR C1 English proficiency and a second master’s degree in Applied Linguistics where I completed courses on teaching foreign languages, I joined the ‘Bilingual Companions for English Learning’ initiative to teach Taiwanese elementary students. This program, aligned with Taiwan’s 2030 Bilingual Nation Policy and the Development of National Languages Act, seeks to enhance students’ interest in English and broaden their global perspectives through bilingual digital learning environments. Based on my personal teaching experience in this program, this essay reflects on the primary challenges novice EFL teachers encounter when teaching young learners online and presents practical solutions to address these obstacles, ultimately aiming to foster more effective language learning.

Language barrier and reluctance to speak English

One of the significant challenges for novice language teachers is overcoming the language barrier between the teacher and the students. Teaching English to elementary school children whose first language is Mandarin presented a challenge, as I am a native Vietnamese speaker. The Taiwanese young learners I worked with had limited English proficiency, which made it necessary for me to communicate frequently in Mandarin to facilitate comprehension. The reliance on the student’s native language, however, made it difficult to immerse them in English, hindering their ability to use English conversationally. Rather than engaging in dialogue, students would simply read or repeat words aloud after me, a method that limited their language production and conversational abilities.

Research in second-language acquisition supports the need for immersive learning environments to foster genuine communicative skills (Ellis, 2005). However, practical challenges, especially with young learners, often require balancing the use of students’ native language and the target language to support understanding (Hall & Cook, 2012). I found that a bilingual approach, using Mandarin and English interchangeably, enhanced students’ understanding while keeping English as the primary medium. Strategic, limited use of Mandarin helped clarify complex concepts without disrupting immersion. Contextual and interactive exercises, such as Kahoot games and storytelling featuring elementary-age characters, encouraged active participation and increased English use, reducing reliance on passive repetition and fostering a dynamic learning environment.

Engagement and participation in online classrooms

Maintaining student engagement in online settings is a well-documented challenge (Martin & Bolliger, 2018), particularly for new teachers working with young children. In my online teaching experience, I encountered frequent disruptions and disengagement. Students would turn off their cameras, mute themselves, or otherwise disengage, significantly affecting their participation and learning outcomes. As the lessons were held over an online platform, I faced limited options to keep students engaged, especially when technical difficulties added to the distractions.

In an online context, interactivity is key to sustaining young learners’ attention. Studies show children participate more actively in digital learning when content is stimulating and interactive. Using tools like Kahoot, Quizlet, and Padlet, I designed activities requiring meaningful interaction, ensuring communicative English use. Explicit online etiquette rules maintained focus, and student feedback refined my methods.

Technological limitations

Technology-related issues are an unavoidable part of online learning, especially in under-resourced settings or for students lacking stable internet access. Frequent internet disruptions affected the continuity of my lessons, with students often experiencing connectivity issues or muting the audio if they were unwilling to participate. In my case, such disruptions led to additional challenges in managing classroom dynamics and keeping the lesson on track. Technological disruptions can hamper the flow of learning and diminish students’ sense of connection to the content.

Following the suggestions of Hodges et al. (2020), to address technological barriers, I adopted flexible lesson plans that incorporated asynchronous learning options. I recorded lessons and created supplemental materials for students to access independently during technical issues. This approach helped them catch up without disrupting class flow. Additionally, I used low-bandwidth tools like Google Docs for collaboration, ensuring interaction even with limited connectivity. These strategies maintained smooth learning despite technological challenges.

Emotional and professional dissatisfaction

Finally, the culmination of these challenges can lead to emotional dissatisfaction and a sense of professional inadequacy among novice teachers. As a teacher, I felt disheartened by my students’ limited progress and my inability to engage them fully in English communication. This sense of failure is common among novice teachers, especially when they perceive their efforts as insufficient for fostering language improvement (Farrell, 2016). To overcome negative emotions, I focused on building resilience and managing stress to maintain a positive outlook. I practiced reflective journaling and mindfulness techniques, and set minimum session tasks to foster accomplishment and optimism. Regular self-assessments and feedback highlighted incremental successes, boosting motivation and confidence for each teaching session.

Conclusion

Novice language teachers often encounter a wide array of challenges, from overcoming language barriers and maintaining student engagement to navigating technology issues and curriculum alignment. My experience teaching elementary students in Taiwan highlighted the importance of addressing these challenges through well-structured mentorship, technology enhancement, and resilient teaching strategies. By fostering collaborative networks, incorporating feedback loops, and providing tailored support, educational programs can enhance the teaching experience for novice educators, ultimately leading to better learning outcomes for students.

References

Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224.

Farrell, T. S. (2016). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12-19.

Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271-308.

Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. Educause Review, (March 27, 2020). https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222.

Nguyen B. Ngoc Jade is currently a Doctoral Candidate in Management at Yuan Ze University, Taiwan. Her research interests include Merger & Acquisition, Business Ecosystems, Leadership, User Behavior, Corpus Linguistics, and Intercultural Communication. She has published research articles in peer-reviewed journals such as International Journal of Management Education, International Journal of Human–Computer Interaction, Technology in Society, and many others.