Giáo sinh được đào tạo để dạy EMI như thế nào trường hợp ở một đại học việt nam

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LÊ THỊ HOÀNG YẾN HOW ARE PRE-SERVICED TEACHERS PREPARED FOR EMI: A CASE STUDY OF A VIETNAMESE UNIVERSITY GIÁO SINH ĐƯỢC ĐÀO TẠO ĐỂ DẠY EMI NHƯ THẾ NÀO: TRƯỜNG HỢP Ở MỘT ĐẠI HỌC VIỆT NAM M.A THESIS Field: English Language Teaching Methodology Code: 8140231.01 HA NOI – 2021 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LÊ THỊ HOÀNG YẾN HOW ARE PRE-SERVICED TEACHERS PREPARED FOR EMI: A CASE STUDY OF A VIETNAMESE UNIVERSITY GIÁO SINH ĐƯỢC ĐÀO TẠO ĐỂ DẠY EMI NHƯ THẾ NÀO: TRƯỜNG HỢP Ở MỘT ĐẠI HỌC VIỆT NAM M.A THESIS Field: English Language Teaching Methodology Code: 8140231.01 Supervisor: Associate Professor Lâm Quang Đông, Ph.D HA NOI – 2021 DECLARATION I certify that the work of this thesis is the result of my research The substance of this thesis has not, wholly or in part, been submitted for the degree to any other university or institution Signature Le Thi Hoang Yen i ACKNOWLEDGEMENTS Throughout the process of writing this thesis, I have received a lot of support and help First, I am heartily thankful to my supervisor, Associate Professor Lam Quang Dong for his guidance He actively supported me in the process of developing research questions, research methods and was always ready to answer all my questions His quick and insightful feedback has motivated me to sharpen my thinking and take my work to a higher level My gratitude extends to the educational administrators, lecturers, and students of the university where I conducted the research They provided me with diverse and authentic information to help me get a more accurate view of the study I truly appreciate the international school which allowed me to observe classes taught by the pre-serviced teachers to get more data for my research I would like to thank my colleagues who gave me valuable comments and suggestions on the questionnaire for its improvement My appreciation also goes to my family and friends for their encouragement and support all through my studies ii ABSTRACT This paper reports on a case study about how pre-serviced teachers are prepared for EMI at a Vietnamese university Involved in the study are teachers and students in majors including Mathematics, Physics, Chemistry, Biology, and Informatics in English The study focuses on three main areas: the EMI training program of these disciplines; subject teachers' preparation and their teaching in EMI; and the preserviced teachers' studying and teaching practice Data were obtained from the surveys of 27 lecturers and 172 pre-serviced teachers, four sessions of classroom observation, post-observation interviews, and semi-structured interviews of experienced EMI lecturers and 17 pre-serviced teachers The study found that the curriculum provides sufficient professional knowledge; English training; and pedagogical skills for pre-serviced teachers However, no EMI-specific pedagogy has been found The pre-serviced teachers met difficulties in absorbing specialized knowledge due to their limited English ability; lack of prior specialized knowledge base; or lack of an effective learning method They also have few opportunities to practice teaching in English during the internship period Recommendations are then made for improving EMI-teacher preparation iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES vii LIST OF CHARTS viii LIST OF ABBREVIATIONS ix CHAPTER I – INTRODUCTION 1.1 Rationale of the study .1 1.2 Aims of the study 1.3 Research Questions 1.4 Scope of the study .2 1.5 Structure of the thesis .3 1.6 Significance of the thesis CHAPTER II – LITERATURE REVIEW 2.1 EMI and critical issues related to EMI .5 2.1.1 EMI and ESP, CBI, CLIL 2.1.2 Characteristics of EMI .6 2.1.3 Benefits of EMI 2.2 Main factors affecting the effectiveness of EMI programs 2.2.1 EMI instructors’ English proficiency 2.2.2 Instructors’ EMI pedagogy 2.2.3 EMI students’ weaknesses 2.3 EMI teacher training 2.3.1 Overview of EMI teacher training .9 2.3.2 EMI teacher training in Viet Nam 10 2.4 Theoretical framework 11 CHAPTER III – METHODOLOGY 14 3.1 Desk reviews 14 iv 3.2 Close-ended questionnaire 15 3.2.1 Participants .15 3.2.2 Survey design 16 3.2.3 Data collection and analysis .17 3.3 Semi-structured interviews .18 3.3.1 Participants .18 3.3.2 Survey design 19 3.3.3 Data collection and analysis .20 3.4 Classroom observations 20 3.5 Chapter summary 21 CHAPTER IV - FINDINGS AND DISCUSSIONS 22 4.1 The curriculum: description and critique 22 4.1.1 Standard outcomes 22 4.1.2 Training programs 23 4.2 The lecturers’ teaching through EMI 29 4.2.1 The lecturers’ preparation for the course: English proficiency and EMI pedagogy 29 4.2.2 The lecturers’ teaching through EMI .32 4.3 The pre-serviced teachers’ learning and practice 38 4.3.1 EMI students’ incoming quality .38 4.3.2 The pre-serviced teachers’ preparation for EMI: English proficiency and EMI pedagogy 39 4.3.3 The pre-serviced teachers’ learning through EMI 42 4.3.4 The teaching practice of the pre-serviced teachers with EMI 43 4.4 Difficulties and challenges of the lecturers and pre-serviced teachers with EMI 45 4.4.1 Difficulties due to students' specialized knowledge .46 4.4.2 Difficulties due to students’ language proficiency 46 4.4.3 Difficulties due to teachers’ teaching methods 50 4.4.4 Difficulties due to learning methods 50 4.5 Suggestions .51 4.5.1 Suggestions related to training EMI lecturers 52 v 4.5.2 Suggestions related to student admission 53 4.5.3 Suggestions related to the study programs .53 4.6 Chapter summary 56 CHAPTER V – CONCLUSIONS .57 5.1 Summary of the main findings .57 5.2 Recommendations 59 5.3 Limitations and suggestions for further research 60 REFERENCES 62 APPENDICES I Appendix TEACHER SURVEY QUESTIONNAIRE I ABOUT THE USE OF ENGLISH AS A MEDIUM OF INSTRUCTION (EMI) I Appendix STUDENT SURVEY QUESTIONNAIRE VII ABOUT THE USE OF ENGLISH AS A MEDIUM OF INSTRUCTION (EMI) VII Appendix RESULTS OF TEACHER SURVEY QUESTIONNAIRE XIII Appendix RESULTS OF STUDENT SURVEY QUESTIONNAIRE XVI Appendix TEACHER INTERVIEW QUESTIONS XIX Appendix STUDENT INTERVIEW QUESTIONS XX vi LIST OF TABLES Table Information on groups of pre-serviced teachers responding to the questionnaire 15 Table Information on groups of lecturers and students in the interview stage 18 Table The General framework of five programs of Bachelor of Science in English 24 Table Time for English courses 26 vii LIST OF CHARTS Chart English language proficiency of EMI teachers 30 Chart Percentage of students taking specialized subjects and/or English 39 Chart Students' English proficiency at the beginning of the EMI program 40 viii 31 Tuyển sinh sinh viên đầu vào đồng lực chuyên ngành 32 Tuyển sinh sinh viên đầu vào đồng lực tiếng Anh 33 Tăng học phần tiếng Anh bản cho sinh viên 34 Tăng học phần tiếng Anh chuyên ngành cho sinh viên 1 1 2 2 3 3 4 4 5 5 Ngoài điểm nêu trên, thầy/cơ muốn chia sẻ, đóng góp thêm vào chương trình EMI? Chân thành cảm ơn đóng góp q thầy/cơ Chúc q thầy/cô khỏe gặt hái nhiều thành công nghiệp! VI Appendix STUDENT SURVEY QUESTIONNAIRE ABOUT THE USE OF ENGLISH AS A MEDIUM OF INSTRUCTION (EMI) Hello I am completing a master's thesis at the University of Languages & International Studies - VNU on the topic “How are pre-serviced teachers prepared for EMI (English as a Medium of Instruction)" I look forward to receiving your help Please take 4-5 minutes to complete a survey about your learning experience on EMI All your personal information related to this survey content is kept confidential Thank you very much! I General information Which major you belong to? Math - English Physics - English Chemistry - English Biology – English IT – English Others …… Why did you choose to study this major? (You can choose more than one option) Get better job opportunities Want to explore new fields Want to become fluent in English Other reasons: ………………… Which year are you in? 1st year 2nd year 3rd year 4th year Which category did you take to enter this university? A A1 B C01 D01 D07 Other: …… How long have you been studying English before becoming a student of this major? Less than years ~ years More than years According to the results of the English proficiency test in the first year, what level is your English proficiency equivalent to? According to the Common European Framework of Reference: A1 A2 B1 B2 C1 C2 For teaching-related modules in the university, you: Practice teaching in English (….periods) (please enter the number of the period) Practice teaching in Vietnamese (….periods) (please enter the number of the period) Not yet (For 4th-year students) During your internship in high school, how many periods did you taught in English? ………… period 8.1 If you did not practice teaching in English, please give the reason? High school does not have classes in English High school has classes in English but interactive pre-serviced are not taught Other reasons: ………………………… II Survey questionnaire Please read the following statements and circle the number that best reflects your level of experience to the learning using English as a Medium of Instruction (EMI) Rating scale: VII ①- Strongly disagree ④- Agree ②- Disagree ③- Undecided ⑤- Strongly agree Preparation for EMI Trained & instructed in the EMI learning methods Self-study EMI learning methods Take extra courses to improve my English level During the EMI learning process Read specialized materials in Vietnamese to understand the content and to know the Vietnamese terminology before studying EMI Read specialized English materials to broaden my specialized knowledge and vocabulary Interact regularly with teachers in English during class Difficulties and challenges for students with EMI Haven't found an effective method to learn EMI EMI prevents students from giving opinions during lessons and discussions EMI is not as easy to understand as the subject is taught in Vietnamese 10 EMI affects my ability to use the specialized Vietnamese 11 My skill for reading English documents is not good 12 My writing skills are weak, so I cannot express ideas in English 13 I find it difficult to understand the lesson due to a lack of specialized English vocabularies 14 Difficult to understand the lesson due to my poor English grammar 15 Difficult to understand the lesson due to my poor listening skills 16 Difficult to understand the lesson due to a lack of specialized knowledge 17 Difficult to understand the lesson due to teachers' teaching methods Solutions 18 Make a list of difficult English terms and learn them daily 19 Ask the teacher to answer additional questions that are not understood in class 20 Ask my friends to explain problems I don't understand in class 21 Translate the document into Vietnamese by using a dictionary or Google Translate 22 Guess the meaning of new words by basing on the context, not translate them into Vietnamese Evaluation of the EMI learning 23 Acquire the same amount of knowledge as learning in Vietnamese 24 Be confident in the ability to teach EMI VIII 5 5 5 5 1 1 2 2 3 3 4 4 5 5 5 5 5 5 5 25 Be confident in my EMI pedagogy or teaching strategies 26 Be confident in teaching specialized subjects in Vietnamese 27 Get low rankings in EMI subjects in English Suggestions 28 Students should be instructed on EMI learning methods before taking the course 29 Adopt a bilingual technical education system (in Vietnamese and English) 30 Teachers’ language proficiency and teaching methods should be enhanced 31 Increase the number of general English modules 32 Increase the number of specialized English modules 33 Increase the number of the modules of EMI teaching methods and skills 34 Students need more chances to practice teaching using EMI in university 5 5 5 1 1 2 2 3 3 4 4 5 5 35 In addition to the points stated in the above questions, how did you prepare for the EMI learning process? (if possible) ……………………………………………………………………………………… ……………………………………………………………………………………… 36 What are other difficulties and challenges in your EMI learning process? (if possible) ……………………………………………………………………………………… ……………………………………………………………………………………… 37 If you have other suggestions for an EMI program, please share them with us (if possible) ……………………………………………………………………………………………… ……………………………………………………………………………………………… Thank you for taking the time to complete this survey Wishing you good health and success in studying We look forward to your participation in the interview of the study Please provide details contact us below if you agree to participate in the interview Full name: ………………………………………………………… Phone number:………………………………………………………… Email: ………………………………………………………… IX Phụ lục KHẢO SÁT TÌNH HÌNH SỬ DỤNG TIẾNG ANH LÀM NGÔN NGỮ DẠY - HỌC (EMI) Xin chào bạn Chúng thực đề tài giáo viên tương lai đào tạo để dạy môn chuyên ngành tiếng Anh (EMI) nào, mong nhận giúp đỡ bạn Bạn vui lịng dành 4-5 phút hồn thành bảng khảo sát trải nghiệm học tập đưa tiếng Anh vào làm ngôn ngữ dạy học (EMI) Tất thông tin cá nhân liên quan đến nội dung khảo sát bảo mật Chân thành cảm ơn bạn! I Thông tin chung Bạn sinh viên ngành học nào? Toán – tiếng Anh Vật lý – tiếng Anh Hóa học– tiếng Anh Sinh học – tiếng Anh CNTT – tiếng Anh Khác…………… Lý bạn chọn học ngành này? (Có thể chọn nhiều đáp án) Có hội việc làm tớt Muốn khám phá lĩnh vực Muốn thành thạo tiếng Anh Lý khác: …………………… Bạn sinh viên năm thứ mấy? 4 Khối thi đại học bạn vào ngành khối gì? A A1 B C01 D01 D07 Khác: ……… Trước trở thành sinh viên ngành học này, bạn học tiếng Anh rồi? Dưới năm 4~7 năm Hơn năm Theo kết kiểm tra trình độ tiếng Anh đầu vào năm nhất, lực tiếng Anh bạn tương đương trình độ nào? Theo khung tham chiếu châu Âu: A1 A2 B1 B2 C1 C2 Trong học phần liên quan đến giảng dạy trường Đại học, bạn đã: Thực hành giảng dạy tiếng Anh (…… tiết) (vui lòng điền số tiết) Thực hành giảng dạy tiếng Việt (…… tiết) (vui lịng điền sớ tiết) Chưa thực hành/ chưa học (Dành cho sinh viên năm 4) Trong thời gian thực tập trường phổ thông, bạn thực tập giảng dạy tiếng Anh tiết? ………… tiết 8.1 Nếu bạn chưa thực tập dạy tiếng Anh, vui lịng cho biết lí sao? Trường PT khơng có lớp học tiếng Anh Trường PT có lớp học tiếng Anh nhưng SVTT không được dạy Lí khác: ………………………… II Nhóm câu hỏi khảo sát Bạn vui lòng đọc câu sau và khoanh trịn vào sớ phản ánh nhất mức độ đồng ý bạn trải nghiệm học tập đưa tiếng Anh vào làm ngôn ngữ dạy - học (EMI) Thang đánh giá: X - Hồn tồn khơng đồng ý - Không đồng ý - Đồng ý - Hoàn toàn đồng ý - Chưa định Chuẩn bị cho chương trình học EMI Được đào tạo, hướng dẫn phương pháp học EMI Tự tìm tịi, học hỏi phương pháp học EMI Học thêm khóa tiếng Anh để nâng cao trình độ Trong q trình học EMI Đọc tài liệu chuyên ngành tiếng Việt để hiểu rõ nội dung biết thuật ngữ tiếng Việt trước học EMI Đọc tài liệu tiếng Anh chuyên ngành liên quan để mở rộng vốn kiến thức từ vựng chuyên ngành Tương tác thường xuyên với giáo viên tiếng Anh học Khó khăn, thách thức sinh viên với EMI Chưa tìm được phương pháp học EMI hiệu quả EMI khiến sinh viên ngại đưa ý kiến học thảo luận lớp EMI không dễ hiểu như được giảng dạy tiếng Việt 10 EMI ảnh hưởng đến khả sử dụng tiếng Việt chuyên ngành 11 Kỹ đọc hiểu tài liệu tiếng Anh chưa tốt 12 Kỹ viết cịn yếu nên khơng diễn đạt được ý tưởng tiếng Anh 13 Khó nắm bắt nội dung giảng thiếu vốn từ vựng tiếng Anh chuyên ngành 14 Khó nắm bắt nội dung giảng ngữ pháp tiếng Anh chưa tốt 15 Khó nắm bắt nội dung giảng kỹ nghe chưa tớt 16 Khó nắm bắt nội dung giảng khơng hiểu kiến thức chun ngành 17 Khó nắm bắt nội dung giảng phương pháp dạy giáo viên Chiến lược ứng phó 18 Lập danh sách thuật ngữ khó tiếng Anh học hàng ngày 19 Hỏi giáo viên giải đáp thêm vấn đề không hiểu lớp 20 Nhờ bạn bè giải thích lại vấn đề khơng hiểu lớp 21 Dịch tài liệu sang tiếng Việt, sử dụng từ điển Google Translate 22 Đoán nghĩa từ dựa ngữ cảnh mà không dịch chúng sang tiếng Việt Đánh giá kết học EMI 23 Tiếp thu được lượng kiến thức như học tiếng Việt 24 Tự tin vào lực dạy EMI 25 Tự tin vào kĩ sư phạm dạy EMI 26 Tự tin vào khả dạy môn chuyên ngành tiếng Việt 27 Đạt thứ hạng thấp môn học tiếng Anh Đề xuất XI 5 5 5 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 1 1 2 2 3 3 4 4 5 5 1 1 2 2 3 3 4 4 5 5 28 Hướng dẫn phương pháp học EMI cho sinh viên trước vào học 29 Áp dụng hệ thống giáo dục kỹ thuật song ngữ (bằng tiếng Việt tiếng Anh) 30 Chú trọng trình độ ngôn ngữ và phương pháp giảng dạy giáo viên 31 Tăng số lượng học phần tiếng Anh tổng quát 32 Tăng số lượng học phần tiếng Anh chuyên ngành 33 Tăng số lượng học phần phương pháp và kĩ dạy EMI 34 Sinh viên cần được thực hành giảng dạy tiếng Anh nhiều chương trình học 1 1 1 2 2 2 3 3 3 4 4 4 35 Ngoài điểm nêu câu hỏi trên, bạn chuẩn bị cho trình học EMI? (nếu có) ……………………………………………………………………………………… ……………………………………………………………………………………… 36 Các khó khăn, thách thức khác trình học EMI bạn gì? (nếu có) ……………………………………………………………………………………… ……………………………………………………………………………………… 37 Các đề xuất khác cho chương trình học EMI bạn gì? (nếu có) ……………………………………………………………………………………… ……………………………………………………………………………………… Rất cảm ơn đóng góp bạn Chúc bạn khỏe thành công học tập Rất mong bạn tham gia vào giai đoạn vấn nghiên cứu Vui lòng cung cấp chi tiết liên hệ đồng ý tham gia vấn Họ và tên: ……………………………………………………………… Số điện thoại: ………………………………… Email: ………………… XII 5 5 5 Appendix RESULTS OF TEACHER SURVEY QUESTIONNAIRE Lecturers’ preparation for EMI Trained, instructed in EMI 3.7% 22.2% 18.5% 25.9% (1) (6) (5) teaching methods Trained, instructed in bilingual 11.1% 14.8% 25.9% 25.9% (3) (4) (7) teaching method Have taken extra courses to 0% 3.7% 3.7% 14.8% (0) (1) (4) improve my English level Self-study to improve my 0% 0% 0% 3.7% (0) (0) (1) English level Content and means of teaching EMI The teaching content meets the 0% 0% 0% 18.5% (0) (0) (5) subject's objectives Convey the content of the 0% 18.5% 18.5% 22.2% (0) (5) (6) subject as if taught in Vietnamese Teachers actively choose 0% 7.4% 7.4% 7.4% materials for their subjects as long (0) (2) (2) as they meet course objectives Use the English textbook to 3.7% % 3.7% 11.1% (1) (0) (3) teach EMI subjects Use Vietnamese textbooks to 14.8% 29.6% 44.4% 33.3% (4) (8) (9) teach EMI subjects 10 Using both English and 7.4% 0% 7.4% 25.9% Vietnamese textbooks to teach EMI (2) (0) (7) subjects EMI teaching methods 11 Always use English as a 0% 7.4% 33.3% 7.4% (0) (2) (9) medium of instruction 12 Adopt a bilingual technical 7.4% 18.5% 33.3% 25.9% education system (in Vietnamese (2) (5) (9) and English) 13 Provide EMI references for 0% 3.7% 11.1% 3.7% (0) (1) (3) students to read more at home XIII Agreement Disagreeme nt 55.5% 37.0% (10) 18.5% (5) 48.1% 29.6% (8) 18.5% (5) 81.5% 51.9% (14) 29.6% (8) 96.3% 55.6% (15) 40.7% (11) 81.5% 55.6% (15) 25.9% (7) 59.2% 48.1% (13) 11.1% (3) 85.2% 63.0% (17) 22.2% (6) 85.2% 63.0% (17) 22.2% (6) 22.2% 18.5% (5) 3.7% (1) 66.6% 29.6% (8) 37.0% (10) 59.2% 40.7% (11) 18.5% (5) 40.7% 29.6% (8) 11.1% (3) 85.2% 70.4% (19) 14.8% (4) 14 Explain the difficult terms in 0% 0% 25.9% 0.0% (0) (0) (7) simpler English 15 Explain the difficult terms in 7.4% 18.5% 29.6% 25.9% (2) (5) (8) Vietnamese 16 Explain the difficult terms in 0% 14.8% 25.9% 14.8% (0) (4) (7) both English and Vietnamese 17 Interact regularly with students 0% 7.4% 11.1% 7.4% (0) (2) (3) in English 18 Interact regularly with students 14.8% 44.4% 37.0% 59.2% (4) (12) (10) in Vietnamese 19 Interact regularly with students 3.7% 14.8% 22.2% 18.5% (1) (4) (6) in both English and Vietnamese 20 Do not interact regularly with 44.4% 33.3% 22.2% 77.7% (12) (9) (6) students during lessons Difficulties and challenges of EMI teachers 21 Lack of specialized English 7.4% 40.7% 22.2% 48.1% (2) (11) (6) vocabularies 22 EMI increases the workload for 3.7% 11.1% 29.6% 14.8% (1) (3) (8) teachers 23 EMI increases teaching 3.7% 22.2% 25.9% 25.9% (1) (6) (7) pressure for teachers 24 EMI interferes with imparting 7.4% 18.5% 48.1% 25.9% (2) (5) (13) knowledge to students 25 EMI restricts the checking and in-depth discussion of professional 3.7% 25.9% 37.0% 29.6% (1) (7) (10) issues between teachers and students 26 Have not found a suitable teaching method to compensate for the language difficulty 27 Students' specialized English proficiency remains limited 28 Students' expertise is not equal 3.7% (1) 29.6% (8) 3.7% (1) 0% (0) 3.7% (1) 3.7% (1) 33.3% 7.4% 3.7% 51.9% (14) 18.5% (5) 14.8% (4) 74.1% 51.9% (14) 22.2% (6) 44.4% 33.3% (9) 11.1% (3) 59.2% 37.0% (10) 22.2% (6) 81.5% 59.3% (16) 22.2% (6) 3.7% 3.7% (1) 0% (0) 59.2% 40.7% (11) 18.5% (5) 0.0% 0% (0) 0% (0) 29.6% 25.9% (7) 3.7% (1) 55.5% 29.6% (8) 25.9% (7) 48.1% 25.9% (7) 22.2% (6) 25.9% 22.2% (6) 3.7% (1) 33.3% 25.9% (7) 7.4% (2) 14.8% 11.1% (3) 3.7% (1) 66.7% (18) 59.3% (16) 7.4% (2) 22.2% (6) 74.1% 81.5% Suggestions 29 Train teachers in the EMIteaching methods 30 Have more extra-English courses for teachers 0% (0) 3.7% (1) 3.7% 7.4% (2) 88.8% 44.4% (12) 44.4% (12) 0% (0) 3.7% (1) 3.7% 22.2% (6) 74.0% 40.7% (11) 33.3% (9) XIV 31 Enroll incoming students who are equal in majored competence 32 Enroll incoming students who are equal in English ability 33 Increase the general English credits for students 34 Increase the specialized English credits for students 0% (0) 3.7% (1) 3.7% 22.2% (6) 74.0% 48.1% (13) 25.9% (7) 0% (0) 3.7% (1) 3.7% 18.5% (5) 77.7% 48.1% (13) 29.6% (8) 3.7% (1) 7.4% (2) 11.1% 22.2% (6) 66.6% 44.4% (12) 22.2% (6) 0% (0) 3.7% (1) 3.7% 29.6% (8) 66.6% 37.0% (10) 29.6% (8) XV Appendix RESULTS OF STUDENT SURVEY QUESTIONNAIRE Agreement Disagreement EMI 6.4% (11) 1.2% (2) 7.6% 30.8% (53) 61.6% 34.3% (59) 27.3% (47) Self-studying EMI learning methods Take extra-English courses to improve my level 4.1% (7) 6.4% (11) 10.5% 39.0% (67) 50.6% 40.1% (69) 10.5% (18) 2.3% (4) 1.7% (3) 4.0% 18.0% (31) 77.9% 43.0% (74) 34.9% (60) Preparation for EMI Trained, instructed learning methods on During the EMI learning process Read specialized materials in Vietnamese to understand the content and to know the Vietnamese terminology before studying EMI Read specialized English materials to broaden my specialized knowledge and vocabulary Interact regularly with teachers in English during class 0.6% (1) 6.4% (11) 7.0% 25.0% (43) 68.0% 42.4% (73) 25.6% (44) 0.6% (1) 3.5% (6) 4.1% 15.1% (26) 80.8% 47.1% (81) 33.7% (58) 0.6% (1) 7.6% (13) 8.2% 19.2% (33) 72.7% 41.9% (72) 30.8% (53) Difficulty and challenges for students with EMI Haven't found an effective method to learn EMI 1.2% (2) EMI prevents students from 5.2% giving opinions during lessons and (9) discussions EMI is not as easy to understand 4.1% as the subject is taught in (7) Vietnamese 10 EMI affects my ability to use the 19.2% specialized Vietnamese (33) 11 My skill for reading English documents is not good 4.7% (8) 4.1% (7) 5.3% 23.3% (40) 71.5% 52.9% (91) 18.6% (32) 14.0% (24) 19.2% 28.5% (49) 52.3% 39.5% (68) 12.8% (22) 11.0% (19) 15.1% 26.2% (45) 58.8% 44.8% (77) 14.0% (24) 20.3% (35) 39.5% 27.9% (48) 32.6% 25.6% (44) 7.0% (12) 11.6% (20) 16.3% (28) 20.9% (36) 62.8% 50.0% (86) 12.8% (22) XVI 12 My writing skills are weak, so I cannot express ideas in English 4.7% (8) 11.6% (20) 16.3% 23.8% (41) 59.9% 41.9% (72) 18.0% (31) 5.2% (9) 12.8% (22) 18.0% 30.8% (53) 51.2% 37.2% (64) 14.0% (24) 8.7% (15) 18.0% (31) 26.7% 24.4% (42) 36.0% (62) 12.8% (22) 15 Difficult to understand the lesson due to my poor listening skills 5.2% (9) 11.6% (20) 16.8% 29.1% (50) 54.1% 38.4% (66) 15.7% (27) 16 Difficult to understand the lesson due to lack of specialized knowledge 4.7% (8) 14.0% (24) 18.7% 27.9% (48) 53.5% 40.7% (70) 12.8% (22) 17 Difficult to understand the lesson due to teachers' teaching methods 6.4% (11) 25.0% (43) 31.4% (54) 33.1% (57) 35.4% 24.4% (42) 11.0% (19) 13 Difficult to understand the lesson due to lack of specialized English vocabularies 14 Difficult to understand the lesson due to my poor English grammar 48.8% Evaluate the EMI learning results 23 Acquires the same amount of knowledge as learning in Vietnamese 24 Be confident in the ability to teach EMI 25 Be confident in my EMI pedagogy or teaching strategies 1.7% (3) 11.6% (20) 13.3% 44.8% (77) 41.9% 34.9% (60) 7.0% (12) 1.2% (2) 10.5% (18) 11.7% 48.3% (83) 40.1% 27.9% (48) 12.2% (21) 0.6% (1) 9.9% (17) 10.5% 49.4% (85) 40.1% 32.0% (55) 8.1% (14) 1.2% (2) 7.6% (13) 8.8% 32.0% (55) 59.3% 43.6% (75) 15.7% (27) 27 Get low rankings in subjects in 16.3% English (28) 18.6% (32) 34.9% 38.4% (66) 26.8% 19.8% (34) 7.0% (12) 26 Be confident in teaching specialized subjects in Vietnamese Suggestions 28 Students should be instructed on the EMI learning methods before taking the course 29 Adopt a bilingual technical education system (in Vietnamese and English) 30 Teachers’ language proficiency and teaching methods should be enhanced 31 Increase the number of general English modules 2.3% (4) 1.2% (2) 3.5% 23.3% (40) 73.2% 40.1% (69) 33.1% (57) 0.6% (1) 2.9% (5) 3.5% 20.9% (36) 75.6% 41.3% (71) 34.3% (59) 0.6% (1) 1.7% (3) 2.3% 20.3% (35) 77.3% 43.6% (75) 33.7% (58) 4.7% (8) 13.4% (23) 18.1% 27.3% (47) 54.6% 34.3% (59) 20.3% (35) XVII 32 Increase the number specialized English modules of 33 Increase the number of the modules of EMI teaching methods and skills 34 Students need more chances to practice teaching using EMI in university 5.8% (10) 7.6% (13) 13.4% 23.8% (41) 62.8% 34.9% (60) 27.9% (48) 4.7% (8) 4.1% (7) 8.8% 25.0% (43) 66.3% 34.9% (60) 31.4% (54) 3.5% (6) 0.6% (1) 4.1% 19.8% (34) 76.2% 44.8% (77) 31.4% (54) XVIII Appendix TEACHER INTERVIEW QUESTIONS General questions Could you please briefly introduce yourself? (Age, position, and teaching seniority ) How long have you been involved in teaching specialized subjects through the English medium? A Prepare for the EMI Can you tell me about your process of learning and improving your English ability? Are you trained to teach specialized subjects in English? If so, how? If not, How you draw skills and pedagogy to teach EMI? To teach specialized subjects with EMI, how did you prepare (psychology, curriculum, methods, materials?) B Teachers' difficulties with EMI What difficulties have you encountered in preparing and teaching EMI? a What about the program's goals? b About the source of materials, teaching methods? c About English: specialized vocabulary/terms? Speaking, Listening, Reading, Writing Skills? d On the side of EMI students? e In addition to the above difficulties, you have any other difficulties? f What is the biggest difficulty? How did you overcome those difficulties? C Teacher's assessment of the EMI program Do you see any advantageous or disadvantageous points in EMI? What you think about the students' English ability and professional competence? How you evaluate the amount of specialized knowledge that EMI students gain compared to students studying in Vietnamese? D Proposal What suggestions you have for the EMI program? XIX Appendix STUDENT INTERVIEW QUESTIONS General questions Could you please briefly introduce yourself? What is your major? How long have you been majoring in English medium? A Preparing for the EMI program How did you prepare for the EMI program? a Improve your English? b Learn about learning methods? B EMI learning process What is your EMI learning methods? What advantages and disadvantages when applying those methods? Do you often interact with teachers and classmates through English in class? How you evaluate your learning result? Do you think the results are accurate with your ability? Why? C Students' challenges with EMI and their solution? What are the main difficulties you have had with EMI? a About specialized content? Receiving content in Vietnamese/English? b About English: Specialized vocabulary/terms? Listening, Speaking, Reading, and Writing Skills? c About EMI teachers? d In addition to the above difficulties, are there any other difficulties? e What is the biggest difficulty? How did you overcome those difficulties? D Proposal What kind of strategies/skills/qualities you think are important for you to succeed when using English as a medium of instruction? Do you have any suggestions to your teacher, faculty, and university about EMI? XX ... TEACHERS PREPARED FOR EMI: A CASE STUDY OF A VIETNAMESE UNIVERSITY GIÁO SINH ĐƯỢC ĐÀO TẠO ĐỂ DẠY EMI NHƯ THẾ NÀO: TRƯỜNG HỢP Ở MỘT ĐẠI HỌC VIỆT NAM M.A THESIS Field: English Language Teaching... development concerning EMI A serious discrepancy exists between NE and NNE countries with regards to EMI itself and EMI teacher training 2.3.2 EMI teacher training in Viet Nam Vietnam, like other Asian... the effectiveness of EMI programs 2.2.1 EMI instructors’ English proficiency 2.2.2 Instructors’ EMI pedagogy 2.2.3 EMI students’ weaknesses 2.3 EMI teacher training