Factors affecting EFL teachers english for specific purposes a case study at ba ria vung tau college of technology master of TESOL

BA RIA VUNG TAU UNIVERSITY THESIS FACTORS AFFECTING EFL TEACHERS’ ENGLISH FOR SPECIFIC PURPOSES: A CASE STUDY AT BA RIA VUNG TAU COLLEGE OF TECHNOLOGY Student’s name: PHẠM THỊ NHÂN Student’s code: 18110047 Supervisor’s name: TRAN QUOC THAO, Ph.D BA RIA - VUNG TAU, 2022 MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY - "FACTORS AFFECTING EFL TEACHERS’ ESP: A STUDY AT BA RIA- VUN TAU COLLEGE OF TECHNOLOGY” Submitted to the POSTGRADUATE INSTITUTE in partial fulfillment of the Master’s degree in TESOL Course code: By PHAM THI NHAN Supervised by TRAN QUOC THAO, Ph.D BA RIA- VUNG TAU, 2021 The thesis entitled FACTORS AFFECTING EFL TEACHERS’ ENGLISH FOR SPECIFIC PURPOSES: A CASE STUDY AT BA RIA VUNG TAU COLLEGE OF TECHNOLOGY was successfully defended and approved on ……….… …at Ba Ria Vung Tau University Academic supervisor : Dr TRAN QUOC THAO Examination Committee Chair Reader Reader Member Secretary Member On behalf of the Examination Committee Chair (full name, title, signature) iii BA RIA VUNG TAU UNIVERSITY POSTGRADUATE INSTITUTE Ba Ria Vung Tau, December 2021 MASTER’S THESIS REPORT Student’s name: PHAM THI NHAN Sex: Female Date of birth: July 21st 1989 Place of birth : Hai Phong city Major: TESOL Student’s code: 18110047 I- Thesis title: FACTORS AFFECTING EFL TEACHERS’ ENGLISH FOR SPECIFIC PURPOSES: A CASE STUDY AT BA RIA VUNG TAU COLLEGE OF TECHNOLOGY II-Objectives and contents: The aim of this study is to explore the factors that affect EFL teachers’ teaching ESP in the context of Ba Ria- Vung Tau College of Technology in Ba Ria- Vung Tau province The specific objectives of the research are as follows:  To explore the ESP teaching practices of EFL teachers at Ba Ria Vung Tau College of Technology;  To find out factors that affect EFL teachers’ teaching ESP to non-English majors at Ba Ria Vung Tau College of Technology This study was carried out at Ba Ria- Vung Tau College of Technology in Ba Ria- Vung Tau province Participants were EFL teachers of the basic theory department at BCTECH The mixed-methods research and the two instruments, namely questionnaire and semistructured interview were used to collect the data In terms of data analysis, the author utilized the physical manipulating data and content analysis to analyze the data iv III- Starting date: (as stated in the Decision issued by the University ) IV- Completing date: V- Academic supervisor: (full name, title) TRAN QUOC THAO, Ph.D ACADEMIC SUPERVISOR ((full name, signature) FACULTY DEAN ((full name, signature) v CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: FACTORS AFFECTING EFL TEACHERS’ ENGLISH FOR SPECIFIC PURPOSES: A CASE STUDY AT BA RIA VUNG TAU COLLEGE OF TECHNOLOGY In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Postgraduate Institute, Ba Ria Vung Tau University Ba Ria Vung Tau, August 2021 PHAM THI NHAN vi RETENTION AND USE OF THE THESIS I hereby state that I, PHAM THI NHAN, being a candidate for the degree of TESOL accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ba Ria Vung Tau, December 2021 Signature …………………………… PHAM THI NHAN vii ACKNOWLEDGEMENTS My heartfelt gratitude goes out to everyone who assisted me to finish my thesis First and foremost, I would like to express my profound gratitude to Dr Tran Quoc Thao, my supervisor, for his insightful remarks and ideas throughout the research process His vigor, excitement, vision, and patience have all left a lasting impression on me This thesis would not have been finished if it had not been for his help and guidance Secondly, I am very grateful to the school management board and my dean of department who have supported me much time to implement this thesis My sincere thanks also go to Ms Truong Le Minh, my head teacher, has given me encouragement to enroll this M.A course and all her help and advices I would like to thank the research participants who have contributed to this study Last but not least, I warmly thank my family including my husband, my sister, my daughters for their countless support, greatest sympathy and unconditional love viii ABSTRACT ESP has appeared in the daily lives of a majority of workers in international workshops and it has become a part of vocational education programmes in Vietnam However, rarely has anything been done about the structure of an ESP lesson and how it is being taught after putting ESP subjects into a training programme, and exploring factors affecting the current ESP teaching practices at vocational schools in Vietnam This study aims to investigate the current ESP teaching practices of EFL teachers and factors affecting their teaching process at the one vocational school in the South of Vietnam Data was gathered by the open-ended questions and semi-structured interview from six EFL teachers who are teaching the different majors at Ba Ria- VungTau College of Technology The results showed that the ESP lessons are divided into three stages: opening, sequencing and closure stages which combine three types of activities: sub-activities, main activities and post activities Nevertheless, the four of teachers applied to all the above stages, the two teachers could not because of the limited class time The types of activities are similar to the stages of the lesson of which the post activities are regarded as homework and teachers will check in the next sessions Furthermore, the positive factors are: facilities and teaching experience that support EFL teachers during the teaching process, and the students’ English level and motivation are two negative factors that are difficulties they are facing The findings of this study could help EFL teachers and managers realize the real problems in teaching ESP for students, and find solutions to improve them in the vocational schools in Vietnam Keywords: English for Specific Purposes, ESP teaching practices, stages of the lesson, activities in ESP lessons, factors ix TABLE OF CONTENT CERTIFICATE OF ORIGINALITY vi RETENTION AND USE OF THE THESIS vii ACKNOWEDGEMENTS viii ABSTRACT Error! Bookmark not defined APPENDICES Error! Bookmark not defined LIST OF TABLES Error! Bookmark not defined LIST OF FIGURES Error! Bookmark not defined LIST OF ABBREVIATIONS AND SYMBOLS Error! Bookmark not defined CHAPTER INTRODUCTION Error! Bookmark not defined 1.1 Background to the study Error! Bookmark not defined 1.2 Statement of the problem 1.3 Aim and objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definitions of the Terms……………………………….………… 1.8 Organization of the thesis ……………….……………………………… CHAPTER LITERATURE REVIEW 2.1 Introduction 2.2 English for Specific Purposes 2.2.1 Definition of ESP 2.2.2 Classification of ESP 2.2.3 Characteristics of ESP Error! Bookmark not defined.2 2.3 ESP teaching Error! Bookmark not defined.3 2.3.1 Overview of ESP teaching Error! Bookmark not defined.3 2.3.2 Roles of ESP teachers Error! Bookmark not defined.4 2.3.3 Roles of context in teaching ESP Error! Bookmark not defined.7 2.3.4 ESP teaching methodologies Error! Bookmark not defined.7 x ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… What activities you to wrap up the lesson? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… What kinds of assessments you use to assess your students? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 65 PART C: FACTORS Please write your answers below the questions Factors affecting EFL teacher’s teaching ESP at Ba ria vung tau college of technology Teacher-related factors 1.1 How does your knowledge of subject matter affect your teaching ESP? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 1.2 How does your English language proficiency affect your teaching ESP? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 1.3 How your techniques for teaching ESP affect your teaching ESP? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 1.4 How does your teaching ESP experience affect your teaching ESP? 66 ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Student -related factors 2.1 Do you have any difficulties in teaching students with low motivation? If yes, how? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 2.2 Do you have any difficulties in teaching students with low English language proficiency? If yes, how? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 2.3 Do you have any difficulties in teaching students with negative attitudes toward ESP? 67 ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Teaching context –related factors 3.1 Do the university facilities affect your teaching ESP? If yes, how? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 3.2 Do the ESP teaching materials affect your teaching ESP? If yes, how? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 3.3 Does the university administration affect your teaching ESP? If yes, how? ……………………………………………………………………………………………… ……………………………………………………………………………………………… 68 ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… THANK YOU FOR YOUR COOPERATION 69 APPENDIX B INTERVIEW PROTOCOL Guideline for Group Interview Date: _ Location: _ Time to start: _ Time to finish: _ Introduction Thank you for volunteering and for signing the consent form to take part in this interview that is expected to last between twenty-five and thirty minutes You will answer some questions during the interview, and you may wish to stop the interview at any time The purpose of this interview is to explore factors affecting EFL teachers’ teaching ESP at Ba Ria -Vung Tau College of Technology This interview does not aim to evaluate your knowledge or English level of proficiency With your permission, the interview will be audio-recorded All information you share with me is treated confidentially and anonymously Before we start the interview, you have any questions? If not, we are about to start A Interviewees’ background Number of interviewees: How long have you taught English? How long have you taught English for Specific Purposes (ESP)? How many ESP classes have you taught in the first semester in 2020-2021 school year? _ Do you teach the same majors or different majors in the first semester in 2020-2021 school year? _ What was the preparation time for each ESP class? B Questions for interviewing I ESP teaching practices at BCTECH How many parts are there in your ESP lesson? What are activities in those parts? Give a specific lesson/ skill II Factors affecting EFL teachers’ teaching ESP at BCTECH How many factors affect your teaching ESP? 70 What you think are the factors that support you in teaching ESP at the Ba Ria Vung Tau College of Technology? What you think are the factors that hinder your teaching ESP at the Ba Ria Vung Tau College of Technology? Thank you for your cooperation! 71 APPENDIX C Themes Emerged in the Study Theme ESP teaching practices Theme Affecting factors in teaching ESP of EFL teachers at BCTECH 72 Appendix D Sample Coding Interviewer: The purpose of this interview is to explore factors affecting EFL teachers’ teaching ESP at Ba Ria Vung Tau College of Technology This interview does not aim to evaluate your knowledge or English level of proficiency With your permission, the interview will be audio-recorded All information you share with me is treated confidentially and anonymously Before we start the interview, you have any questions? If not, we are about to start Interviewee: Hello, my full name is Ngo Thi Nhung I have been teaching English for over years This semester, I have one English for IT class Interviewer: yes, now we are going to talk more about your ESP teaching practice, ok! Interviewee: I’m ready Interviewer: Can you tell me how many parts are in your ESP lesson? Interviewee: Yes, as we know, ESP focuses on reading OPENING and writing skill in training program, Each lesson, I TEACHING PRACTICES often devide into three parts that pre, while and post for SEQUENCING STAGE IN both two skills TEACHING PRACTICES STAGE IN Interviewer: Can you give some activities in a lesson? Interviewee: Yes, the activities I use in three parts that MAIN are watching video, reading articles, pair work, group TEACHING PRACTICES work and individual Interviewer: Can you give a model of the lesson? 73 ACTIVITIES IN Interviewee: Yes For example, in English for IT The OPENING first unit is “types of computer application” There are TEACHING PRACTICES STAGE IN two main tasks in this unit In the first task: Reading the computer application Firstly, I show pictures about some types of computer, Next, I show new words in the text and explain them STAGES through pictures TEACHING PRACTICES IN ESP After that, I give time for students to answer questions and match pictures with their definitions individually Finally, I give students a chance to talk about the advantages of computers in daily life In the second task: Writing about function of computer In pre stage, I guide students remind types of computer OPENING Then I ask students to find the functions of computers IN TEACHING PRACTICES STAGES through pictures STAGE IN ESP TEACHING PRACTICES and what information they need to in pairs I show the difference between certain types of computer In the next stage I give time for students to write in pairs Finally, I collect their writing and give feedback and marks Interviewer: uhm, so How many factors affect your teaching ESP? Interviewee: Now I’m really interested in teaching context My school has equipment for teaching such as: smart TV, TEACHING large classroom with full of desk and chair for over 35 RELATED FACTORS students One of them is that high tech devices are necessary, it is easier for teachers to apply new teaching 74 CONTEXT methods So I think teaching context has a great influence on the way students’s behave and think However, the student's level is one of the big problems with me Most of them are quite poor, so I have to prepare my lesson carefully and choose activities for them to attract them 75 STUDENT-RELATED FACTORS APPENDIX E Sample of interview data analysis CODE How many parts are there in your ESP lesson? T1 Most ESP lessons have main parts which are pre, while, and post for each skill in the training program What are the activities in those parts? Give a specific lesson/ skill My students often work in pairs or groups during learning time Anh sometimes, they also present their idea when they solve a real problem after the lesson In this semester, I have taught English for Car technology for classes One example is unit 1: types of car Reading is the main skill in this unit There are stages here The objectives are to introduce types of car and their descriptions and functions In the task: Read the article about types of cars * Pre-reading: I show some pictures about kinds of cars Next, I show new words in the text and explain them through pictures about car * Secondly, I ask Ss to answer questions in Ex in pairs to match types of cars with their function Finally, I ask Ss to guess types of cars by a game “listen and guess what it is” Then I give time for students to draw their dreamed car st T2 There are parts Group work, roleplays, in my lesson pair works are often which conclude used in my ESP classes pre, write and post for both main skills in units 76 In this semester, I have taught English for welding and IT for classes I give example in English for Welding major In the ESP training program for welding, the first unit is Terminology and standards There is main task in this unit which focus on reading skill In the task: Read the article about terminology and standards Pre-reading: I show names of some standards in welding Next, I show new words in the text and explain them through pictures While- reading: I ask Ss to answer questions in Ex in pairs I ask SS to match the name of standards with its explanation individually Post-reading: I ask Ss to give standards in welding in their workshop and Viet Nam st T3 I often divide the lesson into three parts I use some watching clips, Group work, roleplays, pair works are often used in my ESP classes In this semester, I have taught English for Electrical Engineering for classes In the ESP training program for Electrical Engineering, the first unit is Types of electrical wires There is main task in this unit which focus on reading skill In the task: Read the article about Types of electrical wires Pre-reading: I show names of some Types of electrical wires Next, I show new words in the text and explain them through pictures While- reading: I ask Ss to answer questions in Ex in pairs I ask SS to match the Types of electrical wires with their definition individually Post-reading: I ask Ss to give some kind of electrical types in their house st T4 In my ESP lesson, I usually have three parts In my lesson, I usually use activities like role 77 For example, when I teach students the lesson “Water” T5 that are pre, while, and post play, pair work, and group work there are three main parts to most of my lesson Group work, Roleplays, Pair works are often used in my ESP classes Firstly, I usually introduce vocabulary and its meanings After that, I guide ss to translate the text into VNese Ask students to ex in the book to help them understand more about the role of water in food processing Finally, Give ss to a small exercise to check their understanding In this semester, I have taught English for IT for classes In the ESP training program for IT, the first unit is computer today The aim of the unit build up new words concerned with computer applications and types of computer; study the differences between certain types of computer Pre-reading: I introduce the role of the computer through a video and ask students to match situations with text Next, I show new words in the text and explain their meaning While- reading: I ask Ss to fill in the gaps in the paragraph about computer uses Post-reading: I ask Ss to look at the pictures and give the name of the computer T6 I often decide into three parts that pre, while, and post for both two skills The activities I use in three parts are watching videos, reading articles, pair work, group work, and individual 78 English for IT is one example The first unit is “types of computer application” There are two main tasks in this unit In the first task: Reading the computer application First, I show pictures of some types of computers, Next, I show new words in the text and explain them through pictures After that, I give time for students to answer questions and match pictures with their definitions individually Finally, I give chance for student to talk about the advantage of computers in daily life 79 ... teaching practices of EFL teachers at Ba Ria Vung Tau College of Technology;  To find out factors that affect EFL teachers? ?? teaching ESP to non -English majors at Ba Ria Vung Tau College of Technology. ..MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY - "FACTORS AFFECTING EFL TEACHERS? ?? ESP: A STUDY AT BA RIA- VUN TAU COLLEGE OF TECHNOLOGY? ?? Submitted to the POSTGRADUATE INSTITUTE... entitled: FACTORS AFFECTING EFL TEACHERS? ?? ENGLISH FOR SPECIFIC PURPOSES: A CASE STUDY AT BA RIA VUNG TAU COLLEGE OF TECHNOLOGY In terms of the statement of requirements for Theses in Master? ??s programs