Đang tải... (xem toàn văn)
Output file 1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES TRƢƠNG THỊ THU HIỀN M A MINOR THESIS Necessary skills[.]
1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - - TRƢƠNG THỊ THU HIỀN M.A MINOR THESIS Necessary skills of an English teacher in managing English classes at Thach Thanh High school (Các kĩ cần thiết giáo viên Tiếng Anh việc quản lí lớp học ngoại ngữ trường THPT Thạch Thành 3) Field: Methodology Code: 60.14.10 Hanoi, 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - - TRƢƠNG THỊ THU HIỀN M.A MINOR THESIS Necessary skills of an English teacher in managing English classes at Thach Thanh High school (Các kĩ cần thiết giáo viên Tiếng Anh việc quản lí lớp học ngoại ngữ trường THPT Thạch Thành 3) Field: Methodology Code: 60.14.10 Supervisor: VŨ THUÝ QUỲNH, M.A Hanoi, 2011 LIST OF ABBREVIATIONS TT: Thach Thanh TT3: Thach Thanh CLT: Communicative Language Teaching LIST OF TABLES AND FIGURES Table 1: The results of teachers’ attitudes Table 2: The results of the teachers’ experiences in English teaching Table 3: The results of dominant roles applied in English classes Table 4: The results of the roles which are difficult to apply in English classes at TT3 high school Table 5: Characteristics of the students participating in the English learning survey Table 6: The results of the students’ attitudes Table 7: Ranking and percentage of the importance of items contribute to an effective class manager Table 8: The results of the students’ experiences TABLE OF CONTENTS CANDIDATE’S STATEMENT ACKNOWLEDGEMENTS ABSTRACT LIST OF ABBREVIATIONS AND TABLES PART I - INTRODUCTION Rationale Aims of the study Scope of the study Methods of the study Research questions Significance of the study Organization of the study PART II - DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Different views on the roles of an English language teacher 1.2 The importance of the language teacher in managing an English class 1.3 Characteristics of a good English language teacher 1.4 Communicative approach in English language teaching 1.4.1 Definition of Communication 1.4.2 The nature of Communicative Language Teaching 1.5 Kind of activities in English language teaching 1.5.1 Whole-class teaching 1.5.2 Pair work/Group work 1.5.3 Individual work 1.6 Summary CHAPTER II: METHODOLOGY OF THE STUDY Background of the study 2.1.1 Description of the English syllabus in TT3 high school 2.1.2 Description of the students at TT3 high school 2.1.3 Description of the teachers at TT3 high school 2.1.4 Description of physical setting 2.2 Design and methodology of the study 2.2.1 The participants 2.2.2 Research instruments 2.2.3 Methods of data analysis 2.3 Summary CHAPTER III: PRESENTATION AND ANALYSIS OF DATA 3.1 Questionnaires 3.2 Informal Interviews 3.3 Summary CHAPTER IV: FINDINGS AND SUGGESTIONS 4.1 Findings 4.1.1 Research question 1: How did English teachers at TT3 high school manage their English language classes? 4.1.2 Research question 2: What are the difficulties in managing their English classes? 4.1.3 Research question 3: What are some suggestions to manage English classes more effectively? 4.2 Pedagogical implications PART III - CONCLUSIONS Summary of the study Limitations of the study Suggestions for further study Conclusions REFERENCES APPENDIXES PART I: INTRODUCTION Rationale English is an international language; it has become a compulsory subject for students at schools in Vietnam nowadays In English classes, teachers have to take different roles in managing their students Ince (2000) emphasized that teachers should know how to manage the classes and teach students to manage themselves There are many common important roles that English teachers act in language teaching Moreover, they need to know more about the skills to manage English classes well Like many English teachers in Vietnam, teachers of English at TT3 high school faced with a common problem: lack of necessary skills in managing classes In fact, there are many reasons for the shortage of necessary skills Thus the present study therefore, tries to find out the solutions to change the situation This led the author to the choice of the study: “Necessary skills of an English teacher in managing English classes at TT3 High School” Aims of the study The aims of this study is to look into the theoretical background of an English teacher and his/her roles in classroom management, investigate the use of teacher’s roles in managing English classes in TT3 high school - a school located in Thach Thanh district, Thanh Hoa province It also helps English teachers at TT3 to aware of the difficulties they and their students have to cope with The findings and suggestions are also suggested to overcome these constraints Scope of the study The study is designed to explore the necessary skills of an English teacher in managing English classes at TT3 high school Methods of the study The study employs survey research in which two mains instruments of data collection namely informal interviews and questionnaire were used The data collected for the study came from two sources: the students and English teachers at TT3 high school The collected data is, then calculated, analyzed, compared and finally interpreted for the results of the study In addition, document analysis of relevant materials was reviewed which laid the theoretical foundation for the study Research questions 10 The study searched for the answers of the research questions: - How did English teachers at TT3 high school manage their English classes? - What are their difficulties in managing English classes? - What are some suggestions to manage English classes more effectively? Significance of the study The significance of the study might be, first, it fills the gap of necessary skills in managing English classes Second, it sheds the light on some pedagogical issues in managing English classes in Vietnam general and in Thanh Hoa particular Organization of the study This study consists of three parts: Part I: Introduction presents the rationale, the aims and objectives, scope, the methods, significance and organization of the study The research questions are also mentioned in this part Part II: Development includes four chapters: Chapter I: Literature review reviews the theory related about roles of an English teacher Chapter II: Methodology of the study discusses the methods of the study, i.e Describes background of the study, participants, design and methods of the study Chapter III: Presentation and analysis of data discusses the presentation of statistical results and analysis of data Chapter IV: Findings and suggestions focuses on the answers of three research questions, and presents pedagogical implications Part III: Conclusions summarize the study with limitations of the study, presents some suggestions for further studies 11 PART II: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Different views on the roles of an English language teacher Based on the results in the study of Arafat S (683-685), (Vol 19 (2), 2005) (research on the roles of English Language Teachers as Perceived by Learners of English) showed that: Regardless of the amount of time the teachers spend with their students in managing English classes They have different roles that affect their student’s learning Some of these functions display through daily contact with students in the classrooms and concern relate instructions, others results from students affect to teachers in the large school settings and may affect students’ general linguistics, social and cultural development Language teachers must make decisions all the time Some of the decisions are relatively minor ones, but other decisions that the teacher should consider might be the major roles of the teacher in managing English classes and what are the potential roles that the teacher can play and lead to best results in proving students with chances to participate and to be responsible for their learning These roles have been dealt with differently in different teaching methods Suggestoptia Lazanov (1982), O’Connell (1982) and Racle (1979) viewed the role is the authority in the classroom, students must trust their teacher and respect him/her Lazanov also showed that students will retain information better if they get it from someone whom they can trust and who has authority on them The role of the teacher as suggested by Gattegno (1972), Madesen (1979) is the role of an engineer or a technician The learners are helped by the teacher in their learning The teacher will help their students if they need Blair (1982) and Curran (1976) indicated that counselor role is the major role of the teacher To learn the foreign language, students can be threatened Thus, the teacher helps them overcome the difficulties dealt with learning it The roles of the teacher according to the communicative approach as suggested by, Celce-Murcia (1983), Brumfit (1979) and Madsen (1983) that the teacher is seen as facilitor of the learners’ learning 12 Harmer (1991) showed that the roles of the teacher is to provide students with different situations related to the real life Students will have many choice to practice authentic situations which make them understand more easily Students are shown how to perform language functions are decided which functions are more important for which level According to Diller (1978) and Paulston (1971) suggested that in the classroom the teacher directs the activities and the students’ role is less passive than the others They are more like partners in two process: teaching and learning In this role, the teacher participates and works with students in activities The roles of teachers are different so teachers should base on students’ need in their learning process to act these roles to get high effectiveness Prodromou (1991) also suggested several roles for the teacher, for example, a manager, a monitor, a counselor, an informant, facilitator, a social and a friend Stevick (1996) suggested that teachers and students have many expectations in order to have effective language classrooms This state means that both teacher and students should be involved in the activity They may get interactions during the teaching and learning process Underhill (1989) also believed that the teachers can play difference roles They can be lecturers, teachers and facilitators Larsen-Freeman (1986) believed that the teacher can be a supporter Teacher should encourage students to work individual to promote their self reliance The teacher is also seen as a motivator and stimulator, a prompter These point of views show that when teachers act any roles, they have to consider what their students need and expect from them Teachers know what and how to with their students in using these roles to work in learning activities Harmer J (1994) mentions list of roles of a language teacher as a prompter, a participant, a resource, an assessor, a controller, a tutor, an observer and an organizer In the role of a prompter teacher helps students with vocabularies, gives a group / a pair suggestions on how to continue Teachers also prompt students to use English, asks questions to check understandings so that students can work on their own Nevertheless teacher need to it sensitively and encouragingly with description 13 Teacher joins in activities to encourage students to participate and help them with the answers when the teacher acts as a participant Teacher can be dominant because when he/she participate in activities if he/she isn’t careful, students will become passive Teacher acts as a resource is a person for students to ask information they need and where to find further information Encouraging and directly making students more independent with their learning In the role of an assessor, teacher provides students feedback, corrects, grades and provides criteria for them In this role, teacher should make it clear for students to get their clear ideas, should be fair and be sensitive support When teacher acts as a controller, he/she teaches, give announcement, lead a question and gives students knowledge Teacher restores order when students tests or misbehavior Besides these advantages, this role has some disadvantages Students become passive because they not have much chance to speak and not have experimental learning Teacher may be tired and students may be bored There are no activities so the classroom atmosphere boring Teacher helps students when students work on long projects, directs, guides and points them In the role of a tutor, teacher should be careful not to take over Teacher don’t focus on the person who he/she likes, distribute your tutoring to everyone who needs it In the role of an observe, it is very important for teacher to give students useful feedback and helpful to take notes If it is a success, it will give teacher different feelings If they are problems, they will help teacher find the ways to help them to solve Teachers should be careful not to be intrusive (officious) Teacher should sit in the back not get to close students or he/she will disturb students when they are thinking Organize is one of the most important roles that teacher have to perform in English class In this role, teacher organize activities, puts students into groups or pairs, tells them how to it, how to start or how to end When students start activities, teacher gives short and clear instruction and tells them how much time they have When students end, teacher stops the students and gives them feedback Arafat, S (687 - 688) (research on the roles of language Teachers) also emphasized in the study: Cross (1995) on the other hand emphasized that prospective language teachers should try their best to be in contact with current affairs, global issues, social concerns, 16 Smith’s (1988) viewed that a “good” teacher is able to raise students’ self-esteem, develop a positive work ethos without resorting to a punitive regime, praise rather than criticize and use students’ enthusiasms and interests in a creative and positive way” Teacher shouldn’t concentrate much on their work Students have chance to work more comfortable with encouragement but little criticism to make them less bored with their mistakes but more motivative Students will feel more confident when teacher gives them interest and pleasure in their work However, based on Altman’s (1981) (research on students’ view of the good language teacher): “- A real language teacher is on my side - A real second language teacher lets me be and tries to understand what it is like to be me - A real second language teacher accepts me whether he or she likes me or not - A real second language teacher doesn’t have expectations of me because of what I have been or what he or she has been - A real second language teacher is more interested in how I learn than what I learn - A real second language teacher doesn’t make me feel anxious and afraid - A real second language teacher provides many choices - A real second language teacher lets me teach myself even if it takes longer - A real second language teacher talks so I can understand what he or she means to say - A real second language teacher can make mistakes and admit it - A real second language teacher can show his or her feelings and let me show mine - A real second language teacher wants me to evaluate my own work” The following are the views of some French learners of English (from research by D Girard, 1997) (the “top ten” chosen from a list of twenty): “- The good language teacher makes his course interesting - He teaches good pronunciation - He explains clearly - He speaks good English - He shows the same interest in all pupils - He makes them participate - He shows great patience - He insists on the spoken language 17 - He makes pupils work - He used an audio - visual method” (From Peck A (1988) Language Teachers At Work Prentice Hall) Besides the criteria of a good language teacher in general, it also depends upon the perception of students A language teacher should show their skills in teaching process in the role of a class manager The up above ideas, I aim to raise our awareness about the various roles of a teacher in my short assumption The English teachers need good characteristics to help students well in classrooms These characteristics of a good language teacher may be suitable or inappropriate in Vietnam in general and in TT3 high school in particular Because not all the characteristics can be “taught” for all the teachers but due to the teacher’s individual personality The fact that the roles of a language teacher becomes effective only when they support the necessary things which students are in need of them and authentic context 1.4 Communicative approach to language teaching 1.4.1 Definitions of Communication There are many different definitions of Communication In Thompson’s book (2003: 9) “Communication and Language”, he considers that “communication is such a well-integrated part of our day-to-day existence that we tend to take it for granted rarely passing to consider what it involves or just how important it is to us” Fiske’s ideas (1990) also recognized that: “Communication is one of those human activities that everyone recognizes but few can definite satisfactorily” (Fiske 1990: 1) and “communication is too often taken for granted when it should be taken to pieces” (Fiske 1994: 8) Thompson, N (2003: 10) “I quickly recognized that communication is used in a number of senses and at a number of levels to indicate the transmission of information or even, as in the transport networks example, the transmission of goods and people” He quietly agreed with Fiske’s ideas “The most relevant definition of communication for present purposes is social interaction through messages” When talking about the definitions ò communication, two related aspects are mentioned in their ideas is “social” and “interaction” 18 1.4.2 Communicative Language Teaching 1.4.2.1 The nature of Communicative Language Teaching Littlewood (1981:1) emphasized, “one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language” Both grammatical and functional teaching are paid attention in CLT CLT means little more than an integration of these aspects 1.4.2.2 The Techniques of Communicative Language Teaching The techniques of CLT can be described by different criteria Techniques and class management procedures are discussed by Savignon (1983), associated with a number of CLT classroom procedures, for examples, language games, role plays, pair/group activities Both activities and ways in which they are exclusively used to CLT classrooms The Techniques of Communicative Language Teaching are described by its features Nunan (1991a: 279) gives five features to characterize CLT CLT attached with interaction, authentic texts, personal experiences … Johnson (1998: 23) also offered five core characteristics of communicative methodology that give applications of it They are: appropriateness, message focus, psycholinguistic processing, risk taking and free practice CLT seems to be an approach rather than a method in a communicative view of language and language learning It refers to many principles in which they can be used with classroom procedures as mentioned above 1.5 Kind of activities 1.5.1 Whole-class teaching (Harmer, 2001: 114) mentions: “when people think of teaching and learning they frequently conjure up a picture of students sitting in rows listening to a teacher who stands in front of them” In teaching and learning, there is a big relationship, that is an interaction between teachers and students Though whole class teaching has many limitations, it has many practical advantages 1.5.2 Pair work/Group work Students may be organized to work in pairs or small groups in the classroom Especially, it is very important when teacher organizes activities for students There are many definitions of pair work/group work 19 Pair work According to Doff (1998: 137) , the whole class is divided into pairs by the teacher Every students works with his or her partner in pairs and all the pairs work at the same time Students works in pair work has some advantages, Harmer (2001: 116) wrote “in pair wok students can practice language together, study a text, research language or take part in information-gap activities They can write dialogues, predict the content of reading texts, or compare notes on what they have listened to or seen” Through pair work students can work together, share ideas and thoughts Group work “Group is a group of students working together A class can be divided into small groups to work together (usually four or five students in each group), as in pair work, all the group work at the same time” ( Doff: 1988: 137) “The advantage of small group work is that it promotes maximum participant from all students” (Felisa Tibbitts) Group work encourages students to share the thoughts and ideas when they work with their participants When we want to divide the class into teams for games or preparation phase, we need a larger group for learning activity 1.5.3 Individual work The students sometimes don’t work in pair work or group work, they have to work on their own Students have to work independently with their own thinking Working in individual, pair or group work depends much on the demand of the tasks or activities Some time teachers have to use all kinds of activities in class Ur, P (1999: 233) stated: “this can range from students going exercises on their own in class, to situations in which teachers are able to spend time working with individual students, or when students take charge of their own learning in self-access centre or other out-of-class environments” Individual work makes students promote their autonomy 1.6 Summary The chapter presents the related literature which are considered to be essential for laying the background for the study To achieve a good quality of teaching and learning English language processes, the roles of teachers in managing English language classes with necessary skills is essential Next chapter will present the school context, participants, data collection and data analysis 20 CHAPTER II: METHODOLOGY OF THE STUDY Background of the study 2.1.1 Description of the English syllabus in TT3 high school English is a compulsory subject in TT3 high school and students here have English lesson during the first and second term of the school year There are three levels of English: English 10, English 11 and English 12 In 2007, the English textbook used here still was three-year-course textbook, now we are teaching seven-year-course textbook at TT3 high school The English text book chosen is English 10, 11, 12 Each textbook consists of 16 lessons which have been covered through out the school year with mid-term tests in between Each lesson concludes periods with the aims of practicing four language skills (reading, speaking, listening, writing) and language elements There are new textbooks with many visual aids like pictures, drawing and creative suitable for applying CLT in teaching By using these textbooks, it’s hoped that students’ communicative competence could be developed as students can learn and relate to the real things from daily life Students are required to work in individuals, in pairs, in groups to practice English in common situations with English teachers managing classes Additionally, students also have chances to listen to both native and non-native English speakers from the tapes used with these textbooks These textbooks also aim at developing students’ reading skill and writing skill At the end of each term, students have the final test for semester 2.1.2 Description of the students at TT3 high school Like many students in other high schools, in order to be 10th form students of TT3 high school, they have to pass a national examination Students mostly come from countryside which mainly being 80% students are Muong Ethnic Minority and remote area with low living-condition in Thach Thach District, Thanh Hoa province Students there don’t have similar level of English language proficiency to each other because at many secondary schools in TT, students have not been taught English yet (students have learnt French or other foreign language or the lack of English teachers) This led to a big gap among 10th students when they entered high school Nowadays students seems to be more aware of the importance of learning English and they have more motivation in learning it Although English is a difficult subject, students at TT3 still like learning it Besides many other subjects, students often have three periods of English per week, and take part in 15 21 minutes test, 45 minutes test in the examination at the last semester In class, they are given many chances to practice mainly four language skills: reading, speaking, listening and writing skill They are organized to work in pair or group, given from the teachers’ feedbacks, helped with vocabularies/grammar, corrected and graded 2.1.3 Description of the teachers at TT3 high school In TT3 high school, there are eight English teachers aged from 28 to 35, one male and seven female teachers Three English teachers have been trained at Hong Duc University in Thanh Hoa province, three are trained at Vinh University and one teacher who has been trained at VNU - CFL (as a French teacher and now obtain another university degree as an English teacher) and one teacher who has been graduated from inservice training at Hanoi University Now two of them are studying post graduate at Hanoi National University and one teacher is studying at Hanoi University In the past, most of these teachers mainly used the Grammar - Translation Method - a way of teaching and learning a foreign language on the basis of detailed analysis of grammar rules and application of these rules to the translation of sentences and texts into the mother tongue and into English Now, the text book is designed for CLT in which the use of procedures that develops four language skills through the roles of a language teacher The skills used in managing English classes are still limited which causes a large amount of difficulties in teaching and learning process 2.1.4 Description of physical setting In TT3 school, English teaching and learning activities are mostly carried out inside the classrooms with the classroom equipments - blackboards, student desks and teacher tables The teaching aids for English lessons are some cassettes recorders, radios, overhead projectors In term of class size, the number of students is an English class is quite large from 40 to 58 students per class This large number causes a great deal of difficulties for teaching and learning and in managing an English class The materials for reference and self-study are not available for teachers and students at TT3 high school In the school library, there are only some English books but they are unsuitable to the level of the students here Teachers find their own references outside but for students it is not easy to so themselves 22 2.2 Design and methodology 2.2.1 The participants In total, 120 students at TT3 high school and eight English teachers participated in this study The students are chosen randomly from 10th form, 11th form and 12th form and consists of 78 female and 42 male students at the age from 16 to 18 They may be from different classes, the researcher intends to take 20 from each class of the teachers in the English group They come from different wards but most of them come from the countryside They started to learn English from secondary school, it means that they have learnt English for four years The teachers are all young, aged 28 to 35 2.2.2 Research instruments The researcher employs two following instruments in order to get the needed information: delivered questionnaires and informal interview There are two types of questionnaires, one for the teachers and the other for the students, There are ten questions in each of them The questionnaires are mainly used for exploiting teacher’s and student’s knowledge, behavior, experience and their attitude toward the roles of teacher in class in managing English classes There is an informal interview for two random English language teachers It is carried out during the break time the last semester of the school year 2010 – 2011 in two weeks It is a friendly conversation in which the researcher asks selected teachers questions randomly and take notes during the break time 2.2.3 Methods of data analysis In fact, the process by which the researcher interprets the data collected from the survey research are questionnaires and informal interview The data was collected, analyzed, compared and finally interpreted for the results of the study 2.3 Summary This chapter present the background and methodology of the study Through this chapter we can see the participants and research instruments of collecting the data 23 CHAPTER III: PRESENTATION AND ANALYSIS OF DATA This chapter presents the collected data from two instruments: questionnaires and informal interview 3.1 Questionnaires 3.1.1 The results of language teaching survey questionnaires No Questions Do you think that teacher’s roles in an English language class play the most important? In your opinion, you use your roles in English language classes… Options a Yes b No c Others: Number Percent of (%) teachers 87.5 0 12.5 a Well 50 b Normally 37.5 c Not so badly 12.5 d Badly 0 When students are a Actively 62.5 organized to b Passively 12.5 activities, they c Forcedly 25 participate… d Others: 0 According to you, an a The teacher plays appropriate roles 100 English class is managed b Classes are organized in a suitable 75 way for the learning activities efficiently when… c Students have good co-operation 62.5 with the teacher d There is discipline and harmony 62.5 in the class e Others: 12.5 The factors which you a The teacher’s teaching experiences 37.5 think can affect most on b The good organization students 62.5 the success of managing activities c The English language proficiency classes… 12.5 of the teacher d The English language proficiency 75 of the students e The hard work of the students 87 f The co-operation of the students 50 g The teacher’s good preparation 87.5 h Others: 0 (Table 1: The results of teachers’ attitudes in English teaching survey) 24 For the question about the importance of the teacher’s roles, most of the teachers (87.5%) recognized teacher’s roles play the most important in an English language class Only one person (12.5%) chose other options and none of them chose option b Question is about how the teacher’s roles were used in English language classes 50% of teachers found they used their roles in English language classes well and 37.5% of them used it normally and one person admitted using it not so badly None of them chose using it badly Question mentions about the ways students participate in activities when they are organized by their English language teacher Most teachers (62.5%) say that their students participate actively, forcedly (25%) Surprisingly, 12.5% of teachers answered that their students participate passively This means that their students don’t understand what is going on in the class (day-dreaming) None of them chose other options In the next question, quite all the teachers (100%) answered that an English language class is managed efficiently when the teachers play appropriate roles, next is classes are organized in a suitable way for the learning activities (75%) When teacher plays appropriate roles which means they put students into pair work / group work, get students involved, tell them how to start or finish the various activities Students have good co-operation with the teacher (50%) and there is discipline and harmony in the class are equal (50%) Only one person (12.5%) chose other options To answer for question 8, the factors can affect most on the success of managing classes With the same view in the question 3, most of teachers (87.5%) considered teacher’s good preparation and the hard work of students (87.5%), next is the English language proficiency of the students (75%), then the teacher’s good organization students activities (62.5%) The others have little influences on the teacher’s roles No person chose other options After answering all questions about the benefits, the importance… of the teacher’s roles, most of teachers see that using the roles in managing English language classes so well The hard work of students, the teacher’s good preparation, the students language proficiency, the teacher’s natural activities organization are main factors affect most on the success of the teacher’s roles Besides these factors, there are also some difficult factors mainly are language class sized, students at different levels, class facilities and due time per learning period These factors depend much on the classes they are in charge 25 Questions No (%) 75 managing English classes b Well organize students activities 62.5 the most successfully, the c Have good co-operation from students 37.5 teacher has to… d Make the tasks suitable to the students 50 e Set clear goals for students 12.5 f Others: 0 100 b To make the class more interesting 50 d To get students in good orders 50 e To make students more motivative 100 f Others: 0 According to you, which a Language class-sized 100 are the most difficult factors b Students at different levels 100 in the roles of a class c Students not co-operate well 50 manager? 75 25.0 100 c Maintain discipline in the class 62.5 d Well organize activities naturally 87.5 75 f Control the tasks 50 g Others: 0 In your Options opinion, a Prepare the lessons carefully What are the benefits of a To help the teaching and learning managing English language process run smoothly classes well? Being teaching d Class facilities successful English, teacher should in a Use appropriate methods at pre, while the and post stages of teaching b Change roles appropriately to the teaching stages and activities e Provide clear instruction before the work with samples (Table 2: The results of the teachers’ experiences in English teaching) 26 In question 3, almost of the teachers (75%) thought that the teacher’s lessons preparation is the most important factor It means that in order to manage English classes successfully, the teacher has to prepare every lesson well before 62.5% of them considered the teacher has to organize students activities well This related to the roles of teacher when he/she controls or organizes class activities Half of the teachers (50%) answered the teacher has to make the tasks suitable to the students They seemed not to concentrate on the students co-operation from students (37.5%) and to set clear goals for students (12.5%) None of them chose other options Question is about the benefits of managing English language classes well All the teachers (100%) answered is to help the teaching and learning process run smoothly and to make students more motivate (100%) Half of them saw the benefit of teacher’s roles is to make class more interesting (50%) and 50% of getting students in good orders Only one person (12.5%) chose to help the teaching and learning process run smoothly They seemed not to find the benefits of the teacher’s roles in it None of them chose the other options In the question 7, noticeably 100% of the teachers in this school say that the most difficult factors in the roles of a class manager are language class-sized and students at different levels (100%) They paid less attention to class facilities (75%), then due time per learning period (62.5%) and not good student’s co-operation (50%) No one chose other options For the last question to get successful teaching, 100% of teachers considered changing roles appropriately to the teaching stages and activities, 25% of using appropriate methods at pre, while and post stages of teaching, organizing students activities well (87.5%), providing clear instruction before the tasks with samples (75%), maintaining discipline in the class (62.5%) While 50% of teachers chose controlling the work (62.5%) No one chose other option Dominant roles in your English classes Teacher’s roles Number of people Percent (%) Controller 100 Organizer 100 Assessor 100 Prompter 100 Participant 100 Resource 100 Tutor 100 Observer 100 (Table 3: The results of dominant roles applied in English classes at TT3 high school) 27 Difficult roles in your English classes Teacher’s roles Number of people Percent (%) Controller 0 Organizer 87.5 Assessor 62.5 Prompter 75 Participant 75 Resource 0 Tutor 0 Observer 0 (Table 4: The results of the roles which are difficult to apply in English classes) 100 90 Controller 80 Organizer percent 70 Assessor 60 Prompter 50 Participant 40 Resource 30 Tutor 20 Observer 10 Dominant roles Difficult roles This chart describes the results of dominant roles in English language classes and the difficult roles in English language classes at TT3 high school As we can see the data on the chart, these results agree with Larsen-Freeman (1996) who believed that teachers can play different roles in the English language classrooms The chart shows that all teachers (100%) have coincidence in dominant roles that they are in charge of applying to their English classes However, they still have difficulties in these roles On the contrary, of teacher’s roles, 87.5% of teachers 28 considered that the teacher’s roles in their as a controller, prompter (75%), participant (75%) and assessor (62.5%) This means that the teachers at TT3 high school have used their roles in English language classes but they find some roles difficult to apply in their English classes If the English language teacher acts these roles well, students will obtain what they need through various learning activities So understanding of the difficult roles of teachers help teachers adjust to make it suitable for their students English language proficiency These data help the researchers see the dominant roles applied and the difficult roles to apply in English language classes, find out the suitable ways in using the teachers’ Tải FULL (58 trang): https://bit.ly/3WgV3nl roles Dự phòng: fb.com/TaiHo123doc.net After answering the questions about the dominant roles applied and the difficult roles to apply in English language classes at TT3 high school, the teachers displayed the options which they chose with the considerable percentages 3.1.2 The results of language learning survey questionnaire 120 sheets of language survey questionnaires were delivered for students in all three grades 10, 11, 12 Forty students were chosen randomly from each grade, twenty of them from level A and another twenty from level B The students were from eight classes taught by different teachers Students were chosen freely in order to have different abilities of English study with different attitudes to English learning Of course, they are both genders (male and female) Grade 10 11 12 English study result of the previous Gender Number term Male Female Excellent Good Fare Bad A 20 10 B 20 12 A 20 10 16 12 B 20 14 A 20 11 14 B 20 15 15 (Table 5: Characteristics of the students participating in the English learning survey) 29 No Questions Options No % 11 9.2 0 74 61.7 d It motivates students 35 29.2 e Others: 0 In your opinion, how a Very well 39 32.5 your English teachers b Well 58 48.3 play their roles in c Normally 23 19.2 English classes… 0 50 41.7 43 35.8 58 48.3 62 51.7 e The hard work of the students 76 f The collaboration of the students 47 63 120 100 4.2 41 34.2 30 25 16 13.3 29 24.2 3.3 What you think a It is a vital activity in language about teacher’s roles teaching in promoted learning b It is neither good nor bad English at your c It is one of the most important and school? The useful activities factors d Not so badly which a Teacher’s teaching experiences you think can affect b The teacher’s organizing activities most on the success c The English language proficiency of of the teachers in the teacher managing English d The English language proficiency of classes… the students g The teacher’s good preparation in making lesson plans h Others: In your opinion, an a The teacher plays appropriate roles English class is b Classes are organized in a suitable managed efficiently, way for the learning activities when: c Teachers co-operate to each others d Discipline and harmony environment in the class e Others: (Table 6: The results of the students’ attitudes in English learning) Tải FULL (58 trang): https://bit.ly/3WgV3nl Dự phòng: fb.com/TaiHo123doc.net 30 From the shown table with questions and answers by the students at TT3 high school, the author has some following comments: In question 1, quite a number of students who asked (61.7%) chose it is one of the most important and useful activities 29.2% of students thought it motivates them, it is neither good nor bad (9.2%) While no person chose it is a vital activity in language teaching and other options Question is the same as teacher’s one but a different option a and d Both teachers (50%) and students (48.3%) found teachers use their roles in English language classes so well 32.5% of students answered teachers use their roles very well Only 19.2% of students thought their teachers use it normally and no one chose other options In the next question, factors were chosen but the percentage for each option quite different All students (100%) chose the teacher’s good preparation in making lesson plans for the factor can affect most on the success of the teacher’s roles, next is the hard work of the students (63.3%), then the English language proficiency of the students (51.7%) and the English language proficiency of the teacher (48.3%) The other factors affected little on the success of the teacher’s roles Other options occupy 4.2% In question 6, students considered that an English language class is managed efficiently when the teacher plays appropriate roles (34.2%), classes are organized in a suitable way for the learning activities (25%), discipline and harmony environment in the class (24.2%) The other things have little fluencies on it Ranking of Importance items Patient No % No % No % No % No % No % 19 15.8 10 8.3 11 9.2 18 15.0 39 32.5 23 19.2 15 12.5 14 11.7 25 20.8 16 13.3 19 15.8 31 25.8 17 14.2 45 37.5 24 20 14 11.7 5.8 13 16 13.3 27 22.5 18 15 29 24.2 30 25.0 Harmony and discipline Helpful Fair 6816201 10.8 ... management, investigate the use of teacher? ??s roles in managing English classes in TT3 high school - a school located in Thach Thanh district, Thanh Hoa province It also helps English teachers at TT3 to... English classes well Like many English teachers in Vietnam, teachers of English at TT3 high school faced with a common problem: lack of necessary skills in managing classes In fact, there are many... explore the necessary skills of an English teacher in managing English classes at TT3 high school Methods of the study The study employs survey research in which two mains instruments of data collection