Investigating teachers’ and students’ perceptions of communicative language teaching approach in grammar lessons for first year non english major students at nguyen tat thanh institute of international education

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ NGUYEN THI HOANG TRINH INVESTIGATING TEACHERS’ AND STUDENTS’ PERCEPTIONS OF COMMUNICATIVE LANGUAGE TEACHING APPROACH IN GRAMMAR LESSONS FOR FIRST-YEAR NON-ENGLISH MAJOR STUDENTS AT NGUYEN TAT THANH INSTITUTE OF INTERNATIONAL EDUCATION MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2022 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ NGUYEN THI HOANG TRINH INVESTIGATING TEACHERS’ AND STUDENTS’ PERCEPTIONS OF COMMUNICATIVE LANGUAGE TEACHING APPROACH IN GRAMMAR LESSONS FOR FIRST-YEAR NON-ENGLISH MAJOR STUDENTS AT NGUYEN TAT THANH INSTITUTE OF INTERNATIONAL EDUCATION Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER OF ARTS IN TESOL Supervisor: DO THI HOAI THU, Ph.D HO CHI MINH CITY, 2022 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH KHOA ĐÀO TẠO SAU ĐẠI HỌC Độc lập – Tự – Hạnh phúc GIẤY XÁC NHẬN Tôi tên là:……………NGUYỄN THỊ HOÀNG TRINH…………………… Ngày sinh: ………13/03/1992……… Nơi sinh:……Đồng Nai……… Chuyên ngành: …LL&PPGDBMTA…… Mã học viên: …1781401110040 Tôi đồng ý cung cấp tồn văn thơng tin luận án/ luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Cơng nghệ Thành phố Hồ Chí Minh Ký tên (Ghi rõ họ tên) ………………………………… CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc Ý KIẾN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC SĨ CỦA GIẢNG VIÊN HƯỚNG DẪN Giảng viên hướng dẫn: …………………ĐỖ THỊ HOÀI THƯ…………………………… Học viên thực hiện: …NGUYỄN THỊ HOÀNG TRINH… Ngày sinh: …13/03/1992… Lớp: …MTESOL017A…… Nơi sinh: ……Đồng Nai…… Tên đề tài: INVESTIGATING TEACHERS’ AND STUDENTS’ PERCEPTIONS OF COMMUNICATIVE LANGUAGE TEACHING APPROACH IN GRAMMAR LESSONS FOR FIRST-YEAR NON-ENGLISH MAJOR STUDENTS AT NGUYEN TAT THANH INSTITUTE OF INTERNATIONAL EDUCATION Ý kiến giáo viên hướng dẫn việc cho phép học viên Nguyễn Thị Hoàng Trinh bảo vệ luận văn trước Hội đồng: Đồng ý cho phép học viên Nguyễn Thị Hoàng Trinh bảo vệ lại luận văn trước Hội đồng Thành phố Hồ Chí Minh, ngày 27 tháng 12 năm 2021 Người nhận xét Đỗ Thị Hoài Thư STATEMENT OF AUTHORSHIP I certify that this thesis entitled “INVESTIGATING TEACHERS’ AND STUDENTS’ PERCEPTIONS OF COMMUNICATIVE LANGUAGE TEACHING APPROACH IN GRAMMAR LESSONS FOR FIRST-YEAR NON-ENGLISH MAJOR STUDENTS AT NGUYEN TAT THANH INSTITUTE OF INTERNATIONAL EDUCATION” is my own work Except where reference is made in the text of the thesis, this thesis contains any material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, December 2021 ACKNOWLEDGEMENTS As a young teacher, the process of writing this thesis was the most difficult part of my life If there were not some precious people who supported me with their valuable ideas, this research would not be conducted Firstly, I am deeply indebted to my supervisor Ph.D Do Thi Hoai Thu for her valuable support in every step of the research I express my sincere gratitude to her who really supported me with her invaluable ideas and perfect academic English Without her great support, patience and encouragement, I would not succeed My special thanks are for my students at Nguyen Tat Thanh Institute of International Education (NIIE) who provided the precious data for the research I also thank the Head of English Department and my colleagues at NIIE for their permission and great support to conduct questionnaire and interviews And I cannot find correct way to express my gratitude to my family Thank you for supporting me all through my life Thank you for being with me not just while writing this thesis but while breathing I owe everything I have to you Thank you…! ABSTRACT In today’s globalized world, English proficiency is viewed as a critical tool for individuals and the country as a whole to increase their competitiveness As a result of the great demand for a new approach and the interest in its prospective route, the Communicative Language Teaching (CLT) approach was imported into EFL contexts Vietnam, likewise, has been reported to have adopted and integrated CLT into its curricula While the CLT approach is used, grammar continues to play a significant role in an EFL student’s foreign language learning However, studies on teachers’ and students’ perceptions of grammar, specifically studies on the differences and similarities in teachers’ and students’ perceptions of the application of the CLT approach to teaching English grammar, have not been found much in the Vietnamese literature For that reason, the current study was carried out by employing a semi-structured interview as a qualitative approach with five teachers’ and nine students’ participation to investigate teachers’ and students’ perceptions of the CLT approach in grammar lessons for first-year non-English major students at Nguyen Tat Thanh Institute of International Education The findings of the study revealed matches and mismatches between students’ and teachers’ perceptions of key components of teaching and learning grammar in CLT classrooms Based on the research outcomes, some implications for educational leaders, curriculum developers and managers, as well as teachers of English and EFL students, were offered for teaching and learning grammar TABLE OF CONTENTS CHAPTER INTRODUCTION 1.1 Background of the study 1.2 Statement of the problem 1.3 Purpose of the study 1.4 Research questions 1.5 Significance of the study 1.6 Structure of the thesis 10 CHAPTER LITERATURE REVIEW 11 2.1 Introduction 11 2.2 Grammar 11 2.2.1 Definition of grammar 11 2.2.2 Significance of grammar teaching to students’ English language learning 12 2.3 Historical developments in EFL teaching and learning grammar in the Vietnamese context 13 2.3.1 English Grammar in Vietnam before Doi Moi 14 2.3.2 English Grammar in Vietnam from 1986 up to the Present 15 2.4 CLT 17 2.4.1 Definition of CLT 17 2.4.2 Main principles of CLT 18 2.4.3 Teaching grammar using CLT: Benefits and criticism 19 2.4.3.1 Benefits of teaching English grammar using CLT 19 2.4.3.2 Criticism of teaching English grammar using CLT 20 2.5 Perception 20 2.5.1 Definition of perception 20 2.5.2 The importance of teachers’ and students’ perceptions 21 2.5.3 Matches and mismatches between students’ and teachers’ perceptions of teaching and learning English grammar 24 2.6 Previous studies 26 2.6.1 Studies on the perceptions of teachers toward English grammar teaching approaches 26 2.6.2 Studies on the perceptions of students toward English grammar teaching approaches 29 2.6.3 Studies on the gaps between teachers’ and students’ perceptions toward English grammar teaching approaches 31 2.7 Research gaps 32 2.8 Conceptual framework 33 2.8.1 The importance of English grammar teaching and learning for EFL learners 35 2.8.2 Students’ motivation for learning English grammar 36 2.8.3 Teaching and learning materials 38 2.8.4 Communicative activities 40 2.8.5 The use of the target language in the EFL classroom 41 2.8.6 Cooperative learning 44 2.8.7 Feedback in the EFL classroom 45 2.9 Chapter summary 48 CHAPTER METHODOLOGY 49 3.1 Research methodology overview 49 3.2 Study participants 50 3.2.1 Research site 50 3.2.2 Research participants 51 3.2.3 Researcher description 52 3.3 Participant selection 55 3.3.1 Teacher participant description 56 3.3.2 Student participant description 58 3.4 Data collection 60 3.4.1 Data collection instrument 60 3.4.2 Data collection process 61 3.5 Data analysis 63 3.6 Qualitative criteria 66 3.7 Ethical issues 67 3.8 Chapter summary 68 CHAPTER RESEARCH FINDINGS AND DISCUSSION 69 4.1 Introduction 69 4.2 Teachers’ perceptions 69 4.2.1 The first dimension: Learning goals 69 4.2.1.1 The importance of English grammar teaching and learning for EFL learners 69 4.2.1.2 Students’ motivation for learning English grammar 72 4.2.2 The second dimension: Teaching strategies 72 4.2.2.1 Teaching and learning materials 72 4.2.2.2 Communicative activities 74 4.2.2.3 Cooperative learning 77 4.2.2.4 The use of the target language in the EFL classroom 78 4.2.2.5 Feedback in the EFL classroom 79 4.3 Students’ perceptions 81 4.3.1 The first dimension: Learning goals 81 4.3.1.1 The importance of English grammar teaching and learning for EFL learners 81 4.3.1.2 Students’ motivation for learning English grammar 83 4.3.2 The second dimension: Teaching strategies 84 4.3.2.1 Teaching and learning materials 84 4.3.2.2 Communicative activities 85 4.3.2.3 Cooperative learning 88 4.3.2.4 The use of the target language in the EFL classroom 89 4.3.2.5 Feedback in the EFL classroom 91 4.4 Discussion 92 4.4.1 Matches between teachers’ and students’ perceptions of the CLT approach in grammar lessons (Research question 1) 92 4.4.1.1 Teaching and learning materials 92 Ho Chi Minh City Open University School of Graduate Studies Socialist Republic of Vietnam Independence - Freedom - Happiness REVIEWER’S COMMENTS ON MASTER THESIS Major: TESOL M.A Candidate: Nguyễn Thị Hoàng Trinh Class: MTESOL017A Thesis Topic: Investigating teachers' and students' perceptions of communicative language teaching approach in Grammar lessons for first-year non-English major students at Nguyen Tat Thanh Institute of International Education M.A Candidate’s supervisor: Dr Đỗ Thị Hoài Thư Thesis paper’s reviewer: Nguyễn Thuý Nga DETAILS I THESIS REVIEWER’S COMMENTS: In terms of the urgency, scientific and practical contributions of the thesis The thesis has contributed scientically and practically in the field of teaching grammar with CLT ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ……………………………… In terms of validity, reliability and feasibility of the thesis The thesis was valid and reliable in terms of the methodology, intruments employed in the study Research data was analysed satisfactorily ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Strengths and limitations of thesis regarding content, organization and format 3.1 Strengths The thesis was clearly written and presented Thesis organization and format were appropriate Practical contributions to the existing knowledge of teaching grammar with CLT were clearly presented ………………………………………………………………………………………………… 3.2 Limitations ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… II THESIS REVIEWER’S QUESTIONS (optional) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… III CONCLUSION (Please briefly state the completion degree of requirements of a M.A thesis, and confirm whether the thesis should be presented or not) The study met the MA thesis requirements Ho Chi Minh City, (date) (month) 03 (year) 2022 THESIS REVIEWER (Signature and Full name) Nguyen Thuy Nga Ho Chi Minh City Open University School of Graduate Studies Socialist Republic of Vietnam Independence - Freedom - Happiness REVIEWER’S COMMENTS ON MASTER THESIS Major: TESOL M.A Candidate: Nguyễn Thị Hoàng Trinh Class: MTESOL017A Thesis Topic: Investigating teachers' and students' perceptions of communicative language teaching approach in Grammar lessons for first-year non-English major students at Nguyen Tat Thanh Institute of International Education M.A Candidate’s supervisor: Dr Đỗ Thị Hoài Thư Thesis paper’s reviewer: Dr Phạm Nguyễn Huy Hoàng DETAILS I THESIS REVIEWER’S COMMENTS: In terms of the urgency, scientific and practical contributions of the thesis The topic has practical values, and can contribute positively to the implementation of CLT In terms of validity, reliability and feasibility of the thesis The author misunderstood the core concept of “perceptions”, creating a lot of doubts about the validity of the thesis Strengths and limitations of thesis regarding content, organization and format 3.1 Strengths Section 3.2.3 (researcher description) is good The author’s choice of qualitative research should be encouraged She adopted interview questions from a previous study This is also a good practice The author mentioned the ethical matters in the study 3.2 Limitations The author actually studied practices and preferences, not perceptions Research questions should be included in Chapter The dimensions in the conceptual framework were not justified properly The author mentioned several aspects of perceptions, and then came up with totally different ones in the framework This should be explained better The claim that questionnaires may not yield data of actual classroom practice is not reasonable, since interview is also a self-report tool Some of the implications were not based on the findings II THESIS REVIEWER’S QUESTIONS (optional) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… III CONCLUSION (Please briefly state the completion degree of requirements of a M.A thesis, and confirm whether the thesis should be presented or not) The author should make major revisions, such as the adjustment of the core concept of “perceptions” Ho Chi Minh City, 29 March 2022 THESIS REVIEWER Phạm Nguyễn Huy Hoàng ... ? ?INVESTIGATING TEACHERS’ AND STUDENTS? ?? PERCEPTIONS OF COMMUNICATIVE LANGUAGE TEACHING APPROACH IN GRAMMAR LESSONS FOR FIRST- YEAR NON- ENGLISH MAJOR STUDENTS AT NGUYEN TAT THANH INSTITUTE OF INTERNATIONAL EDUCATION? ??... grammar lessons for first- year non- English major students at Nguyen Tat Thanh Institute of International Education The findings of the study revealed matches and mismatches between students? ?? and teachers’. .. APPROACH IN GRAMMAR LESSONS FOR FIRST- YEAR NON- ENGLISH MAJOR STUDENTS AT NGUYEN TAT THANH INSTITUTE OF INTERNATIONAL EDUCATION Major: Teaching English to Speakers of Other Languages Major code: