What was the experience of pre service teachers in teaching an online learning class for grade three students at meo vac

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION PROGRESS Topic: EXPERIENCE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS IN ONLINE TEACHING ENGLISH PROGRAM FOR GRADE THREE STUDENTS IN MEO VAC Supervisor: Nguyen Thi Hong Nhung (Ph.D) Full name: Nguyen Thi Sao Class: QH2019.F1.E20 Student ID: 19041004 Ha Noi, 2023 TABLE OF CONTENT CHAPTER 1: INTRODUCTION RATIONALES FOR THE STUDY/PROJECT RESEARCH AIMS AND RESEARCH QUESTIONS SCOPE OF THE STUDY CONTRIBUTIONS OF THE RESEARCH CHAPTER 2: LITERATURE REVIEW DEFINITION OF KEY CONCEPTS REVIEW OF RELATED STUDIES REVIEW OF THEORIES AND FRAMEWORKS RESEARCH GAPS 2 4 5 10 14 CHAPTER 3: METHODOLOGY 16 RESEARCH PARTICIPANTS AND SAMPLING 16 DATA COLLECTION PROCEDURE AND METHODS 16 DATA ANALYSIS PROCEDURE AND METHODS 17 CHAPTER 4: QUESTIONNAIRE 18 CHAPTER 5: TIMELINE 19 CHAPTER 6: REFERENCES 20 CHAPTER 1: INTRODUCTION 1.1 Research background and rationales for the study 1.1.1 History and context Ethnic minority people are commonly among the poorest and most vulnerable segments of society and in many countries they have not fully benefited from the development process (World Bank 2001) Education as a development venture not only helps individuals take steps out of poverty and miseries but also inoculates future generations from many more mishaps So, a comprehensive development initiative for ethnic minority people should and may have a good start from educational improvement In Vietnam, education has been an active area of development, in line with the United Nations Millennium Development Goals (MDGs), the country has been striving to ensure that all children receive the same quality of education (UNICEF, 2009) Despite ongoing initiatives to improve the quality of education, there are still issues within the rural education system, especially in the North-Eastern part of the country such as Meo Vac, Ha Giang It is argued that inequality has been rising noticeably within the Vietnamese Education System, especially in terms of differences between rural and urban regions, and between ethnic minority groups and the major population Vietnam has a linguistically diverse ethnic minority Yet the official language that is being taught in schools is Vietnamese This causes ethnic minority students, who often live in rural areas, to have a far lower level of educational attainment compared to Vietnamese students Because of the lack of teachers, study environment, study equipment, ethnic students not have a chance to access foreign languages such as English Besides, the urge to pursue this study, above all, arose from my special love of teaching This love inspired me to complete four years of study in teaching foreign languages at the National University of Hanoi, Vietnam This love drove me to fulfill my dream by gaining a teaching job in a primary school at Meo Vac district, Ha Giang province, Vietnam and where I have had opportunities to work with ethnically diverse students by online classroom My greatest expectation in teaching was to see improvement in learning of all students in my classroom, particularly the improvement of ethnic students whose achievement reflected less effective learning I believe that each individual has his/her own ability that needs to be nurtured I favor a famous quote about education from John F Kennedy “Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation” 1.1.2 Statement of the problem The term “Practicum” carries a universal meaning and the interpretation of which is recognized in multiple studies as a chance for practical teaching experience (Winsor et al, 1999; Schulz, 2005; Imhof & Picard, 2009) Teaching practicum plays a crucial role in a teacher education program which is created to develop pre-service teachers’ practical competence (Beak & Ham, 2009) 1.1.3 Significance of the study The research helps further experience in teaching for pre-service teachers by taking part in practicum activities and the important roles of practicum in developing teaching professional knowledge of university students before graduating 1.2 Research aims and research questions This research is to investigate the experience of teaching an online English program in Meo Vac district which contributes to the development of professional knowledge and skills for preservice teachers of English fourth year students of the English Language Teacher program at University of Languages and International Studies (ULIS) The study attempts to answer these two research questions: (1) What was the experience of pre-service teachers in teaching an online learning class for grade three students at Meo Vac, Ha Giang, Vietnam? (2) To what extent did pre-service teachers gain in terms of teaching professional development by participating in the online English language teaching program? 1.3 Scope of the study Due to limitations of time and resources, the study would centralize in aspects of the practicum program My thesis will adopt a qualitative approach for this study Convenience sampling will be employed since it is appropriate and provides more chances to collect data from a small sample size (Mertens, 2019) The research is conducted at primary schools in Meo Vac district, Ha Giang province and the research context is grade three students at primary schools in Meo Vac district, Ha Giang province There are sixteen pre-service teachers with thirty-five students per class CHAPTER 2: LITERATURE REVIEW 2.1 DEFINITION OF KEY CONCEPTS 2.1.1 Online learning 2.1.1.1 Definition Since the flourishing of online learning, a large number of terminologies and definitions have been used to describe it Examples of the terms that are commonly used to describe online learning include e-learning, virtual learning, cyber learning, Internet learning, distributed learning, web facilitated learning, web-based learning, distance learning, computer-based learning, resource-based learning, and technology-based learning (Ally, 2008; Anohina, 2005; Moore, Dickson-Deane, & Galyen, 2011; Moore & Kearsley, 2011; Rudestam & SchoenholtzRead, 2010) The term online learning will be used throughout this paper The wide variety of terms results in different definitions of online learning as well Authors, researchers, theorists, and educators have defined online learning in a variety of ways and from the angles of various perspectives and disciplines Means, Toyama, Murphy, and Baki (2013) define online learning as learning that occurs entirely (purely online learning) or partially (blended learning) through the Internet In another publication, Bakia, Shear, Toyama, and Lasseter (2012) view online learning as “instructional environments supported by the Internet” (p 2) Ally (2008) describes online learning as a learning experience that allows for growing, acquiring knowledge, and constructing personal meaning by providing access to learning materials through the Internet; interacting with the content, instructor, and other learners; and obtaining support during the learning process Moreover, new formats of online learning, such as mobile learning and MOOCs, have emerged Mobile learning is “learning that takes place in learning environments and spaces that take account of the mobility of technology, mobility of learners and mobility of learning” (ElHussein & Cronje, 2010, p 20) MOOCs are a combination of online learning and open educational resources (Bali, 2014) MOOCs are free of charge, open, and non-credit courses that are offered by some higher education institutions over the Internet (Allen & Seaman, 2014) 2.1.2 Teaching Practicum 2.1.2.1 Definition of Teaching Practicum Teaching practicum, also known as "practice teaching, field experience, apprenticeship, practical experience, and internship" (Gebhard, 2009) refers to one of the key components of the initial teacher-education curriculum Stanton and Giles (1989, as cited in Yan & He, 2010) defined the practicum as 'field experiences that focus on professional practice' and 'activities that are explicitly focused on pre-professional practice" Quazi, Rawat and Thomas (2012) pointed out three main stakeholders that were usually involved in the teaching practicum: (1) student teachers who have acquired several basic teaching competencies before participating in the field experience; (2) cooperating teachers (also called as school advisors, school associate, mentor teacher, practicum supervisor and sponsor teacher) who are specialist teachers and well aware of pedagogical knowledge and skills (Gilckman & Bey, as cited in Keogh, Dole, & Hudson, n.d and Hickson, Fishburne, Berg, & Saby, n.d.); and (3) supervisors from the educational institute who have an in-depth understanding of the practicum program, expectation from the schools, cooperating teachers and student teachers The supervisors also apprehend the expectations that the educational institution has set for their teacher trainees as well as general students' concerns and thus can provide student teachers with sufficient guidance (McBurney-Fry,2002) These three personnel usually work in a triad to manage the school experience program Both mentor teachers' and supervisors' support are expected to help reflectively "articulate the particulars of their own classroom context; to examine their own reactions, thoughts, and feelings; and to account for the intricacies of their own teaching" (Johnson, 1996a, p 766) Although it remains unclear in how they carry out their roles in providing this support (Wang & Odell, 2002), mentor teachers and school supervisors are deemed to have great impact on the development of teacher trainees during their clinical experiences (Farrell, 2009; Roberts, Benedict, & Thomas, 2014) With the participation and coordination of these three actors, the practicum "usually involves supervised teaching, experience with systematic observation, and gaining familiarity with a particular teaching context" (Gebhard, 2009, p 250) Particularly, during the practicum, pre-service teachers are assigned to a host school to "observe the teacher teaching the students and then teach part or all of some of the lessons" and are "guided by and observed by the group of teachers or by another person acting as teaching practice tutor or supervisor" (Gower, Phillips & Walters, 2005, p.209) This description outlines the following characteristics of a practicum: (1) The teaching practice could be carried out at any school apart from the trainees' one: (2) student teachers explore their apprenticeship through observing and imitating: (3) there must be a teacher of the local host institution mentoring and supervising the trainees on their teaching; (4) there should be a team (including experienced school-based teachers and/or university supervisors) to help teacher trainees to take their apprenticeship effectively at the local host school (Tran & Nguyen, 2014) The abovementioned description by Tran and Nguyen (2014) goes in line with four out of five TESOL practicum highlighted by Stoyoff (1999) The practicum is integrated into the academic program; The delivery of the practicum emphasizes a team approach The team includes mentor teachers university supervising teachers, language program managers, and the practicum student teachers The practicum provides intensive modeling and coaching; The practicum incorporates extensive, systematic observation; The practicum experience is assessed by means of a portfolio consisting of teaching videos, lesson plans and reflections (Stoyof1, 1999, cited in Gan, 2013,p.93) 2.1.2.2 Purpose of Practicum During our professional training, we could notice that teacher education programs are more focused on theory But, once in the practicum, we evidenced that it goes beyond the theory taught during the course Sometimes, preservice EFL teachers experience difficulties at the moment of relating theories learned in universities to what happens in their teaching practicum (Meijer et al., 2002) For that reason, the aim of the teaching practicum is to provide pre-service EFL teachers the opportunity to be conscious about practicing the theories, methods, and techniques that they acquired in parallel with the process of teacher education (Kửksal & Genỗ, 2019) In other words, the preservice EFL teachers “need multiple opportunities to examine the theoretical knowledge they are exposed to in their professional development opportunities within the familiar context of their learning and teaching experiences” (Johnson & Golombek, 2002, p 8) 2.1.2.3 Models of teaching practicum The model of practicum in teacher training programs is believed to "play an important role in designing an appropriate, effective and feasible program" (Ton, n.d) According to Ton (n.d), the choice of model, on the one hand, controls the relationship between the universities and schools On the other hand, it will be the basis for designing the contents, tasks, schedules, theoretical / practical weight for the practicum Rorrison, Mattsson & Eilertsen (2011) have listed nine models being implemented in current practice of teacher training education in the world: (1) Master-Apprentice model (traditional pedagogical practice model): an internationally popular model in teacher training education Student teachers practice teaching in public and/ or private schools under the guidance of experienced teachers (2) Laboratory model: a model using demonstration school in a teacher training institution as a place to implement pedagogical practice with the idea: student teachers must enjoy a beneficial environment under the guidance of pedagogical experts and professional educators (3) Partnership model: A model based on an agreement between the student teacher university and the local schools (carefully selected and meet all requirements of conditions and capacity for organizing pedagogical practice) The school will provide opportunities to implement pedagogical practice, including instructors and/ or documents (4) Community development model: a model often applied in economically and educationally disadvantaged rural settings During the practicum, student teachers practice their profession whilst contributing to raising the awareness for students and improving pedagogical skills, etc for in-service teachers In this process, prospective teachers will have the opportunity to confront, discover and learn from the diverse educational reality; on the other hand, they can also make contributions to the development of a specific local school (5) Integrated model: A model demonstrates the cooperation between teacher training schools and local communities in sharing responsibilities for teacher training education Local authorities may be in charge of certain education arrangements University, on the other hand, is responsible for sending student teachers, supervising and evaluating practicum results (6) Case based model: a model in which teacher trainees have to participate in and encounter a large number of authentic cases in schools to develop teaching skills by dealing with real classroom problems They should be able to apply theory, research and experience in order to analyze and interpret cases (7) Platform model: A rather open and flexible model as it is designed based on student teachers' individual needs and interests This model allows practitioners to participate in projects that transcend the conventional practicum periods and provides closer and more versatile links between universities and schools More varied ways of examining and reporting are encouraged (8) Community of practice model: a model based on the idea that learning is part of a social praxis where participants learn from each other Pre-service teachers participate in diverse contexts to experience, develop competencies and confidence needed for future careers (9) Research and Development model: a model based on an agreement between the universities and the local community to coordinate the implementation of relevant research and development of the local schools (Mattsson, Eilertsen & Rorrison, 2011) At the researched institution, pre-service teachers used to take an uninterrupted teaching practicum for weeks in either form: join a group of teacher trainees with a teacher mentor to a host school pre-assigned by the university or complete a stand- alone after completing the 3rd year of the 4-year learning process This model followed the partnership model Despite the diverse forms and implementation of the practicum models, all of the above mentioned models share one characteristic in common There must exists the relationship between the university and the host schools 2.2 REVIEW OF RELATED STUDIES The following sections seek to review existing practices in different countries in the world and in the local context of Vietnam 2.2.1 Related literature in international context Review of studies related to practicums across contexts shows that the structure of practicum differs greatly from country to country To begin with, practicum programs in the USA often have been constructed as a separated corresponding program (Zeichner & Wray, 2001; Wray, 2007; Stoynoff, 1999) While not specifically investigating any programs, Zeichner & Wray (2001) investigated the utilization of teaching portfolios within a variety of teacher education curricula in the US The US practicum models often last from to 12 months Along with the use of portfolio, a student-initiated practicum experience is carried out within a 12-month period The model was reported to promote participants' long-term knowledge about the nature of teaching as well as encourage their creativity and independence (Stoynoff, 1999) Practicum experience programmed in the UK and Germany differ in duration and starting point (Imhof & Picard, 2009; Winsor & Ellefson, 2010) Pre-service teachers spent three semesters (around a school year and a half) learning on campus and teaching in local institutions and working as a school staff (Winsor & Ellefson, 2010) Imhof & Picard (2009) also mention a twoyear course during which the performance of pre-service teachers in practical situations are assessed; however, unlike above cases, a mentor/ supervisor was assigned to plan, correspond and evaluate the whole process Tindowen et al (2019) recorded a one-year practicum where Philippines University allowed students to work in the Education Department in the first half, and then teach in public school in the remaining time Meanwhile, a project launched in Ethiopia claimed to have a four-phase practicum in six distinguished primary schools with the participation of not only pre-service but also in-service teachers (Malesse, 2014) Likewise, a study from Seoul University suggested a four-phase teaching practicum lasting for four weeks by seniors of the College of Education (Baek & Ham, 2009) Allen & Wright (2014) reported on a three-week program in the first year of a post-college degree for graduates and certified bachelors in Australia There is an evident difference in terms of program duration among the programs by Allen & Wright (2014) and EPA (2009) and those reported previously in North America, Europe or Philippines 2.2.2 Related literature in the Vietnamese context This section reviews studies in local contexts There have been several policies and related studies that highlight the importance of teaching practicum in Vietnam In terms of policies, the Ministry of Education announced Circular 07/2015/TT-BGDDT which regulates the total number of credits for Bachelor curriculum at a minimum of 120 credits The importance of improving practical teaching experience for pre-service teachers is strongly emphasized in teacher education programs (Le, 2017) In addition, Nguyen et al (2009) conducted an in-depth analysis of local teaching experience of pre-service teachers in 2009, using pre-service teachers' reflection via survey Likewise, Tran and Nguyen (2017) conducted a study on a six-week compulsory teaching practicum as the pre-service teachers spent their time in schools around Hanoi Ha (2019) conducted an investigation into well-known teacher education institutions out of 26 universities in the whole Vietnamese territory, numbers retrieved from the Ministry of Education publications in 2017 The analysis provided details on teacher practicum and one of the examined sites was precisely the site of this research The first difference lies in the number of practicum-related credits per institution While universities allotted 10-18 credits for professional teaching practices (theory and real experience), one university had only credits for the practicum of pre-service teachers The activities compressed within the curriculum shows a distinction between the case study and other institutions The practicum covers a wide area of knowledge and competency; therefore, the implementation of a 6-week internship in the last semester would not provide sufficient training for pre-service teachers and so, suggestions were made with regards to the legitimate starting point of practicum (Ha, 2019) Previous studies In the field of education, much attention has been paid to the practicum as a pivotal course unit in any initial teacher education program It is worth mentioning that in 2013, Cohen (Sayag), Hozb and Kaplana undertook a review of empirical studies on the practicum in preservice teacher education, which analyzed 113 studies conducted between 1996 and 2009 The review portrayed a picture of the rationales, goals, activities, roles, and outcomes in the different practicum settings in teacher education programs Not long after that, in 2015 came the review published by Lawsona, C akmakb, Gu ndu zc and Bushera which focuses on research studies into the school practicum published between 2000 and 2012 The study named "Research on teaching practicum - a systematic review" focuses on research studies into the school practicum published between 2000 and 2012 This literature review presents a state-of-the-art and systematic review of past research in order to identify the main issues and also to provide a contemporary picture of practicum 114 studies published on the topic are reviewed and analyzed in terms of: (i) aims, (il) main participants, (ili) methodology used and (iv) the main outcomes emerging Though there is an overlap in terms of time, the two systematic reviews focus on different aspects of the researched studies Therefore, the combination of these papers has formed a rather comprehensive picture of school practicum However, the review by these authors only reported studies up to 2012, while research on practicum keeps growing ever since From 2013 until now, most of the research concerning student teachers' experience during their practicum focus on other subjects rather than what student teachers actually learn in their practicum (e.g challenges faced by pre-service teachers (Le, 2013; Gan, 2013, Moussaid & Zerhouni, 2017; Díaz & Trejo, 2018 ); the role of mentor teachers and supervisors (Canh, 2014); the gap between expectation and reality (Vo, Pang & Wah, 2018) and student teachers' concerns (Arslana & Ilin, 2018) Concerning the subject matter of this study, it is worth mentioning that in 2019, Sathappan and Gurusamy utilized a combination of interviews, questionnaire and journal writings to obtain information on student teachers' perspectives of the roles of practicum program in promoting their pedagogical skills and subject matter knowledge Findings from this study suggests that pre-service teachers have improved their lesson plan preparation, the ability to produce subject relevant teaching aids, classroom management skills and students' learning motivation (Sathappan and Gurusamy, 2019) The findings are in line with a previous study conducted by Pinder (2008) in which student teachers have claimed to learn about behaviour management, lesson planning, curriculum delivery, effective communication, professional relationships, children, and teachers' selves A research conducted on the role of practicum program in enhancing student- teachers pedagogical skill by Qazi et al (2012) revealed that practicum program plays a significant role in enhancing pedagogical or teaching skills of the studentteachers This study shows that practicum programs help student- teachers to develop the skill of classroom management, lesson planning, preparation of teaching aids, and preparation of subject relevant teaching aids Moreover, researchers distinguished that practicum program is an essential part of teacher education program that engages student- teachers to apply the theories that they have learned in the teacher education institution into practice in the actual class room in the school However, for practicum to take place and play its role successfully, teacher institutions and school communities needs to work together as strong university-school relationship helps to enhance the professional development of prospective teacher in applying theory in to practice (Brady, 2006) Therefore, practicum has a key role in shaping pre-service teachers teaching profession and this ensured through the active collaboration and commitments of practicum participants Pinder's study (2008) also investigated further on how student teachers' learning occurred in their practicum According to Pinder (2008), pre-service teachers could either learn by starting with engaging directly in professional practice or observing a social model Either way, working with children in a sustained way was essential for making connections between what they had been told, what they believed, what they saw in practice, and what they felt they could implement themselves In a previous study, Wickramasinghe (2004) investigated how a group of pre-service teachers in Sri Lank changed their understanding of effective teaching during a 20-day student teaching period in their teacher preparation program This case study employed the use of concept maps about effective teaching and used structured interviews as a qualitative method It found that it was important for student teachers' reflective understanding about teaching to be developed during their teaching practice in order to enhance their learning process Research by Fekede (2009) showed that support for student- teachers is an essential factor for their professional development during the practicum program The guidance, mentoring and feedback that student teachers receive from their school and college or university instructors play a critical role in their learning and development, especially in terms of professional growth Köksal and Gen (2019) conducted a study on the perspectives of student teachers on the process of how they learnt Findings from this study indicates that by observing the classroom, interacting with the learners in the classroom and with the cooperative teacher through pre and post discussion sessions, pre-service teachers gained some pedagogical strategies to allow them to manage the instructional processes Köksal and Gen's findings (2019) agree with Vgotsky's (1978) social interaction theory, in which learning is considered to take place through interactions with nature, things and people around, both through actions and through language Research gap Research on school practicum studied various contexts from all around the world The abovementioned work has provided some valuable insights on ESL student teachers' practicum experience However, there is a paucity of data on what and how student teachers learn during the practicum as well as how the learning process occurs It is also worth mentioning that the majority of previous studies concerning the same vein with this research phenomenon lacked a theoretical framework Regarding the context of Vietnam, no previous researcher utilized ETCF (2012) to collect and analyze data Moreover, though in 2018, Phung carried out a study in which the practicum of university was determined to help students gain all needed competencies, no study was conducted ever since to triangulate the given result In addition, the practicum model proposed in the LBD project is an innovative model compared to the previous ones Thus, it is worth investigating the actual learning experience of student teachers in such a context to better understand their learning process According to Farrell (2008), more research is still needed to better understand and theorize ESL/ EFT pre-service teachers learning to teach in the field Last but not least, concerning participants of the research, the main actors of practicum studies were pre-service teachers, school-based mentors, teacher educators and pupils There were few studies examining those who build up the practicum model to discover the rationales behind each paradigm No existing study focused on both student teachers and practicum model constructors to draw comparison Therefore, in order to fill in the gaps emerging from reviewed research, the current study attempts to contribute to the existing literature by further shedding light on what and how ESL/ EFL prospective teachers learn to teach in their practicum RELEVANT THEORIES AND FRAMEWORKS Vietnam is responding to the challenges of globalization with an ambitious foreign languages policy in order to develop language skills for regional and international mobility and employability of its labor force In realizing this goal, the Vietnam English Teacher Competency Framework (ETCF) , approved in December 2012, was designed and developed The framework consists of five domains which work to address the question of what Vietnamese teachers of English need to know and be able to in the 21st century (MOET, 2012) Table 2.1: An overview of English teacher competency framework (For Pre-service English Language Teacher Education Programs) DOMAIN Knowledge of Language & Curriculum Competency 1.la Teacher's language proficiency Competency Competency 1.1b Working knowledge of CEFR Competency 1.2 Language as a system Competency 1.3 Understanding how languages are learned Competency 1.4 Cultures of English-speaking countries Competency 1.5 Academic content in English Competency 1.6 Language curriculum DOMAIN Knowledge of Teaching Competency 2.1 Language teaching methodology Competency 2.2 Lesson planning Competency 2.3 Conducting a lesson Competency 2.4 Assessment of language learning Competency 2.5 Resources Competency 2.6 Technology DOMAIN Knowledge of Language Learners Competency 3.1 Understand learners' development to encourage & motivate them Competency 3.2 Recognize developmental learner language to inform instructions Competency 3.3 Reflect on learners' values & prior learning Competency 3.4 Develop learners' creativity & critical thinking DOMAIN Professional Attitudes & Values in Language Teaching Competency 4.1 Showing professionalism in language teaching Competency 4.2 Practicing cooperation, collaboration & teamwork in language teaching Competency 4.3 Professional development & life-long learning Competency 4.4 Contributing to the language teaching profession DOMAIN Practice & Context of Language Teaching Competency 5.1 Connecting learning beyond the language classroom Competency 5.2 Reflecting on Language Learning & Teaching Note: Reprinted from Vietnam's English Language Teacher Competency Framework: User's Guide The framework also employs an "apprenticeship of observation" (Dudzik, 2012, cited in Phung, 2018), which means teacher development needs to be conducted in a way that allows teachers to observe other teachers' teaching processes and activities, and practice the behaviors they are expected to conduct in their future jobs Thus teacher development programs need to give teacher students the opportunity to experience the values, processes and activities in their training, and enable them to incorporate these practices in their work in the future (Phung, 2018) The development of the framework is based upon general teacher education research (Dudzik, 2012, cited in Phung, 2018) indicating three major knowledge domains (Domains 1-3) to address the question "What teachers need to know and be able to do?" Each domain consists of various competencies and each competency is realized into various indicators The three domains are embedded with a number of professional values and attitudes (Domain 4) and are located within a larger sphere (Domain 5) that reflects a local perspective of effective teacher learning that takes place within the contexts and practice of teaching Within the scale of this study, Domains and are to be used to evaluate the learning experience of student teachers in terms of professional skills that they were able to demonstrate CHAPTER 3: METHODOLOGY This section presents the outline of how the current research is conducted Firstly, the rationale for choosing the qualitative approach After that, the methods and procedure of data collection are presented, followed by information about data sources as well as details about the formula and process of data analysis 3.1 Qualitative research Qualitative approach was chosen in the current study for the following reasons According to Hennink, Hutter and Bailey (2020), qualitative research allows detailed interpretation of experiences and phenomena The purpose of this approach is to provide us with an insight into nature, strengths and interactions of variables (Black, 1994), which in turn contributes to an in depth understanding of the topic In addition, content analysis, requiring researchers to conduct a statistical analysis after analyzing the materials for description and theme, is one of the cornerstones of qualitative research (Hancock et al., 2009) The correlates with objects of qualitative research, which is to evaluate the experience of pre-service teachers teaching grade with two research questions: (1) What was the experience of pre-service teachers in teaching an online learning class for grade three students at Meo Vac, Ha Giang, Vietnam?; (2) To what extent pre-service teachers achieve professional development by participating in the online English language teaching program? Moreover, there is no requirement for a large number of participants in qualitative research as its aim is to obtain the depth of information instead of statistical representativeness (Hennink,et.al,2020) Therefore, this research, which is carried out with pre-service teachers taking part in teaching grade three in Meo Vac, Ha Giang, totally matches the characteristics of qualitative research 3.2 RESEARCH PARTICIPANTS AND SAMPLING The study employed a qualitative approach Data were collected via interview and classroom observation To begin with, the research participants are pre-service teachers who take part in the project teaching English for grade three at primary schools in Meo Vac, Ha Giang by observing English classrooms 3.3 DATA COLLECTION PROCEDURE AND METHODS The data collection procedures went through the following phases: Based on the literature review, the researchers designed the questions to interview pre-service teachers in interview parts to investigate the experience and motivational strategies in the online learning context of ethnic students at Meo Vac, Ha Giang After that, by observing online classrooms to evaluate the effectiveness of English classrooms which come from different criteria including professional knowledge, teaching methods, teaching strategy, lesson plan, sources study, background of classroom, communication, check, reflection, school connection 3.4 DATA ANALYSIS PROCEDURE AND METHODS After collecting the information through lecturers’ interview and observation, the researchers analyze the data collected to answer the research questions The data from the interview and observation was presented as stories very clearly about their experience when teaching online to ethnic students in Meo Vac, Ha Giang The information from the interviews and observation with pre-service teachers are used to support data analysis Chapter 4: QUESTIONS FOR INTERVIEW What’s your name? Do you have any trouble finding an internship job? When have you been teaching English to ethnic minority students? Which school you teach in the Meo Vac district? What motivation you have to teach an Online English classroom for grade at Meo Vac district? Do you have any difficulties when teaching ethnic students? According to you, is the acquisition of English by ethnic minority students affected by their Vietnamese and native language abilities? Could you tell me about your experience when teaching online class for grade three students at Meo Vac, Ha Giang, Vietnam? After participating in the online English language teaching program, you achieve professional development? 10 Do you have any suggestions for the online English language teaching program in Meo Vac? CHAPTER 5: TIMELINE Time Activity 25th December, 2022 Research and planning 27th December, 2022 Literature review 1st March, 2023 Progress report 20th March, 2023 Questionnaire 01th April, 2023 Observation and interview 18th April, 2023 Data analysis 24th April, 2023 Writing up CHAPTER 5: REFERENCES Vietnam Briefing (2017) Education in Vietnam: Opportunities and Challenges for Investment Online Truong, C.H (2011) Working paper No 69: Eliminating Inter-Ethnic Inequalities? 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