Differences in the teaching styles beteen native and non native teachers of english a case study at an giang university

CHAPTER INTRODUCTION Having committed “renovation process” in 1986, Vietnam has been making a lot of advances in every field of social life Together with the development of society and the practical need for international communication in the process of global integration, foreign language learning, particularly English, has become more important It is not uncommon; therefore, that English has been a compulsory subject at almost every university Besides, the tendency of recruiting more and more native teachers of English (NTEs) has been displayed at dozens of universities, colleges and foreign language centers throughout the country NTEs are believed to play a crucial role in English teaching in Vietnam As a result, Vietnamese students have been being taught by both NTEs and Vietnamese teachers of English (VTEs) Furthermore, teachers are believed to be different from one another in terms of teaching style (Cano, Garton & Raven, 1992) There has not been any research related to the difference in teaching style between NTEs and VTEs, however Accordingly, the focus of this study is to find out if there are any differences in teaching style between NTEs and VTEs 1.1 BACKGROUND OF THE PROBLEM The recent literature on language learning and teaching has provided a considerable amount of information on the teacher’s teaching style Cano et al (1992) suggested that agricultural education pre-service teacher differ in learning styles, personality styles and their preferred way of teaching Starbuck (2003) also provided some support for the argument that there is a difference between male and female teachers Specifically, discussion and other student-focused approaches are more likely to be utilized by woman teacher, while their male counterparts prefer lecture and computer-assisted methods Grasha (2002) identified five teaching styles such as Expert (transmitter of information), Formal Authority (sets standard and defines acceptable ways of doing things); Personal Model (teaches by illustration and direct example); Facilitator (guides and directs by asking questions, exploring options, suggesting alternatives); Delegator (develops students’ ability to function autonomously) Utilizing the instrument called Teaching Style Inventory; the author found that participants holding the rank of professor tended to employ the Facilitator and Delegator more often than other teachers Besides, those two teaching styles were also found in more advanced courses Moreover, female teachers were reported somewhat lower scores on the Expert and Formal Authority and somewhat higher scores on the Facilitator and Delegator Furthermore, Expert style was used more frequently by teachers in the mathematics/computer sciences and art/music/theater It was utilized less often by those in humanities and education, however The Formal Authority was found to appear in foreign language education and business administration Meanwhile, education, humanities and theater disciplines were reported using the Personal Model more often than other areas Finally, “the Facilitator and Delegator occurred to a lesser extent in the classroom of mathematics/computer science than in other academic areas” (Grasha, 2002, p.167) The above-mentioned researches have centered on the different teaching styles employed by a variety of teachers Thus, while this study is not aimed to break new ground, it is hoped that it will provide additional data in this area, extending any understanding which is already achieved 1.2 PURPOSE OF THE STUDY This study will identify whether there are any differences in teaching style between NTEs and VTEs If the answer is yes, what would they be? As far as the research is concerned, this study is expected to come up with clear ideas about the teaching styles between NTEs and VTEs at An Giang University (AGU) Additionally, it is also intended to be able to offer some recommendations upon improving English teaching at AGU as well as to help managers at the university in providing the best English teaching for the students 1.3 RESEARCH QUESTION To guide this study, the following research question will be investigated: Are there any differences in the English teaching styles between NTEs and VTEs regarding classroom management, error correction, teaching methods, communicative activities, and teaching aids use? 1.4 SIGNIFICANCE OF THE STUDY As it is mentioned above, the study focuses on exploring whether there are any differences in teaching style between NTEs and VTEs This research, therefore, is very important for it is likely to help avoid groundless value judgments Furthermore, it is hoped that the study will be probably providing additional data which can lend some support to the issue And having clear ideas of the diversity in the teaching styles between NTEs and VTEs can assist managers in working out appropriate policies to enhance the quality of teaching English to Vietnamese students, more specifically students at AGU 1.5 METHODOLOGY The participants of the research consists of 06 NTEs, about VTEs, and some 130 students from senior, junior, sophomore and freshmen English major classes The teachers are teaching English major classes at AGU and the students are all English majors As a minimum, students had all learnt English for years, years in secondary schools and years in high schools, before entering the university Sharing the common experience of these years of English learning, they, therefore, already had a relative good command of basic structures of English and were gaining more knowledge of English, leading to the degree in years None of them had ever been to an Englishspeaking country Thus, English is dealt with totally EFL They were all Vietnamese learners of English, so Vietnamese-their mother tongue was predominantly used in daily life Last but not least, they are following the same curriculum and being taught by the same groups of teachers The data were collected from two questionnaires (one for teacher and another for students), classroom observation sessions and group interviews The questionnaires were utilized to collect data which will be reserved for examining the difference in teaching styles employed by NTEs and VTEs Classroom observations and group interviews provided evidence validating the respondents’ answers 1.6 LIMITATION A limitation of this study is the sample size, which includes a small amount of language teachers from one institution only Therefore, it is not representative of the language teachers at large, and the findings at this stage should not be generalized to larger population Besides, the researcher lives in Kien Giang province, so it is hard for the researcher to approach the university to ask for conducting the research In addition, teachers are always occupied with teaching, so it seems difficult for the researcher to ask for permission to interview all of them Moreover, different classes have different schedules, so it is not easy for the researcher to approach students to collect data 1.7 DELIMITATION It needs to be acknowledged, at this point, this is a case study, so the findings can be applied to AGU only Teachers are believed to vary in terms of many factors such as teaching styles, personality style and learning style Accordingly, the study is particularly dealing with NTEs and VTEs, who are teaching English majors at AGU As mentioned above, the study is narrowed down in the scope of AGU, so it aims at seeking the variety in teaching styles used by NTEs and VTEs at the university regarding classroom management, error correction, teaching methods, communicative activities, teaching aids use Besides, they are teaching English in the same conditions such as dealing with the same curriculum, working with the same learners and to name just a few Thus, the generalizability centers on this specific group of teachers 1.8 ORGANIZATION OF THE THESIS This thesis consists of five chapters Chapter provides the setting of the study It briefly presents the introduction of the research, the background of the problem, the research question, the scope of the study, the significance of the study, the methodology, the limits of the study and the thesis organization Chapter reviews the literature relevant to the topic of research and summarizes what has been done and what has not yet been done about the topic so far, indicating the gap that the present thesis hopes to bridge Chapter presents the research methodology in terms of sampling, instrumentation, data collection and data analysis Chapter is the most important part of this research In this chapter, the research findings will be described, and the discussion about the finding will also be presented A conclusion will be drawn in chapter together with some recommendations for improvement Also, some limitations during this research will be brought into concern and specified Moreover, the further researches that need to be implemented will be recommended CHAPTER LITERATURE REVIEW This chapter reviews the theories and literature relevant to the topic under investigation in the present study The finding from those previous studies which seem most relevant and useful to the present study will be discussed in creating background of the possible outcomes, based on the research question The first section addresses the definition of some terms and theory of teaching style The second section will deal with previous studies on teaching style 2.1 DEFINITION OF TERMS 2.1.1 Classroom management Gebhard (1996, p.69) defines classroom management as “the way teachers organize what goes on in their classroom It includes such factors as how much the teacher talks and what the teacher says; the teacher’s questioning behaviors; and how the teacher gives instructions; keeps students on task and make language comprehensible to the students.” 2.1.2 Error Error is defined as “a piece of speech or writing that is recognizably different in some way from native speaker usage” (Nunan 1991, p.307) According to the author, errors can be found at such levels as discourse, grammar, vocabulary, or pronunciation 2.1.3 Teaching style Teaching style is viewed “as a pattern of needs, beliefs, and behaviors that teachers displayed in their classroom” (Grasha 2002, p.153) In this sense, the author argues that teaching style refers to a pattern describing the stylistic qualities of college teachers Grasha (2002, p.3) argued that teaching style is a multidimensional construct, so defining the concept of teaching style is like “the problem in the story of three blind individuals who were examining an elephant” Since each person held different parts in his or her hands, they describe the elephant differently A similar process happens when C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an we attempt to understand our style as teachers, according to the author Grasha (2002) observed that there is no single satisfactory way to define teaching style One way to deal with the issue is to define it in terms of the elements of style It is not uncommon that several approaches to understanding teachers’ styles have appeared in the literature The first approach is an exploration of the distinctive general modes of classroom behavior According to this, “such things as the teachers’ ability to generate intellectual excitement and to develop interpersonal rapport with students appear to be pervasive qualities of style” (Grasha, 2002 p.38) The second approach addressed the characteristics associated with respected and popular teachers This kind of approach dealt with the fact that some teachers were able to combine their personal characteristics and instructional practices which worked exceedingly well in the classroom and that earned them reputation as outstanding teachers (Grasha, 2002) The third approach found in the literature is termed “behaviors common to all college faculty” (Grasha 2002, p.9) Grasha (2002) reviewed that quantitative research on style had identified categories of classroom behaviors occurring in the behaviors of all teachers These include such behaviors as teachers’ ability to organize information, display enthusiasm, and to provide structure students need to learn The instrument used in this approach was student rating scales of teachers The fourth approach mentioned is teaching methods employed by teachers were used to define teaching style This approach utilized such labels as dynamic lecturer, effective discussion leader, case study teacher, and so on to name teachers Grasha (2002) argued that in each case, the definition reflects a particular instructional process Nevertheless, such techniques seem to refer to people better than what methods they use, according to Grasha Another approach reviewed by Grasha is to use teacher’s roles played in teaching to define teaching style This approach enumerated such teachers’ roles in the classroom as the expert, evaluator, materials designer, and nondirective facilitator Grasha argued that Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an the style used alone or in combination with one another “is responsive to the needs of the classroom environment” (Grasha, 2002, p.17) The next approach reviewed in the literature is employing various personality characteristics “to catalogue the styles of college teachers” (Grasha, 2002 p 39) In this model, teacher’s preferred teaching methods “vary as a function of their personality type” (Grasha, 2002, p 39) Last but not least, “metaphors for how faculty see the teaching-learning process also provides insights into our styles as teachers” (Grasha, 2002 p 39) In this regard, a variety of analogies, similes, visual modes, and other figurative devices have been utilized to describe the teaching styles of college teachers, according to Grasha (2002) This approach described teachers as container, guide, master and so forth Such metaphors for style, therefore, serve as a personal model that ultimately guides and directs teachers’ behaviors in the classroom (Grasha, 2002) The above-mentioned approaches bring about “two problems with the current formulations of style” (Grasha, 2002, p.39) The first problem, according to Grasha, is that they largely focus on “what qualities teachers possess” and/or “what they in the classroom” They not address the specific actions which college teachers “might take to adopt, improve, or modify the styles they already possess” The second one is that those models “largely assume that people already possess certain qualities and the model builder is simply identifying what is already there” (Grasha, 2002 p.39) Grasha, therefore, observed that to modify, change and to enhance the teaching style involves attending several things The first thing to be considered is that it is necessary to develop a better sense of “Who I am as a teacher and what I want to become” (Grasha, 2002, p.149) The second suggestion is that teaching process should reflect teaching philosophy and teachers need to examine their teaching philosophy (Grasha, 2002) Another thing suggested by Grasha is that a prescriptive model for identifying, modifying, and enhancing teachers’ teaching style should be examined by anyone who considers the possibility of changing (Grasha, 2002) The author, therefore, has proposed an alternative definition of teaching Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an style According to him, teaching style can be seen as “a pattern of needs, beliefs, and behaviors that faculty displayed in their classroom” (Grasha, 2002 p 152) Besides, Grasha (2002) also noted that teachers’ teaching styles were multidimensional and affected how they presented information, interacted with students, managed classroom tasks, supervised coursework, socialized students to the field and mentored students 2.2 CLASSIFICATION OF TEACHING STYLES Benzie (1998) noted that individual teaching styles help determine how much information is retained and understood by the students Some general categories of teaching styles can help teachers identify their own strength and weakness and allow them to expand the variety of teaching styles used (Benzie, 1998) This section is to discuss a wide range of teaching styles identified in the literature Teaching styles have been classified into three different categories: discipline-centered, teachers centered and student-centered (Dressel and Marcus, 1982, as cited in Committee on Undergraduate Science Education, 1997) In discipline-centered teaching, the courses are thought to have a fixed structure This means that the needs, concerns, and requirements of teachers and students are not given any consideration because the course depends mainly on disciplinary content that must be presented (Committee on Undergraduate Science Education, 1997) The teachers only the job of an information transmitter and the content of the course is “dictated by the separate authority such as a department syllabus committee or textbook author” (Committee on Undergraduate Science Education, 1997, p 3) In teachers-centered teaching, the teachers are considered the “authoritative experts” and the “main source of knowledge” The students just receive information from the teachers passively The information to be taught and learned is decided by the teachers On the contrary, students and the cognitive development of students are the main focus in student-centered teaching The teachers are expected to assist students in grasping the development of knowledge as a process Content, teaching style and methods are adapted to ease the students’ intellectual development Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Benzie (1998) reported such kinds of teaching styles as assertive, suggestive, collaborative and facilitative According to the author, in the classroom taught by assertive style the objectives may be content specific The students are usually given information Meanwhile, the suggestive style is concerned with relating your own personal experiences with certain problems Alternative solutions or opinions are encouraged to be sent out Collaborative involves asking students for their ideas or experiences in solving problems This style is a great help in teaching problem-solving skills, according to Benzie (1998) The last style reported by Benzie is Facilitative The author argued that “this style allows for more student self-understanding” (Benzie, 1998, p 2) Besides, Benzie also noted that this style is crucial in teaching about emotions and attitudes Cook (2001, as reviewed by Johnson, 2001) provided an overview of the most popular teaching methods, which are called teaching styles They include the academic style, audio-lingual style, the communicative and task-based learning style and the main mainstream EFL style According to Johnson’ review, Cook pointed out that the diversity of teaching styles should be viewed as a reflection of “the complexity of language learning process” Grasha (2002) identified five teaching styles which are described as prevalent aspects of faculty presence in the classroom The first one is termed Expert In this style, the teacher is considered the “transmitter of information” Teachers, therefore, are said to possess knowledge and expertise that students need They attempt “to maintain their status as an expert among students by displaying detailed knowledge and by challenging to enhance their competence” (Grasha, 2002 p 154) This style has both advantage and disadvantage, according to Grasha The teachers belonging to this style are thought to possess profound knowledge, skills and information If overused, however, less experienced students can be intimidated with the knowledge displaying Furthermore, the underlying thought processes that produced answers may not be shown (Grasha, 2002) The second style is Formal Authority The teachers possess this status among students “because of their knowledge and role as a teacher” (Grasha, 2002 p 154) The 10 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an REFERENCES Activities to Promote Interaction and Communication (n.d.) Retrieved May 21, 2007 from http://www.cal.org/caela/tools/program_development/elltoolkit/ Anker, W (n d.) Errors and Corrective Feedback: Updated Theory and Classroom Practice English Teaching Forum Vol 38 No Retrieved June 1, 2006 from http:exchange.state.gov/forum/vols/vol38/no4/p20.htm Behar-Horenstein, S L., Mitchell, S G., Notzer, N., Penield, R., Eli, I (2006) Teaching Style Beliefs among U.S and Israeli Faculty Journal of Dental Education Vol 70 No Retrieved June 11, 2007 from http://www.jdentaled.org/cig/reprint/70/8/851.pdf Benzie, D (1998) Teaching Styles Retrieved http://www.stfm.org/teacher/1998/feb/feb/html June 16, 2007 from Beretta A (1989) Attention to Form or Meaning? Error Treatment in the Bangalore Project TESOL QUARTERLY, Vol 23, No 2, pp 283-304 Boyle, J (1997) Native-speaker Teachers of English in Hong Kong Language and Education Vol 11 No Brown, D J & Rodgers, S T (2002) Doing second language research Oxford University Press Brown, L B (2003) Teaching Style vs Learning Style-Myths and Realities No 26 Educational Resource Information Center Retrieved February 1, 2007 from http://www.cete.org/acve/docgen.asp?tbl=mr&ID=117 Brown, L B (2003) Teaching Styles vs Learning Style: Myths and Realities No 26 Educational Resources Information Center Retrieved January 1, 2007 from www.cete.org/acve/docgen.asp?tbl=mr&ID=117 94 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Byrne, D (1988) Focus on the classroom Hong Kong: Modern English Publications Cano, J., Garton, L B & Raven, R M (1992) Learning Styles, Teaching Styles and Personality Styles of Pre-service Teachers of Agricultural Education Journal of Agricultural Education, Vol 33, pp.46-51 Retrieved January 1, 2007 from pubs.aged.tamn.edu/jae/pdf/Vol33/33.01.04.pdf Chen, E S (n.d.) Native Or Non-Native, Who Is Ideal: An Investigation Of College Students’ Appraisal Of Native And Non-Native Speaker Teachers in the Classroom Retrieved June 11, 2007 from http:// www.jalthokkaido.net/html/events/conference/conference2006/downloadable2006/ chen.doc Chun E A., Day R R., Chenoweth A N & Luppescu S.(1982) Errors, Interaction, and Correction: A Study of Native-Normative Conversations TESOL QUARTERLY Vol 16, No 4, pp 537-548 Committee on Undergraduate Science Education (1997) Science Teaching Reconsidered-A Handbook Washington, D.C: National Academy Press Doff, A (1988) Teach English- A training course for teachers Cambridge University Press Evelyn, Mc (n.d.) Faculty and Student Perceptions of Teaching Styles: Do Teaching Styles Differ for Traditional and Nontraditional Students? Retrieved June 13, 2007 from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nf pb=true&_&ERICExtSearch_SearchValue_0=ED447139&ERICExtSearch_Searc hType_0=eric_accno&accno=ED447139 Felder, M R & Henriques, R E (1995) Teaching and Learning Styles in Foreign and Second Language Education Foreign Language Annals, 28, No.1, 1995, pp.21-31 Retrieved February 3, 2007 from www.ncsu.edu/felderpublic/Papers/FLAnnals.pdf 95 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Grasha, F A (2002) Teaching with Style - A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles Alliance Publishers Flatley, J (1996) Identifying and rating Learner Error in ELT: A Comparison of Native Speaker and Non-Native Speaker Teachers In Terms Of Judging Acceptability, Attitudes to Error, And Treatment of Error Master thesis in Applied Linguistics (TESOL) University of Surrey Available from http: www.surrey.ac.uk.ALRG/dissertations Flynn, K (1999) Hiring Nonnative English Speakers to teach ESL: An Administrator’s Perspective The Newsletter of the Nonnative English Speaker in TESOL Caucus Vol No March 1999 Gebhard, G J & Oprandy, R (1999) Language Teaching Awareness: a guide to exploring beliefs and practices Cambridge: Cambridge University Press Gebhard, G J (1996) Teaching English as a Foreign Language or Second Language-A Teacher Self-development and Methodology Guide The University of Michigan Press Gower, R., Walters, S (1983) Teaching Practice Handbook Heinemann Harmer, J (1991) The Practice of English Language Teaching, (New Edition) London and New York: Longman Harmer, J (2007) The Practice of English Language Teaching, (Fourth Edition) Pearson Education Limited Harris, A (1998) Effective Teaching: a review of the literature School Leadership & Management, Vol.18, No.2, pp.169 -183 Hoyt, P D & Lee, J E (2002) Teaching “Styles” and Learning Outcomes The IDEA Center Retrieved January 2, 2007 from www.idea.ksu/report/research4.pdf 96 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Hubbard, P., Jones, H., Thornton, B., Wheeler, R (1991) A Training course for TEFL Oxford University Press Hughes, A T., Butler, L N., Kritsonis, A W., Herrington, D, (2007) Native and VTEs of English in Polish Schools-Personal Reflections: International Educational Implications Retrieved June 11, 2007 from http://dept.lamar.edu/lustudentjnl/EJSR%20VOL.%204%20ARTICLES/LU_COH ORT_I.htm- IC3 Curriculum (n.d.) Retrieved March 20, 2008 from http://www.emu.edu/ic3 Inbar, O (n.d.) Native and Non-Native English Teachers: Investigation of the Construct and Perceptions Retrieved June 13, 2007 from http://www.tau.ac.il/education/toar3/etakzir2001-4.doc 13/06/07 Jin, J (2005) Abstract: Which is better in China, a local or a native English-speaking teacher? English Today Vol.21 Issue July 2005 Retrieved June 11, 2007 from http://www.journals.cambridge.org/action/displayAbstract;jsessionid Johnson, M (2001) Book review: Vivian Cook (2001) Second Language Learning and Language Teaching (3rd Edition) London: Arnold, co-published by Oxford University Press, New York Retrieved June 13, 2007 from http://edrev.asu.edu/reviews/rev147.htm Kaplan, B R (1999) The ELT: Ho(NEST) or not Ho(NEST)? The Newsletter of the Nonnative English Speaker in TESOL Caucus Vol No March 1999 Khalil, A (1985) Communicative Error Evaluation: Native Speakers’ Evaluation and Interpretation of Written Errors of Arab EFL Learners TESOL QUARTERLY, Vol 19, No 2, pp 335-351 Kobayashi T (1992) Native and Nonnative Reactions to ESL Compositions TESOL QUARTERLY, Vol 26, No 1, pp.114-128 97 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Kreidler, J C (1971) Effective Use of Visual Aids in the ESOL Classroom, TESOL QUARTERLY, Vol No Kumar, R (1996) Research Methodology-A step-by-step guide for beginners Melbourne: Longman Laird, N F T., Garver, K A & Niskodé, S A (2007) Gender Gaps: Understanding Teaching Style Differences Between Men and Women Paper presented at the Annual Meeting of the Association for Institutional Research, June 2-June 6, 2007, Kansas City, MO Retrieved June 13, 2007 from http://cpr.iub.edu/uploads/2007AIRGenderGaps.pdf Lee, I (2003) Is Our English Good Enough to Teach English? The Newsletter of the Nonnative English Speaker in TESOL Caucus Vol No January 2003 Lengo, N (1995) What is An Error? English Teaching Forum Vol 33 No Retrieved March 16, 2007 from http:// exchange.state.gov/forum/vols/vol33/no3/p20.htm Li, X (2004) Doctoral dissertation: An Analysis of Chinese EFL Learners’ Belief about the Role of Rote Learning in Vocabulary Learning Strategies Retrieved November 6, 2007 from http://www.asian-efl-journal.com Littlewood, W (1981) Communicative Language Teaching: An Introduction Cambridge: Cambridge University Press Lloyd, R (n.d.) Consideration in survey design, data analysis and presentation: a guide for ELT practitioners EA Journal Vol 22 No Malamah-Thomas, A (1987) Classroom Interaction Oxford University Press Matsuda, K P (1999) Teacher Development through Native Speaker-Nonnative Speaker Collaboration, TESOL Matters Vol No 98 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Matthews, A., Spratt, M & Dangerfield, L (Edited) (1991) At the chalk face: Practical Techniques in Language Teaching Hong Kong: Thomas Nelson Ltd Maum, R, (2002) Nonnative-English-Speaking Teachers in the English Teaching Profession Retrieved June 1, 2007 from http://www.cal.org/resources/Digest/0209maum.html Mayo, G P del M (2005) Non-native teachers Perceptions, Challenges and Contributions to the Profession Enric Llurda (ed.) New York: Springer Medgyes, P (2001) When the Teacher is a Non-native Speaker in English Language Teaching Murcia, C M (Ed.) Teaching English as a second or foreign language (3rd ed.) Heinle & Heinle Medgyes, P (n.d.) Native and non-native: who’s worth more? Hedge, T & Whitney, N (ed) (1996) Power, Pedagogy & Practice Oxford University Press Moussu, L (2000) Native versus Nonnative Speakers of English: Students’ Reactions Retrieved June 11, 2007 from www.moussu.net/TP/540.pdf Myint, K M (2002) A strong case for Non-Native English-Speaking Teachers (NNESTs) The Newsletter of the Nonnative English Speaker in TESOL Vol No September 2002 Newfields, T (2000) Book review: Alan Davies-The Native Speaker in Applied Linguistics, Peter Medgyes-The Non-native teachers, George Braine-Non-Native Educators in English Language Teaching Explorations in Teacher Education Vol 8, No.2 June 2000 Retrieved June 1, 2007 from http://jalt.org/teach/Newsletter_files/Jun_2000/June_2000_BOOK_REVIEW_TheNative_Speaker_Concept_in_ELT_%20A_Review_of_Three_Books.html Nunan, D (1999) Second Language Teaching & Learning Heinle & Heinle Publishers 99 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Phillipson, R (n.d.) ELT: the native speaker’s burden? Hedge, T & Whitney, N (ed) (1996) Power, Pedagogy & Practice Oxford University Press Rardin, J (1977) The Language Teacher as Facilitator, TESOL QUARTERLY, Vol 11 No Robb T., Ross S (1986) Salience of Feedback on Error and Its Effect on EFL Writing Quality TESOL QUARTERLY, Vol 20, No 1, pp 83-96 Santos, T (1988) Professors’ Reactions to the Academic Writing of NonnativeSpeaking Students TESOL QUARTERLY, Vol 22, No 1, pp 69-90 Smith, C., Butler, L N., Hughes, A T., Herrington, D., Kritsonis, A W (2007) Observations on Native vs Nonnative EFL Teachers in Poland Retrieved June 11, 2007 from http://dept.lamar.edu/lustudentjnl/EJSR%20VOL.%204%20ARTICLES/LU_COH ORT_I.htm- Smith, Wade C., Jr (1997) A Review of the Research into Teaching Styles/behaviors’ Impact on Students’ Cognitive Outcomes and Bloom’s Taxonomy Retrieved June 13, 2007 from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nf pb=true&_&ERICExtSearch_SearchValue_0=ED408310&ERICExtSearch_Searc hType_0=eric_accno&accno=ED408310 Soriano, X (n.d.) The curse and paradox of being a native and non-NTEs Retrieved June 1, 2007 from http://sincronia.cucsh.udg.mx/sorianox04.htm Starbuck, H G (2003) College Teaching Styles by Gender, Paper Presented at the Western Social Science Association Annual Meeting (April 9-12, 2003-Las Vegas, Nevada) Retrieved February 1, 2007 from http://mesastate.edu/~starbuck/CTSbG.pdf Teaching Styles (n.d.) Retrieved March 20, 2008 from http://www.1419guide.org/uk/implementing_the_learning/teaching_styles.phtml 100 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Thomas, D (n d.) A Survey of Learner Attitude Towards Native Speakers and NonNative Speaker Teachers of English in Slovakia Retrieved June 1, 2006 from http://ettc.uwb.edu.pl/strony/ptt/apr95/thomas.html Tseng, J T (2003) Changes May Offer Opportunities to Grow Professionally The Newsletter of the Nonnative English Speaker in TESOL Caucus Vol No November 2003 Upra, S (2005) The Views of Thai Parents and Students on Native and Nonnative English Language Teachers Master thesis in English Language Teaching Assumption University Thailand Retrieved January 25, 2007 from: http://iele.au.edu/files/Ms.20%sunisa/finalz-Ms.%20sunisa.doc Vann J R., Meyer E D & Lorenz O F (1984) Error Gravity: A Study of Teachers’ Opinion of ESL Errors TESOL QUARTERLY, Vol 18, No 3, pp 427-440 Wang, B (2003) The Cultural Differences NNESTs Bring to the English Composition Classroom May Cause an Avoidable Problem and Be an Advantage Too The Newsletter of the Nonnative English Speaker in TESOL Caucus Vol No January 2003 Weissberg, R & Buker, S (1990) Writing Up Research – Experimental Research Report Writing for Students of English New Jersey: Prentice Hall Regents Wlazlinski, M (1999) Book review: Braine: Non Native Educators in ELT Retrieved June 11, 2007 from http://linguistlist.org/issues/10/10-999.html Yu, Y (2005) EFL Teachers in Chinese Public Schools: Reflections and Suggestions on Their Needs NNEST Newsletter Vol No October 2006 Retrieved February 6, 2007 from http://www tesol.org//s_tesol/article.asp?vid=151&DID=7120&sid=1&sid=718&iid=71 Zeng, Zh., Murphy, E (2007) Tensions in the Language Learning Experience and Beliefs of Chinese Teachers of English as a Foreign Language TESL-EJ Vol.10, No.4 March 2007 101 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an ABSTRACT The present study investigates if there are any differences in teaching style between native teachers of English (NTEs) and Vietnamese teachers of English (VTEs) regarding classroom management, error correction, teaching methods, communicative activities, and teaching aids use The data was obtained through three instruments such as questionnaires, group interview and classroom observation The participants were 124 English majors and 12 teachers (6 VTEs and NTEs) belonging to the Department of Foreign Language of the School of Education at An Giang University The data was analyzed using descriptive statistical technique, which shows the number of occurrence of each response chosen by respondents The research findings suggest that although both NTEs and VTEs have a lot in common in terms of classroom management, error correction, teaching methods, communicative activities, they also differ significantly in those aspects i 102 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an ACKNOWLEDGEMENTS I am deeply indebted to a number of people who assisted me in making this M.A thesis possible First and foremost, my deepest gratitude goes to Dr Ho Thanh My Phuong-my supervisor-who supported and encouraged me generously throughout this research Without her guidance and support, my thesis would not have been possible I am also grateful to the native teachers, non-native teachers of English and English majors at An Giang University for their assistance in my data collection for this thesis Particularly, I would like to express my special gratitude to Mrs Kirsty A Mortlock for her valuable assistance in data collection, her invaluable comments on this thesis I would like to sincerely thank Ms Vuong My Tam (Director of Research and International Relations Office), who kindly introduced me to native teachers sand contributed data to this study My appreciation is also extended to a number of staff members of the School of Education: Mrs Vo Thi Nhiem (Vice Dean), Mr Huynh Thanh Tien (Deputy Head of Foreign Language Department), Ms Nguyen Hoang Bich Ngoc (Lecturer), Ms Truong Thi Thanh Nga (Lecturer), Ms Nguyen Thi Anh Nguyet (Lecturer) and Mr Nguyen Tien Ngo (Lecturer) for their valuable assistance, comments, and suggestions in conducting the thesis I also would like to express my special gratitude to faculty members and staff at the University of Social Sciences (Hochiminh City) and Social Science Department and Management of Kien Giang Teacher Training College for their support, encouragement and valuable assistance in my attending the course and conducting this thesis Last, but by no means least, my heartfelt thanks go to my parents, my sisters and brother, especially my wife Nguyen Bach Tuyet, without whose unfailing love, understanding, encouragement, and support over time and distance, I could not have got this far ii 103 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Table of Contents CHAPTER INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 BACKGROUND OF THE PROBLEM PURPOSE OF THE STUDY RESEARCH QUESTION SIGNIFICANCE OF THE STUDY METHODOLOGY LIMITATION DELIMITATION ORGANIZATION OF THE THESIS CHAPTER LITERATURE REVIEW 2.1 2.1.1 2.1.2 2.1.3 2.2 2.3 2.4 2.5 2.5.1 2.5.2 2.6 2.6.1 2.6.2 2.6.3 2.6.4 2.7 2.7.1 2.7.2 2.7.3 2.7.4 2.8 2.8.1 2.8.2 2.9 2.10 DEFINITION OF TERMS Classroom management Error Teaching style CLASSIFICATION OF TEACHING STYLES TEACHING STYLE IN EDUCATION: A REVIEW OF RESEARCH 12 DISTRIBUTION OF TEACHING STYLES IN THE CLASSROOM 15 NATIVE AND NON-NATIVE TEACHERS IN ENGLISH LANGUAGE TEACHING 18 The strengths and weaknesses of NTEs and NNTEs 19 Difference between NNTEs and NTEs 22 ERROR, ERROR TREATMENT AND ERROR CORRECTION 26 What is an error? 26 Teachers’ attitude to error 27 Error correction 27 NTEs and NNTEs’ reactions to learners’ errors: a review of research 30 CLASSROOM MANAGEMENT 33 Setting up classroom activities 34 Giving instructions 35 Keeping students on task 35 Making language comprehensible to students 36 COMMUNICATIVE ACTIVITIES 37 What are communicative activities? 37 Purposes of communicative activities 37 STAGES OF A LESSON 38 SUMMARY 38 CHAPTER 40 METHODOLOGY 40 3.1 DATA COLLECTION 40 3.1.1 Participants and sampling method 40 3.1.2 Students’ background 40 3.1.3 Vietnamese English Teachers’ background 41 3.1.4 NTEs’ background 41 3.2 DATA COLLECTION INSTRUMENT 41 3.2.1 Design of the questionnaire for teachers 42 3.2.2 Design of the questionnaire for students 42 iii 104 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 3.2.3 Design of observation sheet 42 3.2.4 Interview 43 3.3 DATA COLLECTION PROCEDURES 44 3.3.1 The pilot study 44 3.3.2 Collaborative link 45 3.3.3 Data collection procedure 45 3.4 DATA ANALYSIS 46 3.5 RELIABILITY AND VALIDITY OF THE RESEARCH INSTRUMENT 47 3.5.1 Reliability 47 3.5.2 Validity 47 CHAPTER 49 FINDINGS AND DISCUSSION 49 4.1 4.1.1 4.1.2 4.1.3 4.1.4 4.1.5 4.2 4.3 4.4 FINDINGS OF THE QUESTIONNAIRE 49 Demographic information 49 Classroom management 52 Communicative activities 59 Error correction 62 Teaching aids 64 FINDINGS OF GROUP INTERVIEW 65 FINDINGS FROM CLASSROOM OBSERVATION 67 DISCUSSION 71 CHAPTER 75 CONCLUSION AND RECOMMENDATIONS 75 5.1 5.2 5.3 5.3.1 5.3.2 5.4 CONCLUSION 75 RECOMMENDATIONS FOR TEACHING PRACTICE AT AN GIANG UNIVERSITY 77 LIMITATIONS OF THE STUDY 80 Limitations in data collection instruments 80 Limitations in data collection 80 RECOMMENDATIONS FOR FURTHER RESEARCH 81 APPENDIX 83 APPENDIX 87 APPENDIX 91 APPENDIX 92 REFERENCES 94 iv 105 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an List of figures Figure 1: Medgyes’s (1994) Survey of NTEs ans NNTEs 23 Figure 2: Purposes of using English in class by VTEs 53 Figure 3: Seating arrangement used by VTEs and NTEs 54 Figure 4: Ways of grouping students used by VTEs and NTEs 55 Figure 5: Ways of giving instruction used by VTEs and NTEs 56 Figure 6: Ways of keeping students on tasks by VTEs and NTEs 57 Figure 7: Ways of making language comprehensible to students by VTEs and NTEs 58 Figure 8: Steps of the lesson when communicative activities are introduced by VTEs and NTEs 59 Figure 9: Oral communicative activities used by VTEs and NTEs 60 Figure 10: Written communicative activities used by VTEs and NTEs 61 Figure 11: Ways of spoken error correction by VTEs and NTEs 62 Figure 12: Ways of written error correction by VTEs and NTEs 63 Figure 13: Teaching aids used by VTEs and NTEs 64 v 106 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an List of tables Table 1: Years studying at university and learning English 49 Table 2: Students’ age, gender and living area 50 Table 3: VTEs’ age, gender 50 Table 4: NTEs’ age, gender, years of teaching English in Vietnam 51 Table 5: VTEs’ and NTEs’ academic degree and years of teaching English 51 Table 6: Time VTEs speak English in class 52 vi 107 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn