Điều tra những cách mà giáo viên tiếng anh của trường cao đẳng sư phạm thừa thiên huế sử dụng để cải tiến tiếng anh cho việc phát triển nghiệp vụ của mình

TABLE OF CONTENTS Contents Pages TABLE OF CONTENTS LIST OF ABBREVIATION LIST OF TABLES LIST OF FIGURES ABSTRACT Chapter 1: INTRODUCTION 1.1 Background .8 1.2 Rationale of the study 1.3 Research aims and questions of the study 10 1.4 Research scope 10 1.5 Research significance 11 1.6 Structure of the thesis 11 Chapter 2: LITERATURE REVIEW 12 2.1 Introduction 12 2.2 Definition of Professional Development and Teacher Development 12 2.3 The importance of Professional Development in teaching English 14 2.4 Knowledge 14 2.4.1 Knowledge and subject matter 14 2.4.2 The teachers‟ roles 17 2.4.3 How to improve the knowledge 19 2.4.3.1 Conference plan 19 2.4.3.2 Peer Coaching 21 2.4.3.3 Action Research 22 2.4.3.4 Collaborative Study Groups 22 2.4.3.5 Individual Development Plan 24 2.4.3.6 Dialog Journals 25 2.5 Previous studies 25 2.6 Conclusion 27 Chapter 3: METHODOLOG Y 28 3.1 Introduction 28 3.2 Research approach 28 3.3 Research methods 28 3.3.1 The questionnaire 28 3.3.2 The Interviews 30 3.3.3 Observations feedback seminars 30 3.4 Participants 30 3.5 Research site 31 3.6 Data analysis 31 Chapter 4: FINDING S AND DISCUSSION 32 4.1 Hue Junior College teachers‟ perceptions about PD in the field of English Proficiency 32 4.2 The ways of improving English proficiency by Teachers of English at Hue Junior College of Education 36 Table 4.2.3: Independence samples T-test of the mean scores of the ways of improving English proficiency between male group and female group 38 4.3 Advantages and disadvantages of improving their English Proficiency for PD 43 4.4 Summary of the result 48 Chapter 5: CONCLUSION AND IMPLICATIONS 49 5.1 Summary of the findings 49 5.1.1 What are the teachers‟ perceptions about PD especially in the field of subject matter (English proficiency)? 49 5.1.2 What are the ways the teachers made use of to improve their English proficiency? 49 5.1.3 What advantages and disadvantages the teachers have to improve their English proficiency for PD? 50 5.2 Conclusion 50 5.3 Implications 51 5.3.1 For teachers 51 5.3.2 For policy makers 52 5.4 For further research 53 5.5 Concluding reflection 53 REFERENCES 54 LIST OF ABBREVIATION EFL : English as a Foreign Language EP : English Proficiency HUCFL : Hue University College of Foreign Languages IDP : Individual Development Plan PD : Professional Development WTO : World Trade Organization LIST OF TABLES Table 4.1.1a: Descriptive statistics of mean scores of perception in questionnaire between male group and female group 32 Table 4.1.1b: Independence samples T-test of the mean scores of perceptions in the questionnaire between male group and female group 33 Table 4.1.2: Descriptive Statistics of the mean score of the teachers‟ perceptions about PD 34 Table 4.1.2.1: PD is helpful for my career 35 Table 4.1.2.1: PD helps me reduce stress 35 Table 4.2.1: Descriptive Statistics of the mean scores of the ways of improving English Proficiency by Teachers of English at Hue Junior college of Education 36 Table 4.2.2: Descriptive statistics of mean scores of the ways of improving English proficiency for PD between male group and female group 37 Table 4.2.3.a: Doing action research for PD 39 Table 4.2.3.b: Writing teaching journals or diaries to improve English proficiency for PD 39 Table 4.2.3.c: Observing colleagues‟ teaching and sharing perspectives to improve English proficiency for PD 40 Table 4.2.3.d: Attending conferences, seminars, workshops to improve English proficiency for PD 41 Table 4.2.3.e: Having individual plans to improve English proficiency for PD 41 Table 4.2.3.f: Using authentic materials to improve English proficiency for PD 42 Table 4.2.3.g: Doing teacher research for PD 42 Table 4.3.1: Descriptive Statistics of the mean score of advantages and disadvantages to improve PD in the questionnaire between male group and female group 43 Table 4.3.2 Independence samples T-test of the mean scores of the teachers‟ advantages and disadvantages to improve English proficiency for PD between male group and female group 44 Table 4.3.3: Descriptive Statistics of the mean scores of the teachers‟ advantages and disadvantages to improve English for PD 45 Table 4.3.3.1: Low income does not prevent me to improve English proficiency for PD 47 Table 4.3.3.2: Family does not prevent me to improve English proficiency for PD 47 LIST OF FIGURES Figure 2.1: Descriptive Model of Teaching: The Constituents AWARENESS triggers and monitors attention to: 16 Figure 2.2: Descriptive Factors to Be A Good Teacher 17 ABSTRACT This thesis aims to investigate the ways to improve English proficiency for PD by teachers of English at Hue Junior College of Education The collected data from nineteen questionnaires, five interviews and five observations of feedback stages were analyzed by SPSS programme The findings showed that most teachers of English at Hue Junior College of Education were aware of the significance of PD They realized that the ways to improve English proficiency for PD were vital activities in teaching cereer However, in the process of improving English proficiency for PD, there were some disadvantages such as lack of time, the influence of their family and financial support Based on the findings, it is suggested that the teachers need to pay more attention to improving English proficiency for PD In addition, the teachers need to choose the appropriate ways to improve English proficiency for PD Also, the teachers need to manage their time and make suitable schedule to have good condition for improving English proficiency for PD Besides, the leaders of institution need to create more favorable conditions such as giving more financial supports, courses or training, as well as the time to improve English proficiency for PD Chapter 1: INTRODUCTION 1.1 Background It has long been recognized that English is an International language According to Kachru (1992, cited in Tran, 2000) English belongs not only to the native speakers in the Inner Circle, but to speakers in the Outer and Expanding Circle as well, so that people from around the world can use it as a useful tool to communicate with one another and to gain their purpose In Vietnamese context, since the open-door policy to foreign investment, especially, joining the WTO, the teaching and learning of English has been taken into greater consideration than ever In recent years, in Vietnamese context, English has been taught not only at lower and upper secondary schools but also at primary schools And Vietnamese education system has changed very much English has become a compulsory subject in the national examinations at certain stages of the school education system To bring success in teaching and learning English, we need educational reforms One of the key elements in most of these reforms is the professional development of teachers So, the teachers of English and educators have used modern teaching methodology and applied it in Vietnamese context, every day they must adapt their teaching to the diverse needs of students However, the quality of teaching and learning English is still low It is said that there are no bad methodologies but they are not completely appropriate with Vietnamese culture as well as Vietnamese context So, both teachers and students face difficulties when applying them Moreover, many years in the past until now, the official income is low so many teachers had to spend much time to earn more to support for the life of their family That is one of the important reasons why many teachers cannot change their teaching ways They think the knowledge that they got from university is good enough to teach students Whereas, it is said that language always changes so teaching a language needs to change to improve Being teachers of English, everybody wonders how they can motivate students into teaching and learning, what is the best way to help students understand the lesson as well as promote the quality of teaching and learning English Therefore, individual teachers should improve themselves by using the strength is necessary It is said that Teacher Development is one of the key factors to improve the quality of teaching According to Duong, Teacher Development is one of the decisive factors for successful, effective, and high-quality education (2003,p4) In fact, Teacher Professional Development helps teachers to change present situation and easily meet their students‟ needs It is important for teachers to recognize and use the appropriate ways to improve their English proficiency for Professional Development, (Brown, cited in Duong, 2003, p.425) Professional Development involves activities such as class observation, reading, attending conferences and doing research, aiming to “achieve personal and professional growth for teachers” Although, these studies are not new in teaching English language in Vietnam, they are necessary for teachers of English in TTH as well as teachers of English at Hue Junior College of Education in educational reform work 1.2 Rationale of the study This research was carried out for the following reasons: Firstly, Professional Development is the popular term in the field of English language teaching This term shows to be particularly important and essential nowadays in teaching English It is believed that teaching English needs to change, so the teachers of English have to change and develop their teaching to keep up with the innovation of the education system in Vietnamese context as well as around the word Secondly, as a teacher of English who has devoted most of time and energy to teaching English, I find it necessary to have more insights into Professional Development such as to find out the ways to improve my English proficiency Finally, it is said that Professional Development is not new in teaching language in the world in general and in Vietnam in particular In Thua Thien Hue (TTH), however, it is still strange to some teachers, especially, the teachers of English at Hue Junior College of Education So with my desire to conduct the research is to have an overview of the ways of improving English proficiency by teachers of English at Hue Junior College of Education where I am working to draw out some suggestions and implications from findings of the research It is also the way to develop my profession 1.3 Research aims and questions of the study With the reasons mentioned above, the aims of this study, accordingly, are: - To investigate the teachers‟ perceptions about their Professional Development especially in their English proficiency development and ways to improve their English proficiency for PD - To find out how teachers of English at Hue Junior College of Education improve their English proficiency for their teaching - To draw out some implications to help teachers improve their English proficiency for PD Specifically, the study aims to answer the following questions: What are the teachers‟ perceptions about PD especially in the field of subject matter (English proficiency)? What are the ways the teachers made use of to improve their English proficiency? What advantages and disadvantages the teachers have to improve their English proficiency? 1.4 Research scope The data for this study was collected at Hue Junior College of Education and the findings might not be generalized to other contexts Furthermore, it attempted to clarify the teachers‟ points of view on the necessity of PD in teaching English language 10 From the table 4.2.3g reveals that 42.1% agreed and strongly agreed with doing teacher research for PD, 52.6% had no ideas and one of 19 participants strongly disagreed with 5.3% This teacher said: “I think that it (doing Teacher research) takes me a lot time, it is hard to And there are many other good ways to improve PD” (Teacher Interview, April 7, 2010) In sum, ways mentioned by Diaz-Maggioll were adopted by the teachers of English at Hue Junior College of Education And each of teacher had their own choose, their choose depended on their situation, character, knowledge as well as thinking Most of them adopted more than one way to improve English for PD However, they also faced to advantages and disadvantages while improving English proficiency for DP These will be discussed in 4.3 4.3 Advantages and disadvantages of improving their English Proficiency for PD The data of the advantages and disadvantages of male group and female group in the questionnaire were subjected to Frequency Descriptive Statistics in SPSS and the results are shown in table 4.3.1 Mean cluster Gender N Mean Std Deviation Std Error Mean male 3.8519 36963 15090 female 13 3.7436 45221 12542 Table 4.3.1: Descriptive Statistics of the mean score of advantages and disadvantages to improve PD in the questionnaire between male group and female group The results from the table 4.3.1 reveal that the total mean scores of the questionnaire in the male group were M = 3.8519 (SD=.36963) and in the female group were M = 3.7436 (SD=.45221) There statistics mean that the mean score of the male group were a little higher than the mean scores of the female group 43 To check that there was a significant difference between the mean scores of the two groups, the independent samples T-test in SPSS was used The results are observed in table 4.3.2 Independent Samples Test Mean cluster Equal variances Equal assumed Levene's Test for F Equality Sig of not assumed 262 615 Variances t-test for Equality T 511 552 of Means Df 17 11.923 Sig (2-tailed) 616 591 Mean Difference 10826 10826 Std Error Difference 21202 19622 -.33905 -.31956 55558 53609 95% Confidence Lower Interval of variances the Upper Difference Table 4.3.2 Independence samples T-test of the mean scores of the teachers’ advantages and disadvantages to improve English proficiency for PD between male group and female group Table 4.3.2 shows that the Levene‟s test for equality of variances was nonsignificant (P=.615 or P>.05) So the null hypothesis that the difference the variances is zero was accepted In consequence, the test statistics t in the column equal variances assumed should be read in this case The male group had higher mean scores in the questionnaire (M=3.8519,SD=.36963) the female group (M=3.7436,SD=.45221) and that the difference was very small The two -tailed probability in this column is P=.616 which was very greater than 05 Therefore, it was concluded that there was no significant difference between the mean scores of the male and female groups (t(17)=.511) 44 In other words, the two groups had nearly the same level of advantages and disadvantages to improve English proficiency for PD To investigate the participants‟ advantages and disadvantages when improving English for PD, the researcher used Descriptive Statistics Test of Cluster and the results are shown in table 4.3.3 Cluster Descriptive Statistics Std N Range Minimum Maximum Mean Deviation Variance Statistic Statistic Statistic Statistic Statistic Error Statistic Statistic 4.42 116 507 257 19 4.37 137 597 357 19 4.00 202 882 778 encouragement and support 19 3.89 201 875 766 19 3.68 154 671 450 from 19 3.53 280 1.219 1.485 19 3.42 233 1.017 1.035 19 3.37 256 1.116 1.246 19 2 3.32 203 885 784 Std The development of science & technology creates 19 advantages in improving EP for PD Smart students make me improve EP for PD I not lack of time to improve EP for PD Thanks to colleagues' me improve EP for PD Attending activities for PD by English Department or school Poor school material prevent facilities me at improving EP for PD Family doesn’t prevent me from improving EP for PD Low income doesn’t prevent me from improving EP for PD I have chances to improve EP for PD Valid N (listwise) 19 Table 4.3.3: Descriptive Statistics of the mean scores of the teachers’ advantages and disadvantages to improve English for PD 45 The results from the table 4.3.3 show that the mean scores of the items in cluster with 19 participants were from M = 3.32 to M = 4.42 They indicate that most of the participants have advantages to improve English proficiency for PD Especially, the mean score of the development of science and technology creates advantages in improving English for PD was 4.42 (SD=.507) The minimum score was and the maximum score was Both was higher than 3, the middle level of the scale It was true that science and technology influenced not only learning but also teaching language “I can not work without computer, it helps me prepare lesson plan, improve the knowledge, get new methods for teaching through out the internet and it also helps me entertain after hard work” (Teacher Interview, May 5, 2010) “Everyday, I surfed the internet at least one hour to look for what I need I think books and computer are my companions in the career” (Teacher Interview, Apr 8, 2010) Another thing that the teachers of English at Hue Junior College of Education had to concern to improving English proficiency for PD was smart students As can be seen, the mean score of this item was M=4.37 (SD=.597) In fact, it is certain that teachers should focus on students in teaching Students are always the center of the class; and teaching and learning Teachers are successful if they invest their teaching to students and have to know who students are, what they need and where their position is When talking about students in teaching career, a teacher shared: “Once I was embarrassed as that the first time I was a teacher because my answer could not be satisfied my students’ question From then, I have tried my best in preparing lesson as we ll as the way I interact with my students, ” (Teacher Interview, May 5, 2010) 46 Although, most of participants said that low income did not prevent them from improving English proficiency for PD with M= 3.37 (SD= 1.116) (see table 4.3.3), one of them with 5.3% strongly agreed and four of them with 21.1% agreed with that ideal Frequency Valid Percent Valid Percent Cumulative Percent Strongly disagree 5.3 5.3 5.3 disagree 21.1 21.1 26.3 neutral 15.8 15.8 42.1 agree 47.4 47.4 89.5 strongly agree 10.5 10.5 100.0 19 100.0 100.0 Total Table 4.3.3.1: Low income does not prevent me to improve English proficiency for PD One of them shared that: “I have difficulty in finance The living of my family mainly depends on me I know PD is very important in teaching English However, I have to solve many things in the life, I need to support my family and monthly salary can not be satisfied our life” (Teacher Interview, Apr 28, 2010) Beside, 15.8% of participants agreed that “family prevents them to improve English proficiency for PD”, 52.6% of them disagreed that and 31.6% had no idea Frequency Valid Percent Valid Percent Cumulative Percent Strongly disagree 5.3 5.3 5.3 disagree 10.5 10.5 15.8 neutral 31.6 31.6 47.4 agree 42.1 42.1 89.5 strongly agree 10.5 10.5 100.0 19 100.0 100.0 Total Table 4.3.3.2: Family does not prevent me to improve English proficiency for PD 47 In fact, everybody doesn‟t have the same family condition, and family plays an important role in their life as well as profession They can be successful or not thank to their family very much When talking about family one teacher shared that: “We are busy with our children They are small so they take us a lot of time to everything However, I need more time for my profession but not now” (Teacher Interview, May 5, 2010) In a word, there are some advantages and disadvantages drawn out by teachers from their real teaching experience However, with efforts of the individual teachers and the help from the administrators, they will develop the advantages and overcome disadvantages to bring success in their process of PD 4.4 Summary of the result This chapter has discussed the findings through the results of the data analysis Firstly, in questionnaire, the researcher has found that the teachers have positive attitudes towards improving English proficiency for PD (M=4.1923; SD=.32119) and (M=4.2708; SD=.21530) Secondly, the female teachers and male teachers had nearly the same level of using ways to improve English proficiency for PD ( P=.210 or P>.05) and (t(17)=-1.034) Finally, the teachers experienced more advantages for PD than disadvantages, mean scores of two groups were higher than (M1=3.8519; SD=.36963) and (M2=3.7436; SD= 45221) In the next chapter, conclusion and implications of the research drawn out In addition, the limitations of the study will be presented together with suggested recommendations for further research in the field 48 Chapter 5: CONCLUSION AND IMPLICATIONS This research was conducted to find out the teachers of English at Hue Junior College of Education‟s perceptions about PD especially in the field of English proficiency The study also aimed to the ways to improve English proficiency for PD by teachers of English at Hue Junior College of Education as well as the advantages and disadvantages they have when improving English proficiency This chapter presents the findings of the study and some recommendation for teachers, policy makers and future researchers 5.1 Summary of the findings 5.1.1 What are the teachers’ perceptions about PD especially in the field of subject matter (English proficiency)? The results from SPSS analyzed showed that all English teachers at Hue Junior College of Education had positive perceptions about PD in the field of English proficiency 5.1.2 What are the ways the teachers made use of to improve their English proficiency? The results from the survey showed that English teachers at Hue Junior College of Education used six ways for PD mentioned by Diaz-Maggioll However, to improve English proficiency for PD, 92.7% of participants agreed with teaching journals or diaries to improve English proficiency for PD While, 89.5% of participants believed observing colleagues‟ teaching and sharing perspectives to improve English proficiency for PD And 79% of teachers agreed attending conferences, seminars, workshops, etc to improve English proficiency for PD Besides, using authentic materials to improve English proficiency for PD with 84.2% of participants accepted Most of teachers of English at Hue Junior College of Education had high awareness of improving English proficiency for PD at any stages of teaching They realized English proficiency (subject matter) plays an important role in their 49 teaching career Therefore, they always tried to find out the best ways to improve it to bring success not only for themselves but also for their students 5.1.3 What advantages and disadvantages the teachers have to improve their English proficiency for PD? The survey showed that the teachers of English at Hue Junior College of Education had some advantages and also faced to some disadvantages when improving English proficiency for PD The first advantage that participants showed in this study was they worked at a good environment with to professional colleagues They could access with high technologies for teaching and use them to improve their knowledge And students are resources that could help them to improve their knowledge to keep up with the requirements of education However, some disadvantages also prevented them from improving English proficiency for PD First, it needed to mention was time Time was necessary to everything, but sometimes they could not control their time to improve English proficiency for PD because their timetable was full of work that needed to at the same time Second, family was a factor that made them feel difficult to improve English proficiency for PD, especially the teachers had small children And the last was finance Some teachers had to have part-time job to earn more income for their family‟s life 5.2 Conclusion The data analyzed in chapter has revealed some important findings in improving English proficiency for PD First, the participants who are teachers of English at Hue Junior College of Education display positive perceptions toward PD They showed the positive perceptions toward all of the eight items included in the questionnaire Second, the teachers also were positive towards using ways to improve English proficiency for PD According to the results from the survey, most of the teachers agreed with the ways mentioned by Gabriel Diaz-Maggioli (2002) to 50 improve English proficiency for PD However, the results from data analyzed showed that female teachers have used the ways more them male teachers Third, both male and female teachers had advantages and faced disadvantages when they improve English proficiency for PD All of the above findings are the same as the assumptions the researcher made at the outset of the study However, the results of the questionnaire reveal two findings which are not the same to the assumptions at the outset First, there was not much difference between male and female teachers‟ perception about PD Second, there was no significant difference between female and male teachers about advantages and disadvantages when they used the ways to improve English proficiency However, the results from the interviews and feedback in the post of observation stage revealed the teachers‟ attitudes towards improving English for PD 5.3 Implications 5.3.1 For teachers Firstly, based on the findings from the study, it has been obvious that the participants had positive perceptions towards PD However, the teachers at Hue Junior College of Education need to pay more attention to PD, especially in the field of English proficiency PD is considered to be a way of learning to become more effective by exploiting the learning opportunities that lies just below the surface of everything we already It helps us to learn from what we so we can get better It is true that teachers with high awareness of PD can enhance their success in career Therefore, they need to adopt the appropriate ways to improve English proficiency for PD Besides, using the ways to improve English proficiency for PD can also help experienced teachers to conduct negotiations and to make changes, not only the novice themselves Secondly, PD helps us to remain fresh, alert, up to date, and confident in ourselves and in the topic we teach It enables us to participate in and contribute to 51 the development of our schools as “learning organizations” and our profession as a “learning profession” Perhaps most importantly it benefits our learners to be taught by teachers who are engaged in these first two activities, teachers who are themselves showing learning, and teachers who are in some ways on the same side of the learning fence as their students Language teachers have to grow that their English proficiency has been improving day by day, through their lessons On the other hand, the concept of PD generally implies a learning by practitioners that is sanctioned, ever required by the institute or profession itself Thirdly, through the findings of this study the researcher discovered that some participants did not have much time to improve English proficiency for PD Therefore, the teachers should manage their time and make suitable schedule to have good condition for improving English proficiency for PD more frequently This will help teachers to get better in profession Finally, it is said that PD is a long-term process that can be started but never finished It will exist in teaching career So the teachers should find out the ways to improve it Especially, it would be better if teachers of English should choose the right ways for them to improve English proficiency for PD 5.3.2 For policy makers Perhaps the most importantly it is PD environment In the Institute, PD activities should be happened regularly, such as conferences, workshops and seminars Therefore, the teachers have chance to take part in this process at the place they work Next, as mentioned in findings of this study Finance influenced strongly to teachers So, within the Institute‟s capacity, financial support should be given to teachers when they take part in PD activities Especially, the courses or training to improve English proficiency for PD in local or international places that teachers not have capacity to take part in So providing funding for training, time and personnel for professional programs should be done Besides, the teachers need to provide opportunities to form inter and intra-school team according to individual 52 needs And the Institute should have more rewards to the teachers who contribute more for profession Besides, the Institute should be equipped with modern sciences technology so that the teachers can apply for teaching as well as for improving English proficiency for PD And the library of the Institute needs to equipped with more updated books, newspapers, magazines and reference materials to help the teachers access to the useful information they need to improve 5.4 For further research Although the study could reach the aims of the research, it still had one limitation Due to the constraint of the time, the research still left which to be desired There were a small number of teachers of English working at Hue Junior College of Education who were involved in this study And based on the findings of the research, the researcher would like to carry out the further studies in two directions: (1) Larger-scale studies of English teachers on adoption of effective ways to improve English proficiency for PD A large number of English teachers should be involved in to get more valuable data So that the researchers will measure the teachers perception towards improving English proficiency for PD more exactly Also, it will reflect the using ways to improve English proficiency for PD more clearly (2) PD includes not only knowledge but also attitude and skill However, this study focused on only knowledge as subject matter Therefore, the study on attitude and skill may be done to find out more benefits in PD 5.5 Concluding reflection In conclusion, in spite of some limitations, such as small-scale study, this study also demonstrated the ways that teachers of English at Hue Junior College of Education made use to improve English proficiency for PD The researcher hoped that the teachers‟ awareness about the importance of PD in teaching English would be raised However, the researcher also got a lot of benefits from this study through out the questionnaire, the interviews especially the feedback at the post stage of class observation This creates more experiences for researcher in improving English proficiency for PD 53 REFERENCES Alice Murray (2010) Empowering Teachers through Professional Development English Teaching Forum 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