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MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN THI KIM ANH OUT-OF-CLASS LEARNING ACTIVITIES FOR DEVELOPING STUDENTS’ AWARENESS OF ENGLISH VARIETIES: A CASE STUDY AT HUE UNIVERSITY OF FOREIGN LANGUAGES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: PHAM HOA HIEP, D.Ed HUE, 2016 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN THỊ KIM ANH NHỮNG HOẠT ĐỘNG NGOÀI LỚP HỌC GIÚP PHÁT TRIỂN NHẬN THỨC VỀ CÁC LOẠI TIẾNG ANH CHO SINH VIÊN: MỘT NGHIÊN CỨU TÌNH HUỐNG TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: T S PHẠM HÒA HIỆP HUẾ, 2016 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: ………………………… Nguyen Thi Kim Anh Date: ………………………… iii ABSTRACT This thesis aims to explore students‟ awareness of the existence of the varieties of English and also the opportunities for students to learn them outside the classroom A concurrent mixed methods design was used in this study Data were collected from 20 surveys with teachers, and 90 surveys with students In addition, interviews were conducted with teachers and 11 interviews with students The results from the data collection instruments were triangulated The findings reveal that the majority of university English Language (EL) teachers and students in this study were aware of the roles of English varieties in their learning The teachers also suggested some out-of-class learning activities regarding how to develop the awareness of English varieties appropriately and effectively The insights from this study confirm the potential of English varieties in EL learning, and provide empirical evidence for the recommendations concerning the appropriate use of English varieties in EL learning as well as the inclusion of English varieties in teacher training syllabi iv ACKNOWLEDGEMENTS My sincere thanks go to many people who gave so generously their time and expertise in the support of this research project First and foremost, I would like to take this opportunity to express my sincerest gratitude to my primary supervisor Dr Pham Hoa Hiep for his dedication, professional support and guidance as well as valuable comments during the research His patience and knowledge whilst showing me an academic researcher‟s pathway went beyond the mainstream studies to see the best in me Furthermore, I would like to thank all my teachers and classmates who have given the information I needed during my study My deep appreciation also goes to Hue University of Foreign Languages for providing me with a great opportunity to study in the Postgraduate course of English Language Teaching This study may not have been completed without this support I would like to offer my sincere gratitude to all participants in the Department of English in the college who have made significant contributions to the completion of the field research Last but not least, I want to thank my mother, sisters, brothers and my family who are always there with motivation, strengths and unconditional love when I am in harsh circumstances and misfortune v TABLE OF CONTENTS Contents Pages SUB COVER PAGE i STATEMENT OF ORIGINAL AUTHORSHIP iii ABSTRACT iv ACKOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF ABBREVIATIONS ix LIST OF FIGURES .x LIST OF TABLES xi CONTENTS OF THESIS CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Rationale for the study 1.3 The aim and research questions of the study 1.4 Significance of the study .3 1.5 Scope of the study 1.6 Structure of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Definitions of Out-of-class learning Activities .5 2.2 Definition of English varieties .6 2.3 The educational needs of English varieties 2.4 The appropriateness of Out-of-class learning activities in developing the awareness of English varieties in Vietnamese education system 2.5 The attitudes of EL learners in different contexts toward English varieties vi 2.6 Activities in developing the awareness of English varieties for EL learners in previous studies 14 2.7 The necessity of Out-of-class learning Activities in developing the awareness of English varieties for EL learners in Vietnam 18 CHAPTER 3: METHODOLOGY 20 3.1 Quantitative and qualitative aspects –the mixed methods nature of the research 3.2 Data collection methods 23 3.2.1 Questionnaires 23 3.2.2 Interviews 25 3.2.2.1 Interviews as a data collection instrument 25 3.2.2.2 The interviews in this research 28 3.3 Confidentiality and anonymity 29 3.4 Piloting instruments 30 3.5 Research sites and participants 31 3.6 Data analysis and management .32 3.6.1 Data management 32 3.6.2 Data analysis 32 CHAPTER 4: FINDINGS AND DISCUSSION 35 4.1 Background information of research participants 35 4.1.1 Teachers‟ background information .35 4.1.2 Students‟ background information .36 4.2 The varieties of English being spoken by teachers and students 37 4.2.1 The varieties of English being spoken by teachers 37 4.2.2 The varieties of English being spoken by students 38 4.3 The reason for speaking a certain variety .39 vii 4.4 The importance of being aware of English varieties 41 4.5 The difficulties to teach and learn English varieties in the classroom 45 4.6 The possibility to use a mixture of different varieties of English when speaking 4.7 The activities outside the classroom for Vietnamese students 49 CHAPTER 5: CONCLUSION 52 5.1 Research questions and research design .52 5.2 The popular English varieties in Vietnam among EL teachers and learners 53 5.3 Vietnamese university EL teachers‟ and students‟ perceptions of the roles of being aware of English varieties 53 5.4 Out-of-class learning activities to develop the awareness of English varieties that Vietnamese university EL teachers suggested students to 54 5.5 Recommendations 54 5.6 Limitations of the study 55 5.7 Implications for further research 56 REFERENCES APPENDICES viii LIST OF ABBREVIATIONS CLT Communicative Language Teaching EFL English as a Foreign Language EIL English as an international language EL English Language ELF English as a Lingua Franca ELT English Language Teaching ESL English as a Second Language EV English Varieties NNs Non Native Speakers NSs Native Speakers OLA Out-of-class Learning Activities WEs World Englishes ix LIST OF FIGURES Figure 4.3: The varieties of English adopted by teachers Figure 4.4: Varieties of English spoken by students Figure 4.5: The reasons teachers speak a certain variety Figure 4.6: The reasons students speak a certain variety Figure 4.7: The varieties of English in the textbook Figure 4.8: The importance of being aware of English varieties in teachers‟ opinions Figure 4.9: The importance of being aware of English varieties in students‟ opinions Figure 4.10: Teachers‟ answers about the time they teach English varieties in the class Figure 4.11: Students‟ answers about the time they learn English varieties in the class Figure 4.12: Teachers‟ opinions about whether students can use a mixture of English varieties when speaking x Kvale, S., & Brinkmann, S (2009) InterViews – Learning the Craft of Qualitative Research Interviewing Thousand Oaks, CA: Sage Kubota, R (1998) Ideologies of English in Japan World Englishes, 17(3), 295306 http://dx.doi.org/10.1111/1467-971X.00105 Li, D (2009) Researching Non-native Speakers‟ Views Toward Intelligibility and Identity: Bridging the Gap Between Moral High Grounds and Down-toEarth Concerns In Sharifian, B English as an International Language: Perspectives and Pedagogical Issues (pp 81-118) Bristol: Multilingual Matters Lichtman, M (2010) Qualitative Research in Education: A User’s Guide 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Thousand Oaks, CA: Sage Mann, S (2011) A Critical Review of Qualitative Interviews in Applied Linguistics Applied Linguistics, 32: 1, 6-24 Marlina, R (2104) The Pedagogy of English as an InternationalLanguage (EIL): More Reflections and Dialogues In R Marlina and R.A Giri (eds.), The Pedagogy of English as an International Language: Perspectives from Scholars, Teachers, and Students, English Language Education 1, DOI 10.1007/978-3-319-06127-6 1, Switzerland: Springer International Matsuda, A (2000) Japanese attitudes toward English: A case study of high school students Unpublished doctoral dissertation, Purdue University, West Lafayette, Indiana McDonough, J., & McDonough, S (1997) Research Methods for English McKay, S (2003) Toward an appropriate EIL (English as an International Language) pedagogy: Re-examining common assumptions International Journal of Applied Linguistics, 13 (1), 1–22 xv McKay, S.L (2012) Principles of teaching English as an international language In Alsagoff, L., Hu, Guangwei, & Mckay, S L., Renandya, W.A (Eds.) 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Language Teaching Research, 6, 245-266 Suh, J S., Wasanasomsithi, P., Short, S., & Majid, N.A (1999) Out of class learning experiences and students‟ perceptions of their impact on English conversation skills Research report at Indian University ERIC document no ED433715 Tan, Peter K W., & Daniel K H Tan (2008) 'Learners' attitudes toward non-standard English in Singapore', World Englishes, 27 (3/4): 465–479 Teddlie, C., & Tashakkori, A (2003) Major Issues and Controversies in the Use of Mixed Methods in the Social and Behavioral Sciences (Ch 1) In Tashakkori, A & Teddlie, C (Eds.) Handbook of Mixed Methods in Social and Behavioral Research (pp 3-50) Thousand Oaks, CA: Sage Ton, N.N.H., & Pham, H H (2010) Vietnamese Teachers‟ and Students‟ Perceptions of Global English Language Education in Asia, 1(1), 48-61 Retrieved from http://dx.doi.org/10.5746/LEiA/10/V1/A05/Ton_Pham Tran, T H., & Moore, P, (2015) Vietnamese English Teachers‟ Perceptions on Incorporating World Englishes Into Their Teaching Language Education in Asia, 6(2), 107-121 Retrieved from http://dx.doi.org/10.5746/LEiA/15/V6/I2/A3/Tran_Moore Walliman, N (2011) Your Research Project: Designing and Planning Your Work (3rd ed.) Thousand Oaks, CA: Sage Wang, Y (2012) Chinese speakers‟ perceptions of their English in intercultural communication Unpublished doctoral thesis, University of Southampton Wiersma, W & Jurs, S G (2008) Research Methods in Education: An Introduction (9th ed.) Boston, MA: Pearson xviii Yap, S L (1998) Out-of-class use of English by secondary school students in a Hong Kong AngloChinese school Unpublished MA Thesis, University of Hong Kong Yoshikawa, H (2005) Recognition of world Englishes: changes in Chukyo University students' attitudes World Englishes, 24 (3), 351-360 Young, M (2006) Macao students „attitudes toward English: a post-1999 survey World Englishes, 25 (3/4), 479-490 Yu, Y (2010) Attitudes of learners toward English: A case study of Chinese College Students (Electronic Thesis or Dissertation) Retrieved from https://etd.ohiolink.edu/ Zhang, Qi (2009) Hong Kong People‟s Attitudes toward varieties of English Newcastle Working Papers in Linguistics, 15, 151-173 xix APPENDIX 1: STUDENTS‟ QUESTIONNAIRE Hi and thank you for participating! This questionnaire is done to collect information for my research with the title: “OUT-OF-CLASS LEARNING ACTIVITIES FOR DEVELOPING STUDENTS’ AWARENESS OF ENGLISH VARIETIES” You are more than welcome to write comments on the back of this questionnaire if you need more space Just remember to put the number of the question in front of your comment For how long have you been learning English? _ What variety of English you speak? □ British English □ American English □ Other variety: How come you speak this variety? □ Influenced by my teacher □ Influenced by media (TV, music etc.) □ Influenced by parents □ Influenced by friends □ Other reason: _ Which variety you prefer to speak? □ British English □ American English □ Other variety: □ Doesn‟t matter Do you learn a specific variety of English? □ Yes □ No xx If Yes, which one? _ Do you think it is important to know about the differences between dialects of English? □ Yes □ No Why/Why not? _ Do your teachers devote any classroom time to teaching different varieties of English such as British English, American English, Irish English, Scottish English etc.? □ Yes □ No If Yes, how much time (approximately)? _ Which variety of English is presented in the text books? □ British English □ American English □ Both Other varieties: _ Do you think it is okay to use a mixture of different varieties of English when speaking? □ Yes, it‟s fine to use a mixture □ No, one should try to stick with only one Comment: _ 10 If a student successfully uses one variety consistently in his/her speech, would your teacher take that into consideration when assessing his/her oral skills in English? Please comment how the teacher assesses if you choose yes! Or comment why you say no! □ Yes xxi Comment: _ □ No Comment: _ 11 Do you out-of-class learning activities to develop your awareness of English varieties? If yes, what kind of activities are they? If no, why? □ Yes, _ □ No, _ xxii APPENDIX 2: TEACHERS‟ QUESTIONNAIRE Dear Dr / Mr / Ms This questionnaire is designed to collect information for my MA research entitled: “OUT-OF-CLASS LEARNING ACTIVITIES FOR DEVELOPING STUDENTS’ AWARENESS OF ENGLISH VARIETIES” I would appreciate if you could spend 10-15 minutes answering this You are more than welcome to write comments on the back of this questionnaire if you need more space Thank you very much for your cooperation For how long have you been teaching English? _ What variety of English you speak? □ British English □ American English □ Other variety: How come you speak this variety? □ Influenced by my teacher □ Influenced by media (TV, music etc.) □ Influenced by parents □ Influenced by friends □ Other reason: _ Which variety you prefer your students to speak? □ British English □ American English □ Other variety: □ Doesn‟t matter xxiii Do you teach a specific variety of English? □ Yes □ No If Yes, which one? _ Do you think it is important that your students know about the differences between dialects of English? □ Yes □ No Why/Why not? _ Do you devote any classroom time to teaching different varieties of English such as British English, American English, Irish English, Scottish English etc.? □ Yes □ No If Yes, how much time (approximately)? _ Which variety of English is presented in the text books? □ British English □ American English □ Both Other varieties: _ Is it ok for students to use a mixture of different varieties of English when speaking? □ Yes, it‟s fine to use a mixture □ No, they should try to stick with only one Comment: _ 10 If a student successfully uses one variety consistently in his/her speech, would you take that into consideration when assessing the student‟s oral skills in English? □ Yes, using one variety consistently shows that you master that variety xxiv □ No Comment: _ 11 Do you suggest your students to out-of-class learning activities to develop their awareness of English varieties? If yes, what kind of activities are they? If no, why? □ Yes, _ □ No, _ xxv APPENDIX 3: INTERVIEW QUESTIONS – TEACHERS Why can‟t/don‟t teachers teach different English varieties in the classroom? If they can, why don‟t they spend much time on this? What English varieties should we teach in Vietnamese education? How you assess student‟s oral skill of English when he successfully uses one variety consistently in his/her speech? Please explain more how you teach different varieties of English in your classroom Is it possible to teach English varieties with a greater amount of time in the classroom in the future? How can teachers check if students out-of-class learning activities to develop their awareness of English varieties? xxvi APPENDIX 4: INTERVIEW QUESTIONS – STUDENTS Where does English come from? Who does it belong to? What English variety is spoken the most in your opinion? What English variety you learn and why you choose to learn that variety? Do you think Vietnamese students should learn other English varieties like Singlish or Indian English, etc.? Choose the activities you think you can and would like to outside the class: (You can choose as many as you can) Please explain if you don‟t choose any activity  Do part-time jobs related to English such as English tutors, Englishspeaking tour guides or waiters/ waitresses  Listening to native speakers/voices from different English-speaking countries in videos,  Speaking to native speakers  Reading magazines, newspapers, novels, etc written by native speakers  Film transcriptions: Making English subtitles for the English films  Talk to English-speaking speakers with different dialects (record the conversation and listen to it again)  Listen to different listening materials/ songs, TV shows, short clips/  Contact foreign visitors, xxvii  Watch movies starred by British / American / Australian / Canadian / Indian, etc actors/actresses; Listening to British / American / Australian / Canadian… radio/television programs  Join any English speaking clubs run by native speakers of English xxviii