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HUEUNIVERSITY UNIVERSITYOFFOREIGNLANGUAGESANDINTERNATIONALSTUDIES NGUYENTHILEHANG EFL TEACHERS’ BELIEFS AND PRACTICES ON THE USE OFINTERACTIVEACTIVITIESINREADINGCLASSESATTERTIARYLEV EL ACASESTUDYAT AL[.]
HUEUNIVERSITY UNIVERSITYOFFOREIGNLANGUAGESANDINTERNATIONALSTUDIES NGUYENTHILEHANG EFL TEACHERS’ BELIEFS AND PRACTICES ON THE USE OFINTERACTIVEACTIVITIESINREADINGCLASSESATTERTIARYLEV EL:ACASESTUDYAT ALOCALUNIVERSITY INVIETNAM DOCTOR OF PHILOSOPHY THESIS IN THEORY ANDMETHODOLOGYOFENGLISHLANGUAGETEACHI NG HUE,2023 HUEUNIVERSITY UNIVERSITYOFFOREIGNLANGUAGESANDINTERNATIONALSTUDIES NGUYENTHILEHANG EFL TEACHERS’ BELIEFS AND PRACTICES ON THE USE OFINTERACTIVEACTIVITIESINREADINGCLASSESATTERTIARYLEV EL:ACASESTUDYAT ALOCAL UNIVERSITY INVIETNAM CODE:9 140111 DOCTOR OF PHILOSOPHY THESIS IN THEORY ANDMETHODOLOGYOFENGLISHLANGUAGETEACHI NG Supervisor1.Dr.Bao Kham Supervisor2.Assoc.Prof.Dr.DoMinhHung HUE,2023 ĐẠIHỌCHUẾ TRƯỜNGĐẠIHỌCNGOẠINGỮ NGUYỄNTHỊLỆHẰNG NIỀM TIN VÀ THỰC TIỄN TRIỂN KHAI HOẠT ĐỘNG TƯƠNG TÁCTRONG LỚP ĐỌC HIỂU TIẾNG ANH Ở BẬC ĐẠI HỌC: NGHIÊN CỨUTRƯỜNGHỢP GIẢNGVIÊNTẠIMỘT TRƯỜNGĐẠIHỌC ĐỊAPHƯƠNGỞVIỆTNAM MÃSỐ:91401 11 LUẬNÁN TIẾN SĨ LÝLUẬNVÀPHƯƠNGPHÁP DẠYHỌC BỘMÔN TIẾNGANH NGƯỜIHƯỚNGDẪNKHOAHỌC TS.BẢO KHÂM PGS.TS.ĐỖMINHHÙNG HUẾ,2023 DECLARATION I certify that the present thesis submitted today entitled “EFL Teachers’ Beliefs andPracticesontheUseofInteractiveActivitiesinReadingClassesatTertiaryLevel:A Case Study at A Local University in Vietnam”for the Degree of Doctor ofPhilosophyintheoryandmethodologyinEnglishlanguageteaching,istheresultofmyown research, andhasnotbeensubmittedforahigherdegreeatanyotherinstitutions,colleges, or universities To the best of my knowledge and beliefs, the thesis containsno material previously published or written by other people except where the referenceismadeinthethesisitself Hue,2023 Author’ssignature: ACKNOWLEDGEMENTS On my Ph.D journey, I received a lot of assistance and support from belovedpeople who worked diligently to help me, believed in me and guided me at every stageof conducting the research Hereby, I would like to express my most sincere thanks tothose willingly contributing their professional and academic knowledge to helping mecompletethisstudy Firstofall,Iwouldliketosendmydeepestgratitudetomychiefsupervisor-Dr.Bao Kham who has wholeheartedly and enthusiastically supervised me and guided myresearchfromtheinitialdayswithalotofdifficulties,throughthestagesofformulatingthe proposal, collecting scientific and analyzing data, presenting papers at the panels,writingthefirstdraftofmythesis,thenrevisingandediting,andfinallycompletingmyPhDthe sis.Hissupportandencouragementinspiredandmotivatedmealotthroughoutthishardjourney.Withouthim, IcouldnotreachthedestinationofthisPhDthesiscompletion and submission I would also like to express my great gratitude to my second supervisor Assoc.Prof Dr Do Minh Hung, who, although lives very far from me, gives me a lot ofvaluable instructions and feedback to every step of the study and to various versions ofthisthesiswiththewholeheartedsupportandwordsofwisdom.Isawmyselffortunatetohavehimasamentorforthiswork.Ho nestlyspeaking,butforhissupport,mythesiswouldnotbeinitsfinalshapeasitisnow I would also like to extend my sincere gratitude to Assoc Prof Dr Pham ThiHong Nhung and management board as well as the lecturers of Faculty of English,UniversityofForeignLanguagesandInternationalStudies,HueUniversityforwhole heartedlyanddedicatedlysupportingandguidingmeduringtheprocessesrequiredtocomplete mystudyprogram.Theirsupport,encouragement,andwillingnessas the scientific panel’s members brought me hugebenefitinbroadeningmyscopeofinvestigation,andhelpedme toreachthe completionofthethesis Iwouldalsoliketoconveymythankfulnesstotheadvisorypanel’smembersandallexaminerswho gave me a lot of insightful and valuable comments suggestionsforimprovingthequalityofmythesis.Ihighlyappreciatedtheirquestionsandinquiries and that contributed to sharpening my mind and providing me with bright ideas to improvemythesisontherighttrack I owe big thanks to my former rector and my current rector, as well as mycolleagues at the university and the Foreign Language Faculty where I am serving myteachingjobfortheirongoingsupportandsympathywithmyhardwork.Inaddition,Iwouldliketoexpressmythankfulnesstoall oftheparticipatingteacherswhovoluntarilyand patiently accompanied me during a long time of my data collection process Theirvoluntary participation in the interviews and their permission for my observation andaudio-recording of their reading classes contributed a lot to my data findings It is nodoubtthattheresultsI achievetodaypartiallydependedonthem My PhD journey would not be successfully completed without my family’sencouragement, assistance and support Therefore, my special appreciation goes to mybeloved parents, my husband, and my two children for their unconditional support andlove My husband has been the most patient and supportive partner who was always bymy side whenever I was in need He encouraged me unfailingly with kind words,motivatedme,andespeciallyhaddefiniteconfidenceinme.Fromdeepwithinmyheart,Isendmyp rofoundgratitudetoallofmybigfamilymemberswhogavemeunconditional love, sacrifice and care during my hard journey to complete my PhDthesis.Withouttheirsupportandmotivation,Icouldnotovercomeallofthedifficultiestobecom e abettermenow Deepestand mostsincerethanksfromthe bottomofmy heart! ABSTRACT This thesis adopted Mo’s (2020) system of teachers’ beliefs in teaching readingskills for EFL tertiary students with the purpose of investigating teachers’ beliefs andpractices of using interactive activities (IAs) in teaching reading skills to EFL tertiarystudents in a Vietnamese teaching context This study was carried out with three EFLteachersfromalocalpublicuniversityin the northerncentralregion ofVietnam To seekfortheanswers totheresearchquestions posed,theresearchergathereddatafromthreedatacollectioninstrumentswhichformedatriangulation ofthisresearchincludingindepthinterviews,classroomobservations,andstimulatedrecallinterviews.Itwasshowninthefinding softhestudythatEFLteachersperceivedtheuseof IAs in teaching reading subject through their beliefs of goals, beliefs of principles,beliefs of contexts and beliefs of the teachers’ roles In addition, the findings revealedthat the teacher participants used IAs in their reading classes in different ways Most ofwhatthey believed was consistent with the ways they acted in actual practices ofteachingthechosensubject.However,therestillexistedsomeinconsistenciesduetotheimpactof certain factorsasaddressedinthethesis Thisstudy,astheresearcher’sintention,doesnotaimatgivinganygeneralization to the whole context of the EFL teaching and learning in Vietnam;however,itisexpectedtodepictthepictureofEFLteachinginsomesimilarVietnamesecontext.Iti ssignificantinhelpingVietnameseEFLteachershaveadeeperunderstandingaboutforeignlangu ageteachingandlearningintertiaryeducationatlocaluniversities,whichhopefullyhelpsthepolicymakershaveabetterviewon thewholepicture of teaching foreign languages in Vietnam In addition, some implications forwhom the study may concern, and some recommendations for future research are alsopresented LISTOFABBREVIATIONS ELT :Englishlanguageteaching CI :ClassroomInteraction IAs :Interactiveactivities CEFR :TheCommonEuropeanFrameworkofReferenceforLanguages SCT :SocioculturalTheory EFL :EnglishasaForeignLanguage ESL :EnglishasaSecondLanguage L1 :Firstlanguage/Mothertongue L2 :Secondlanguage FL :ForeignLanguage MoET :MinistryofEducationandTraining LISTOFFIGURESANDTABLES Figure 2.1 Interaction and Collaboration Among Learners, Peers, and Teacher in anEFLContext(Behroozizadetal.,2014,p.222) 13 Figure2.2 Variablesthataffectreadingperformance 17 Figure2.3 CategoriesofTeachers’ Beliefs(Burn,1996) 26 Figure2.4:Teachers’beliefssystembyMo(2020) 26 Figure3.1 Datatriangulationparadigm 53 Figure3.2 ThematicanalysisGuideline(Braun&Clarke,2006) .62 Figure3.3 DataTranscriptionandAnalysisProcedure 65 Figure4.1.AnalysisofTeachers’beliefsofusingIAsinteaching .71 EFLReadingComprehensionskills 71 LISTOFTABLES Table2.1D e s c r i p t i o n o f scaffoldingmeansinlanguageteaching 14 Table3.1Criteriaforresearcher’schoosing qualitativeresearchapproach 43 Table3.2Information oftheteacherparticipants 49 Table 5.1 A Summary of main interactive reading activities used in Lisa’s observedreadingclasses .101 Table 5.2 A Summary of main interactive reading activities used in Rosie’s observedreadingclasses .107 Table 5.3 A Summary of main interactive reading activities used in Maria’s observedreadingclasses .112 TABLEOFCONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT .iv LISTOFABBREVIATIONS v LISTOF FIGURESANDTABLES vi LISTOF TABLES .vi TABLEOFCONTENTS .vii CHAPTER1I N T R O D U C T I O N .1 1.1 Backgroundof the study 1.2 Statementoftheproblem 1.3 Purposesofthestudy 1.4 Researchquestions 1.5 Scopeofthestudy .6 1.6 Significanceofthe research .6 1.7 Definitionsof key terms 1.8 Organizational StructureoftheThesis CHAPTER2L I T E R A T U R E R E V I E W 2.1 Vygotsky’sSocioculturalTheory(SCT) .9 2.1.1 Sociocultural in LanguageTeahingandLearning 2.1.2 MajortenetsofVygotsky’ssociocultural theory 10 2.1.2.1 ZoneofProximalDevelopment(ZPD) 11 2.1.2.2 Scaffolding .12 2.2 ReadingComprehensionfrom SocioculturalTheory 15 2.2.1 SomeperspectivesaboutReadingComprehension 15 2.2.2 ASocioculturalPerspectiveofReading 16 2.3 InteractiveActivities(IAs) 18 2.3.1 InteractiveActivitiesinLanguageTeaching .18 2.3.2 InteractiveActivitiesinReadingComprehension .19 2.3.3 Principlesof teachingEFLreadingskills 21 2.4 Teachers’beliefs andpractices 25 2.4.1 Teachers’Beliefs 25 2.4.1.1 TheoreticalBeliefs .26 2.4.1.2 ActionBeliefs 27 2.4.1.3 ContextBeliefs 27 2.4.1.4 BeliefsaboutTeachers’Roles 28