INTRODUCTION
Background to the study
English has emerged as a vital global communication tool in Vietnam, particularly following its accession to ASEAN in 1995 and the WTO in 2007, where it was designated as the working language This shift has sparked widespread enthusiasm for English across the country, influencing educational policies that mandate English learning from secondary school through university Since 1986, Vietnam has attracted significant international investment and tourism, further underscoring the importance of English as a catalyst for economic growth and development in various sectors, including education and public discourse.
English is increasingly recognized as a vital asset for both developed and developing nations, serving as a key facilitator for international trade and peace In Vietnam, while mathematics and computer technology are prioritized in education, the country still struggles with a shortage of well-trained English instructors As noted by Nunan (2003), many nations, including China, Hong Kong, Japan, Korea, Malaysia, Taiwan, and Vietnam, have made English compulsory at younger ages, despite facing challenges such as limited resources and a lack of quality teachers Consequently, Vietnam, like several other ASEAN countries, continues to grapple with these educational obstacles.
2 challenges to expand English language education to the national education system, and the greatest challenge being the lack of well-qualified teachers (Wedell, 2008; Dang, 2009; Dang & Marginson, 2013)
According to Spolsky et al (2012), political and economic factors have historically influenced foreign language education policies in Asia The Vietnamese government recognizes the country's swift transition to a market-driven economy, prompting significant changes in educational policies to enhance global integration This shift has created a pressing demand for effective English language teaching and learning to improve international communication (Wright, 2002; Trinh, 2005; Hoang, 2008a; Lam, 2011; Nguyen, T M H., 2011).
The National Foreign Languages 2025 Project (NFLP, 2025), approved by the Vietnamese government in 2008 with a budget of nearly US$500 million, aims to enhance English proficiency among school and university graduates to tackle the challenges of a globalized world The project seeks to fundamentally reform foreign language education within the national system by 2020, emphasizing the importance of English as a comparative advantage To assess teacher qualifications post-implementation, a six-level proficiency framework, based on the Common European Framework of Reference (CEFR), has been adopted, alongside the Vietnamese Standardized Test of English Proficiency (VSTEP) This initiative represents a significant shift in foreign language education in Vietnam, highlighting the country's recognition of the critical role of education in a multilingual and multicultural context.
3 and focused on investing in foreign language education for future generations to develop a prosperous country
After a decade of implementation (2008-2018), the NFLP 2020 project fell short of its goals, as evidenced by the English competence assessments conducted through CEFR and VSTEP A significant majority of teachers did not meet the project's standards, with 97% of primary teachers, 93% of secondary teachers, 98% of high school teachers, and 46% of college and university English teachers failing to achieve the required proficiency levels (Dudzik and Nguyen, 2015) Furthermore, Vietnam's position in the English Proficiency Index dropped 13 places in 2020, ranking 65th out of 100 countries, according to Education First (EF) The NFLP 2020 project faced numerous challenges related to training processes and methodologies, leading to outcomes that deviated from its initial objectives, prompting the need for project expansion.
5 more years from 2020-2025 to meet the expected outcomes the project NFLP 2020 set before Therefore, a big reform and reorganization would be implemented
To effectively address the challenges faced by the NFLP 2020 project, comprehensive studies are essential for in-depth analysis and the formulation of viable solutions Research highlights that despite the recognized importance of English, significant issues persist in the quality of teacher training, particularly in preparing students prior to graduation Nguyen (2013) emphasizes that the project's shortcomings stemmed from neglecting feedback from key stakeholders, including teachers, students, parents, and administrators This disconnect between policymakers' decisions and the actual needs of educators and learners contributed to the project's failure Additionally, Le et al (2019) stress the necessity of investing in English teaching materials and reassessing the objectives of English language education, noting that the NFLP 2020 set overly ambitious and unrealistic targets.
The challenges of teacher training and professional development in Vietnam, particularly in English language teaching, are significant, especially within university programs A critical issue lies in the organization of English Teaching Methodology (ETM) courses, which serve as a foundational component for aspiring teachers before their practicum Despite the importance of ETM, there has been a lack of research exploring the difficulties faced by both teachers and students in this learning process Nguyen (2015) highlighted that student teachers struggle with various issues during their training, particularly regarding ETM theories, yet no comprehensive studies have addressed these challenges This study aims to identify the specific difficulties encountered by English majors in ETM courses.
To effectively revise the NFLP 2020 project, it is essential to investigate the challenges faced by English-majored students at a university in Ho Chi Minh City, which specializes in training English teachers Students enrolled in the ETM courses reported numerous difficulties influenced by various internal and external factors In response to these challenges, the researcher initiated a study aimed at identifying the specific obstacles encountered by students in the ETM courses at HCM University of Technology The findings will enable the lecturer to adapt teaching methodologies, implement necessary adjustments, and develop effective solutions for future educational programs.
To achieve the above objectives, the thesis addresses the following question:
Do English-majored students have any difficulties in learning English Teaching Methodology courses at a university in HCMC? If so, what difficulties do they encounter?
1 What are the most difficulties encountered by English-majored students in ETM courses?
2 What are the least difficulties encountered by English-majored students in ETM courses?
Statement of the problem
While theoretical courses play a crucial role in education, there is a notable lack of research on their effectiveness A comparative study by Nguyen (2013) between teacher education programs in Australia and Vietnam revealed that Vietnamese curricula prioritize English proficiency and subject knowledge over contextual understanding related to learners In alignment with the NFLP 2020 initiative, many universities, particularly English faculties, are enhancing their teacher training programs to ensure graduates possess the necessary qualifications and pedagogical skills It is essential to focus on teaching methods for English majors prior to their practical teaching experiences These courses aim to enhance pedagogical skills and instill a sense of responsibility towards the community However, despite the significance of theoretical subjects in English teacher training, there remains a gap in research regarding the challenges faced in teaching and learning these courses, particularly concerning learner knowledge.
While numerous studies have highlighted the importance of professional training for teachers, they primarily concentrate on the practicum experience and the challenges faced by students during this phase However, there is a lack of attention to the difficulties students encounter in learning the theoretical courses associated with teaching English (Hudson et al., 2008).
Research in Second Language Teacher Education (SLTE) has primarily concentrated on practical applications rather than theoretical frameworks, as highlighted by various studies (Richards, 1998; Roberts, 1998; Freeman & Johnson, 2004; Graves, 2009) This trend indicates a significant gap in the exploration of theory courses and content-based instruction (CBI) within SLTE, with practitioner researchers largely focusing on empirical studies of teaching practices (Johnson, 2006; Johnson, 2009b; Kiely & Askham, 2012) Consequently, the field requires more comprehensive research into theoretical aspects to enhance the educational framework for language teachers.
English-majored students in ETM courses gain essential knowledge of teaching theories and methods, which are crucial for effectively conveying lesson content and enhancing language skills (Hummel, 2014) However, some research indicates that a lack of improvement in students' language abilities can be attributed to significant methodological weaknesses (Au, 1988, as cited in Sparks & Ganschow, 2008, p 248) Luu's (2011) study further supports the findings of Tran and Baldauf Jr.
A 2007 study identified that teachers' ineffective teaching methods, low English proficiency, and a lack of student support significantly contribute to the demotivation of English learners in higher education in Vietnam This highlights the critical role of appropriate teaching methodologies in enhancing students' language proficiency.
ETM courses provide essential teaching methods for student teachers, but inappropriate application of these methods can hinder effective learning outcomes Despite being foundational before practical teaching, these courses faced significant issues, contributing to over 80% of teacher competence test failures in the 2020 project (Vallely & Wilkinson, 2008; Ton & Pham).
In 2010, the need for research to identify and address issues within teacher training ETM courses became evident Ho Chi Minh University of Technology stands out as a premier institution for teacher training in Vietnam, making it a crucial focus for such studies.
HCM University of Technology organizes professional training for teachers, including ETM courses for students; however, there is a lack of research on this topic Thus, it is essential to conduct a study to better understand the experiences of English-majored students enrolled in the ETM courses.
Training and professional development for teachers in Vietnam face several challenges, including strategies, time constraints, varying student levels, practicum shocks, and the influence of policymakers (Nguyen, T N., 2011; Roger & Nguyen, 2019) Additionally, there are unexplored issues related to students' problems that warrant further investigation.
English-majored students in ETM courses often struggle with effectively managing classroom situations For teachers, it is crucial to control both internal and external factors that impact the learning environment Creating a conducive atmosphere for student participation and knowledge absorption is essential, free from interruptions Teachers must skillfully manage class time and incorporate a variety of integrated activities into their sessions However, many lack the flexibility in class management skills, including organization and arrangement, which hinders their ability to monitor and maintain quality in the classroom Consequently, developing strong problem-solving skills becomes vital for effective teaching.
The second issue identified was the students' insufficient language proficiency, which did not meet the expected standards Many struggled to speak fluently in public for approximately thirty minutes and to provide clear instructions during class The instructions given were often indirect and unclear, leading to potential confusion among their peers.
Each student in this class has a unique learning style, with some excelling through visual and auditory methods, while others thrive through hands-on practice Understanding these diverse approaches is essential for fostering an effective learning environment.
8 by holding hands to instruct step by step Therefore, the teaching method of the lecturer was partly not appropriate for all students in the class
Balancing the dual roles of instructor and student can lead to confusion for learners New teachers often find that preparing for micro-teaching, designing lesson plans, and planning activities is time-consuming Additionally, feedback from peers and lecturers can be daunting, causing some student teachers to feel overwhelmed.
Despite numerous studies addressing the challenges faced by non-English major students and English teachers in learning effective teaching methodologies (Ketchell, 2018; Banditvilai & Cullen, 2018; Dao, 2018; Utami & Yuliyanto, 2020), there is a notable absence of research focusing on the difficulties encountered by English-majored students in ETM courses Specifically, no studies have been conducted at this university to identify the struggles faced by these students or to seek solutions This gap in research highlights the need for further investigation Consequently, the researcher aims to explore the challenges faced by English-majored students in ETM courses at a university in Ho Chi Minh City, drawing from existing academic literature and real classroom experiences.
Aim of the study
This study aims at investigating the difficulties of English-majored students in learning courses of English Teaching Methodology at a university in HCMC The research objectives are as follows:
- To explore the difficulties of English-majored students in learning courses of ETM at an HCMC-based university
- To determine the most difficulties encountered by English-majored students in ETM courses
- To identify the least difficulties encountered by English-majored students in ETM courses.
Research questions
To achieve the aforementioned objectives, the thesis addresses the following question:
Do English-majored students have any difficulties in learning English Teaching Methodology courses at a university in HCMC? If so, what difficulties do they encounter? Sub-questions:
3 What are the most difficulties encountered by English-majored students in ETM courses?
4 What are the least difficulties encountered by English-majored students in ETM courses?
Significance of the study
This research is essential as it benefits English-majored students, their teachers, university administrations, and other interested researchers By identifying the challenges faced by students in ETM courses, the study aims to provide targeted support, enabling students to overcome obstacles and enhance their learning experience Additionally, teachers will gain insights into student difficulties, allowing them to tailor their teaching methods and improve course quality Ultimately, the findings will facilitate adjustments in instructional strategies, ensuring more effective ETM courses in the future.
Ten administrators possess a deep understanding of ETM courses and the challenges faced by English-majored students Their insights can lead to modifications in learning and teaching programs, enhancing the quality of these courses Additionally, this study lays the groundwork for future research and motivates researchers interested in contributing to this field.
Scope of the study
This study aims to provide an overview of university students majoring in English who struggle with ETM courses and face various challenges.
Organization of the chapters
This study report consists of five separate chapters
Chapter 1 provides an introduction to the research with background information related to the research, presenting the problems, the aim, and objectives, the research question, research scope, significance of the study, as well as the organization of the thesis
Chapter 2 is the literature review, presenting the information related to ETM courses In terms of the ETM courses, English Teaching methodologies, the role of ETM and the importance of ETM courses, the difficulties of students learning in ETM courses are discussed In this part of the study, many studies by foreign as well as Vietnamese researchers are summarized and discussed in brief
Chapter 3 describes the methodology of the study including the research design, the research site, the research participants, the research instruments, the validity, reliability, and the pilot study later the data collection procedures as well as the data analysis procedures are presented
Chapter 4 supplies the presentation of the results of the study by first presenting the data collected from the questionnaire and the focus group interview, then answering the main research question and the two sub-questions Next, the data is also compared and contrasted with the data in previous studies
Chapter 5 presents a summary of the main results of the thesis, the pedagogical implications of the study, limitations of the study, and recommendations for further research
LITERATURE REVIEW
English Teaching Methodology (ETM)
There are seven primary English teaching methods currently in use, as identified by Hummel (2014): the Grammar Translation Method, the Direct Method, the Audio-lingual Method, Total Physical Response, Communicative Language Teaching, Task-based Language Learning, and Suggestopedia.
Nguyen et al (2014b) conducted a study at Ho Chi Minh City University of Technology, identifying five prominent teaching methods in English as a Foreign Language (EFL) education: Grammar-Translation Method (GTM), Direct Method, Audio-lingual Method, Communicative Language Teaching, and Task-Based Language Teaching This research partially validates previous findings regarding the most widely used EFL teaching methodologies.
13 the context of EFL in general and in Vietnam in particular by some researchers (Richards
Understanding the dominance of certain teaching approaches is essential, particularly in the context of English-majored students learning about English Teaching Methods (ETM) It is crucial to analyze the challenges faced by both teachers and learners when implementing these methods in language classrooms To facilitate this understanding, the researcher must grasp the primary language teaching methods used in this university setting, including their definitions, key characteristics, and applications.
The Grammar-Translation Method (GTM)
GTM was the main foreign language teaching methodology from the 1840s to the 1940s and has the oldest history (Richards & Rogers, 2001; Fotos, 2007; Moore, 2012) GTM is
The Grammar-Translation Method (GTM) is a language learning approach that prioritizes the detailed analysis of grammar rules, followed by the practical application of this knowledge in translating sentences and texts to and from the target language This method emphasizes reading and writing skills over listening and speaking In GTM, grammar is taught deductively, vocabulary is introduced through bilingual word lists, and instruction is primarily conducted in the students' native language.
Rivers (1968) argues that learners should acquire a foreign language similarly to how they learned their first language, ideally immersed in an environment where the target language is spoken This approach contrasts with the Grammar-Translation Method (GTM), emphasizing the importance of teaching without translation or reliance on the learners' native language, promoting a more natural language acquisition process Additionally, Richards (2001) highlights that this method should incorporate action and demonstration in the teaching process.
Grammar instruction should be inductive, allowing learners to derive grammatical structures from a variety of examples Additionally, small, intensive classes are ideal for enhancing speaking and listening skills (Richards, 2001).
The audio-lingual method, developed from the US military's intensive language training courses in the 1950s, emphasizes listening and speaking skills through the use of tapes, language labs, and visual aids This teaching approach minimizes the use of the mother tongue in the classroom, presenting material primarily through dialogues with minimal grammatical explanation Learners acquire structural patterns through repetition, while grammar is taught inductively, and vocabulary is restricted to contexts directly related to the dialogues.
The primary goal of the Communicative Language Teaching (CLT) approach is to enhance learners' communicative competence rather than merely their linguistic skills In CLT classrooms, English learners engage in a communicative process that incorporates the four language skills—listening, speaking, reading, and writing—to complete tasks and activities focused on information exchange, meaning negotiation, and interaction, ultimately achieving effective communicative outcomes Brown (2007a) outlines key characteristics of the CLT method that support this approach.
(1) the components of communicative competence are focused and not dependent much on grammatical or linguistic competence;
(2) the sharing and negotiation of meaning purposes are emphasized through some language techniques such as the pragmatic, authentic, functional use of language;
Fluency and accuracy are essential principles of this method, enabling students to effectively use the language for productive and receptive communication, thereby conveying and receiving meaningful messages.
(4) learner-centered learning is mainly focused instead of teacher-centered learning Teachers are no longer knowledge givers but play the role of a facilitator, a moderator, a needs analyst, a counselor, etc.;
(5) real-life content topics which are directly matched with learners’ needs are enhanced through cooperative activities, pair work, and group work
Task-based Language Teaching (TBLT)
Task-Based Language Teaching (TBLT) is a contemporary evolution of Communicative Language Teaching (CLT), emphasizing practical communication and meaningful tasks, as noted by Richards and Rogers (2001) While TBLT shares foundational assumptions with CLT, it maintains a distinct identity, with tasks serving as central components in planning and teaching (Richards & Rogers, 2001) Ellis, a prominent figure in this field, highlighted in his 2003 publication that TBLT focuses primarily on meaning while also addressing form, ensuring a clear communicative outcome during task completion Through interaction and negotiation of meaning, language learners enhance their understanding of linguistic forms, facilitating effective language acquisition.
16 based on assigned tasks without being explicitly instructed about these forms before (Richards & Rogers, 2001; Ellis, 2003)
In this approach, teachers play a crucial role similar to that in the Communicative Language Teaching (CLT) method, as highlighted by Richards and Rogers (2001) Their responsibilities include selecting and sequencing tasks, preparing students for these tasks, and enhancing learners' awareness of language elements through thoughtfully designed contexts It is essential for learners to focus on both the form and meaning of language while utilizing available linguistic resources to effectively complete assigned tasks, often collaborating in pairs and small groups.
ETM courses play a crucial role in the education of English-majored students by equipping them with essential methods for effective lesson plan design and teaching practices These courses foster a deep understanding of pedagogical strategies that are vital for their professional development.
ETM courses are essential for teachers, as they provide crucial knowledge on educational methods and effective classroom management The redesigned teacher education program in English language teaching increasingly emphasizes teaching methods and practices, highlighting the importance of these courses before formal teaching begins This focus is particularly relevant for those pursuing careers as professional English teachers.
Research indicates that teaching activities in English Teaching Methodology (ETM) courses significantly assist trainee teachers, particularly those majoring in English, in alleviating anxiety, overcoming indecision and fear, and boosting their professional commitment The teacher training program enhances trainee teachers' understanding of the teaching profession and its qualifications, while also equipping student teachers with essential classroom management skills.
Courses on management, time management, and educational technology applications focus on assessing students' learning outcomes and fostering engagement in lessons (Arends, 2000; Angeli, 2005; Ismail, 2011) Ogeyik (2009) emphasizes that advanced training courses teach Pre-service EFL students to prepare and implement lesson plans tailored to students’ needs, expectations, and learning goals, thereby equipping them with essential professional teaching experience This education enhances the awareness of English majors regarding their future careers and prepares them to effectively conduct teaching activities in real-world learning environments.
English-majored students’ difficulties in learning theoretical courses
Vietnam's higher education sector faces significant challenges in internationalization, particularly due to the inadequate English proficiency of its students To address this issue, it is essential to examine the broader context of teaching and learning within Vietnamese higher education institutions Various factors impede student engagement in learning activities, including issues related to students themselves, teachers, peers, and the overall learning environment.
Student involvement is essential in teaching and learning, as it enhances the educational experience and energizes the classroom environment (Hoang, 2010) However, when students face challenges, their academic performance can suffer Thus, identifying and addressing these difficulties is crucial for fostering student engagement and success.
Ehrman (1996) highlighted the potential for researching the challenges associated with theoretical language learning By building on foundational theories, the study categorizes the various factors influencing learners into difficulties related to students, teachers, and peers.
This study examines 21 learning environments, focusing on ETM courses within teacher training It emphasizes the theoretical aspects of these courses, highlighting that both students and teachers engage in teaching and learning activities Consequently, students are affected by the same influencing factors as their instructors.
Ehrman (1996) identified a common reason for learning challenges as the mismatch between learning and teaching styles, along with language difficulties and psychosocial limitations This results in students facing issues such as lack of proficiency, confidence, and motivation Additionally, Wang et al (2014) emphasized that learner autonomy significantly influences learners' performance, highlighting the importance of these factors in the educational process.
Language proficiency encompasses learners' communicative abilities, knowledge systems, and skills, as outlined by Canale (1983) The Council of Europe (2001) further defines proficiency as the capability to apply knowledge in real-world contexts.
Hong Kong higher education students face significant challenges in academic writing and speaking, particularly concerning style, grammar, coherence, fluency, and pronunciation (Evans & Green, 2018) Similarly, New Zealand university students have reported difficulties with speaking and listening skills while learning content subjects in English (Russell, 2009) Additionally, research by Nguyen and Ho (2012) highlights that students struggle most with achieving proficiency in the four essential communication skills, despite needing assistance in various academic areas.
22 language skills It can be said that lack of language proficiency was the common circumstance in second language acquisition in many non-native countries
In Vietnam, researchers have identified a critical weakness in the English language proficiency of students in higher education, which hampers international integration (Le, 2004; Di Gropello, 2007; Le & Barnard, 2009; MOET, 2008b, 2012; Lam, 2011) Both English majors and non-English majors demonstrate limited proficiency in English, despite its recognized significance for students in Vietnamese higher education (Kieu, 2010) Supporting this view, Ngo (2015) noted that "even though English is of major importance for both English major and non-English major students, research evidence has indicated that the English proficiency illustrated is low" (p 41) Furthermore, Pham's research on English-majored students highlights similar concerns regarding their language skills.
(2004) estimated that fewer than 10 out of 50 fourth and final-year students demonstrated a level of English proficiency sufficient as interpreters, translators, or teachers of English
It can be seen that over 80% of those junior and senior students lacked proficiency even though they were English-majored students
According to a survey by the global education company Education First (EF) on the English Proficiency Index in 2020, Vietnam’s English Proficiency Index average score was
In 2020, Vietnam scored 473 out of 800, marking a decline of 13 positions from the previous year, ranking 13th among 24 economies and only 65th globally out of 100 countries and territories This reflects the country's low levels of English proficiency, as illustrated in Figure 2.1.
Figure 2.1 English Proficiency Index 2020 in Asia
Note Retrieved from www.vietnamtimes.org.vn
Students' low English proficiency can stem from various challenges, including language competence issues linked to exam requirements (Le & Barnard, 2009; Nguyen, T M H., 2011; Mai & Iwashita, 2012) Huang (2005) noted that students often perceive vocabulary and language processing speed as significant barriers to their proficiency These language difficulties are often rooted in the quantitative aspects of language acquisition, where accumulating knowledge and improving skills through practice are essential Additionally, the focus on memorizing vocabulary for exams can lead to feelings of frustration and hinder overall language development.
By setting up the Vietnamese six-level framework of reference (see Figure 2.2) for foreign languages in January 2014, the Ministry of Education and Training (MOET) helped
In Vietnam, 24 teachers are enhancing their assessment and evaluation of students' performance and proficiency, addressing the critical issue of low English language skills highlighted by the CEFR framework This lack of proficiency poses a significant barrier to Vietnam's rapid development and integration into the global community.
Figure 2.2 Common European Framework of Reference for Languages (CEFR)
Insufficient language proficiency poses a significant challenge for English learners in teacher training and professional development, particularly in ETM courses These students, who are majoring in teaching, require strong speaking, listening, reading, and writing skills to effectively use English as a medium for learning and teaching Consequently, a lack of proficiency can hinder their ability to succeed in these specialized courses.
Students often struggle with a lack of confidence in language learning, as highlighted by Dornyei (2005) and Harris (2009), who note that feelings of doubt and worry are more prevalent than confidence Cheng et al (1999) further emphasize that anxious students may primarily suffer from low self-confidence when speaking the target language Various factors contribute to this lack of confidence, including fear of losing face, low proficiency, personal habits, and personality traits (Flowerdew et al., 2000; MacIntyre et al., 2001; Jackson, 2002, 2003; Chen, 2003; Tong, 2010) In contrast, Hyland (2004) suggests that students often prefer private activities over public ones, driven by limited resources and personal interests rather than merely avoiding public exposure.
Interpersonal risk and the criticism of others play significant roles in shaping individual confidence Rather than fearing loss of face, individuals often struggle with self-assurance due to ingrained habits and choices driven by perceived benefits.
There is a recent trend in the 20th and 21st centuries, people in the East exchange students or study abroad in Western countries to learn and approach civilization Sawir's study
A 2005 study revealed that numerous Asian international students in Australia struggled with learning due to low confidence in speaking and a lack of classroom participation Interviews with students from five Asian countries indicated that these challenges stemmed from prior educational experiences that emphasized grammar and reading in a teacher-centered environment, neglecting conversation skills Additionally, the students' language-learning beliefs, developed over their educational journeys, contributed to these difficulties.
Chapter summary
This chapter examines the roles of ETM courses, highlighting the challenges encountered in the teaching and learning process It identifies four primary factors contributing to these difficulties, including issues related to students and those associated with teachers.
41 difficulties from peer-related factors, and difficulties from learning environment-related factors
METHODOLOGY
Research design
This study aimed to investigate the challenges faced by English-majored students in learning English Teaching Methodology (ETM) courses at a prominent university in Ho Chi Minh City (HCMC) Utilizing a mixed-methods approach, the research gathered both qualitative and quantitative data to provide a comprehensive understanding of the issues Notably, this university distinguishes between theoretical ETM courses and practical training, offering a structured environment for teacher training and professional development.
The course aims to prepare students with essential knowledge for their teaching careers, serving as a unique opportunity to facilitate research data collection.
Lincoln and Guba (2000) emphasized that using mixed methods enhances the trustworthiness of study conclusions Furthermore, integrating mixed methods offers a more comprehensive description and deeper insights into research problems compared to relying on a single method (Creswell).
This study adopted a sequential explanatory approach, consisting of two phases: Phase 1 involved gathering quantitative data via a questionnaire, while Phase 2 utilized focus group interviews to collect qualitative data, aimed at interpreting the quantitative results from the initial phase.
Figure 3.1 The Phases of Explanatory Sequential Mixed Methods Design
This design effectively highlighted the research problem by presenting insights from quantitative data, which were later refined and expanded through qualitative analysis for a more comprehensive understanding.
Phase 2 Qualitative data collection & Analysis: The focus group interview
Phase 1Quantitative data collection & Analysis: Questionnaire
In this study by Ivankova & Stick (2007) and Carpenter (2018), two instruments were employed: a closed-ended questionnaire and focus group interviews, to gather comprehensive data Initially, the questionnaire addressed the first research question regarding the challenges faced by English-majored students in ETM courses Subsequently, qualitative insights were gathered from three focus group interviews involving 20 participants to provide a deeper understanding of the questionnaire results The research utilized convenience sampling based on the availability and willingness of the respondents.
Research site
This study was carried out at a university in Ho Chi Minh City, Vietnam, which comprises 25 faculties, institutes, and centers The university provides various training programs across different levels, including an English language training program offered by the Faculty of English Language This program features three sub-specialties: English translation and interpretation, English for Business, and TESOL methodology Students in these majors undertake the same foundational courses over three academic years before progressing to specialized courses TESOL students are required to complete courses such as Teaching Methodology 1, Teaching Methodology 2, Languages and Classroom Management, Associate Linguistics, and Language Teaching, each worth 3 credits.
The academic year is structured into three primary semesters: Semester 1, Semester 2, and Summer Semester 1 is further divided into 1A and 1B, while Semester 2 consists of 2A and 2B, with the Summer semester being a standalone session Each mini semester lasts 11 weeks, encompassing 8 weeks of study, 1 preparatory week, and 2 exam weeks The Faculty of English Language offers three majors: Translator, Business, and the newly introduced ETM (English for Teaching and Management), which began in the 2020-2021 academic year The ETM specialized course includes ETM 1 and ETM 2, each worth 3 credits, along with Classroom Management and a Practicum, also valued at 3 credits each.
(3 credits) The ETM courses teach theories revolving around English teaching issues,
45 teaching methods and techniques within 45 periods The courses equip English-majored students with the knowledge of teaching methodologies and classroom management that will help them teach in the Practicum.
Research participants
5 Speaking English with parents? Yes 9 9.89%
6 Years of Lived or studied abroad Yes 0 0%
7 Self-study time per day (beside class time)
9 Opportunities to practice English outside the classroom
Note N = the study sample size
The study involved 93 participants, comprising 21 males (22.6%) and 72 females (77.4%), all of whom were seniors majoring in TESOL methodology at the Faculty of English Language Although 93 students were initially selected, only 91 completed the questionnaire, resulting in 21 males (23.08%) and 70 females (76.92%) Geographically, 49.45% of the participants were from Ho Chi Minh City, while the remaining 50.55% were from other areas All participants had English proficiency levels ranging from intermediate to advanced, as they were enrolled in ETM courses.
The data presented in Table 3.1 reveals that the majority of students, 92 (92.30%), are aged 20-22, while a smaller number includes 3 students (3.30%) who are 23 years old, and 2 students (2.20%) each at ages 24 and 25, with no participants under 20 In terms of English study duration, 4 participants (4.40%) have been studying for 1-4 years, 11 participants (12.09%) for 5-7 years, and 39 students (42.86%) for 11-13 years.
6 participants (6.59%) have studied TA for greater than 13 years Among 91 students, 2 students (2.20%) have teaching experience as teachers, 42 students (46.15%) as teaching assistants, 22 students (24.18%) as tutors, and 25 students (27.47%) without experience
In a recent study, only 9 students (9.89%) reported having parents who spoke English, while the majority, 82 students (90.11%), lacked an English-speaking background at home Notably, all participants had neither studied nor lived abroad However, 79 participants (86.81%) engaged with English outside of class, contrasting with 12 participants (13.19%) who did not practice the language In terms of self-study time, 11 students (12.09%) dedicated over 4 hours daily, 29 students (31.87%) spent 2-4 hours, and 51 students (56.04%) practiced for less than 2 hours a day To maintain confidentiality, students were identified by codes ranging from S1 to S20.
Research instruments
The study utilized a mixed-methods approach by gathering both qualitative and quantitative data through two key instruments: a close-ended questionnaire for quantitative data collection and focus group interviews for qualitative insights, ensuring data triangulation for comprehensive analysis.
This study utilized a questionnaire to gather quantitative data, enabling the collection of insights regarding students' knowledge, perceptions, and beliefs (Bulmer, 2004) The approach employed was an explanatory sequential design, allowing for a comprehensive understanding of the subject matter.
In this mixed methods design study, a questionnaire was developed based on a thorough literature review, focusing on specific research questions and variables to evaluate the generalizability of quantitative data (Creswell, 2012) Creswell (2015) highlights that one key advantage of using questionnaires is their capacity to reach a large audience, making them an effective tool for data collection Given the numerous benefits associated with questionnaires, they were chosen as the primary method for gathering quantitative data in this research.
This study utilized an online survey questionnaire distributed via Google Forms, allowing for broader geographic reach and convenience in data collection compared to traditional classroom methods This approach not only saved time in data entry but also provided respondents with the opportunity to formulate thoughtful answers (Blaxter et al., 2010) However, a notable limitation was the potential low completion rate of the student questionnaires, which could compromise data reliability and validity due to possible distractions Despite these challenges, the survey questionnaire emerged as the most effective tool for identifying factors that hinder English-majored students.
The questionnaire for this study was meticulously developed from a comprehensive Literature Review and subsequently piloted to ensure its validity To facilitate understanding, it was translated from English to Vietnamese The questionnaire consists of two main sections: Part I, which gathers demographic information from students through 9 items, and Part II, which examines various difficulties across four categories: learner-related factors (29 items), teacher-related factors (10 items), peer-related factors (10 items), and learning environment-related factors (6 items).
49 with 55 items used to investigate the English-majored students’ difficulties faced while learning in ETM courses (see Appendix A)
The contents of questionnaire are described as Table 3.2 below:
Difficulties from student- related factors a Lack of English proficiency
Difficulties from teacher- related factors
Difficulties from peer- related factors
Difficulties from learning environment- related factors
The questionnaire utilized a five-point Likert scale, ranging from Strongly Disagree to Strongly Agree, to gauge participants' perspectives on various issues The mean scores were interpreted as follows: 4.21–5.00 indicated strong agreement, 3.41–4.20 indicated agreement, 2.61–3.40 represented neutrality, 1.81–2.60 indicated disagreement, and 1.00–1.80 indicated strong disagreement Each category contained at least four items to ensure sufficient data, even if one item was eliminated It was noted that the correlation between corrected items and total correlation was below 0.3, indicating inadequate reliability for that category Eisinga et al (2013) suggest that using alpha on a two-item scale may underestimate true confidence, while the Spearman-Brown coefficient provides a less biased estimate, particularly when item correlations are strong.
The study conducted during 2020 and 2021 in Vietnam was significantly impacted by the COVID-19 pandemic, which necessitated a shift from traditional classroom settings to online learning across educational institutions This transition required researchers to adapt their data collection methods, reflecting the challenges posed by the unprecedented circumstances.
51 it was impossible to attend classrooms and take notes to report students' difficulties was to directly convert to the online survey questionnaires
Hayward et al (2004) describe a focus group interview as a qualitative method used to gather data from a deliberately chosen group of individuals This technique involves participants discussing a specific topic, allowing for the exploration of their complex personal perceptions, beliefs, experiences, and attitudes through moderated interactions In this setting, researchers take on the role of moderators, facilitating the dialogue between themselves and the participants.
In this study, the researcher adopted the role of a facilitator during focus group interviews to encourage natural conversation flow while minimizing interventions Although this approach may limit the depth of individual insights compared to one-on-one interviews, it effectively saves time for both the researcher and participants, while also alleviating stress and anxiety among respondents This methodology, supported by previous research (Kitzinger, 1994; Johnson, 1996; Bloor et al., 2001; Hohenthal et al., 2015), was utilized to gather qualitative data for the current study.
This study utilized focus group interviews to gather qualitative data that complements quantitative findings, specifically addressing the challenges faced by English-majored students Due to the negative effects of the COVID-19 pandemic and social distancing measures, discussions were conducted online via Zoom to ensure the safety of participants This method proved to be more efficient and time-saving compared to traditional face-to-face interviews Additionally, a significant advantage of focus group interviews is their capacity to foster an environment conducive to open discussion and deeper insights.
The spontaneous nature of conversations in focus group interviews fosters the emergence of new information, as noted by Krueger and Casey (2000) This approach was particularly crucial for the current research, as the researcher had no prior interaction with the respondents, which could have led to feelings of pressure and discomfort, hindering open communication Carpenter (2018) emphasizes that respondents are more likely to engage freely when they are with familiar individuals Therefore, opting for focus group interviews over individual interviews was essential to create a comfortable environment that encourages candid discussions and prevents the risk of information being withheld or misused.
The Zoom online platform presents a significant limitation with its 40-minute meeting cap, which can hinder the quality of discussions that ideally last around 90 minutes, as noted by Dawson (2009) This constraint has led to unequal speaking time among participants, with some dominating the conversation while others remain quiet The role of the moderator is crucial in these focus group interviews, as they are responsible for initiating topics and steering discussions back on track Additionally, the inability to observe participants' body language during Zoom calls complicates the assessment of their confidence and other influencing factors, unlike in face-to-face interviews Nonetheless, the anonymity provided by not seeing participants' faces can enhance the reliability of their responses, as it alleviates fears of identity exposure Despite the drawbacks, the advantages of using Zoom for data collection make it a valuable tool.
A Summary of the Focus Group Interview
- interpret and confirm data from the questionnaire
English-majored students’ difficulties in ETM courses Q1-Q7
The focus group interview aimed to gather qualitative data through seven specific questions (refer to Appendix B) As illustrated in Table 3.3, these questions were designed to uncover and analyze the challenges students encounter in ETM courses, providing deeper insights into their experiences.
Data collection procedure
A pilot study was conducted one month prior to finalizing the questionnaire For the main study's data collection, the lecturer provided the researcher with a list of students' email addresses In early February, the researcher enlisted the assistance of two monitors to distribute the Google Forms link to participants.
The researcher distributed a questionnaire to 54 class members, detailing the study's purpose and significance in the accompanying link To ensure reliable responses, a reward was offered for completion, and participants were instructed to email their results using their class email addresses The researcher verified the submissions against a list provided by the supervisor to prevent any fraudulent entries Clear instructions were given in the link, which also included the researcher's contact information for any inquiries Although students were asked to return the questionnaire within three days, the process ultimately took about a week Out of 93 intended participants, 91 completed the questionnaire, resulting in a high response rate of 97.85%.
In April 2021, a focus group interview was conducted with 20 out of 91 English-major students, who were conveniently invited and randomly divided into three groups over three days The initial discussion aimed to analyze data and ensure the research remained on track, providing insights for subsequent interviews, each lasting approximately 90 minutes via Zoom The researcher outlined the group's purpose, participant expectations, and the handling of results, before introducing the discussion topics and questions, which were initially formulated in Vietnamese and then translated into English Throughout the interviews, the researcher acted as a moderator, facilitating the conversation, guiding participants, and recording the discussions with tape recorders.
Data analysis procedure
Data was collected via Google Forms and exported to Excel, where responses were initially in Vietnamese, necessitating translation into English for analysis After translating and cleaning the data, it was coded in SPSS version 22 to verify reliability using the Cronbach Alpha Coefficient and Exploratory Factor Analysis (EFA) Once reliability was confirmed, Descriptive Analysis was performed to calculate the Mean score (M) and Standard Deviation (SD) for each item on a five-point Likert scale, which were then organized in descending order to identify key challenges faced by English-majored students The questionnaire's interval mean scores were interpreted as follows: 4.21–5.00 (strongly agree), 3.41–4.20 (agree), 2.61–3.40 (neither agree nor disagree), 1.81–2.60 (disagree), and 1.00–1.80 (strongly disagree) Microsoft Excel was employed to tally the frequency of responses and calculate the percentage for each scale, which facilitated the creation of tables, bar graphs, and pie charts to visually represent the questionnaire results.
Qualitative data collected from focus group interviews were transcribed and translated into English, with careful verification from two colleagues Key challenges faced by English-majored students were identified and highlighted QSR NVivo 11.4.1.1064 was utilized for the analysis, allowing for the development of themes and sub-themes Additionally, the validity of the focus group interview data was assessed, focusing on the themes related to the difficulties experienced by the students.
56 majored students were utilized to explain the quantitative results gathered initially for the research question.
Test of Reliability and Validity
Reliability refers to the accuracy and precision of a measurement procedure, while validity indicates whether a test measures what it is intended to measure (Cooper & Schindler, 2011).
Cronbach Alpha is widely recognized as a key method for assessing internal consistency reliability in survey research, particularly in language testing (Brown, 2002) This study utilized Cronbach Alpha to evaluate the internal consistency of the Likert scale included in the questionnaire (refer to APPENDIX A) According to Saris and Gallhofer (2014) in the Wiley Series in Survey Methodology, a questionnaire is considered reliable when all observed variables exhibit a total correlation coefficient of at least 0.3, and the Cronbach’s Alpha Coefficient is below 0.95.
To ensure reliable results, each category must contain a minimum of three items, as indicated in the pilot study; having only two items can lead to an underestimation of reliability (Eisinga et al., 2013) The Alpha Reliability analysis of the questionnaire statements is presented below.
Cronbach Alpha Coefficient of the Questionnaire Items
As indicated in Table 3.4, the average Cronbach Alpha internal-consistency reliability of
55 items in part II of the questionnaire was 837 This coefficient also met the requirements of reliability which confirmed that the results obtained from the questionnaire were reliable
Triangulation, as defined by Cohen et al (2007), involves using multiple data collection methods in research, particularly in qualitative studies, to enhance the validity of findings This technique allows researchers to cross-check information, as emphasized by Eid et al (2017), thereby increasing trust in the study's elements To ensure reliability, researchers must carefully consider their data collection, analysis, interpretation, and methodology in addressing research questions The current study successfully met these criteria, demonstrating sufficient reliability and validity to advance the research.
Moreover, when testing a scientific theory, it is necessary to evaluate the reliability of the scale (Cronbach Alpha analysis) and the value validity of the scale (EFA) (Thompson,
The Cronbach Alpha scale reliability test assesses the relationships among all observed variables across various factors, while Exploratory Factor Analysis (EFA) investigates the connections between variables in different groups to identify those that load onto multiple factors or deviate from the baseline In this study, KMO and Bartlett’s test of sphericity were utilized in the context of EFA.
The appropriateness of factor analysis was assessed using the KMO coefficient (Kaiser-Meyer-Olkin), with a value of 0.5 or higher indicating suitability, as suggested by Cohen et al (2007) Values below 0.5 suggest that factor analysis may not be suitable for the research dataset Additionally, Bartlett’s test of sphericity was conducted to evaluate the correlation among observed variables, yielding statistically significant results (sig Bartlett’s Test < 0.05), confirming that the observed variables were indeed correlated with one another.
The Exploratory Factor Analysis Value of the Scale of Questionnaire Items
Bartlett’s test of sphericity (sig Bartlett’s Test < 0.05) a1"a4 725 000 b5"12 634 000 c13"c22 616 000 d23"d25 689 000
The results in Table 3.5 indicate that the KMO measure of sample adequacy and Bartlett’s test of sphericity, including the significance of Bartlett’s test, met the necessary criteria for the questionnaire items The exploratory factor analysis (EFA) revealed no problematic variables compared to the undisturbed scales, leading to the conclusion that all original factors remained intact Consequently, it can be asserted that the observed variables within each category exhibited correlation, thereby ensuring the validity of the study’s elements.
To check the content validity of the questionnaire, the researcher consulted the supervisor,
2 colleagues, and the 2 class monitors to ensure the comprehension ability of the questionnaire in the pilot study For its reliability, the researcher made use of SPSS version
To assess the correlation between Corrected Item and Total Correlation, as well as the Cronbach Alpha Coefficient, quantitative data was collected from a questionnaire administered to 46 students in a randomly selected ETM class Out of these, 42 students (91.30%) completed and returned their responses Subsequently, SPSS Scales Reliability was utilized to evaluate the reliability of the questionnaire items Adjustments were made to the wording and content of several items, necessitating consultations with two class monitors to ensure clarity and comprehension of the revised questionnaire.
Following the pilot phase, significant modifications were made to enhance the Google Forms format, simplifying the completion process Adjustments included replacing certain options in Part I to facilitate easier coding in SPSS For instance, the original questionnaire's item 8, which asked about years of English experience with options ranging from 1-4 years to over 10 years, was revised for improved clarity and usability.
2 scales D 11-13 years and E > 13 years Please specify Furthermore, item 4 changed by letting all scales in ascending order: Experience in teaching: A Not yet, B Tutor, C Teaching Assistant, D Teacher
After checking by SPSS, the number of original Part II items (54) was changed There was
The removal of the sub-section on "Lack of technology skills" from Section A was due to concerns about its reliability Consequently, eight items were also eliminated, including statements expressing disinterest in the courses, inability to apply the knowledge gained, and dissatisfaction with the teaching quality.
“These courses are not my favorite course because I do not like my classmates”, (B26) “I think teachers’ requirements in students’ designing lesson plans are not appropriate”, (B27)
“I think teachers’ requirements in students’ teaching quality are not appropriate”, (C46)
The lack of support and sympathy among group members for each other's issues, along with difficulties faced due to facility arrangements during teaching, led to the elimination of 12 items from the questionnaire.
Considering the problem of dropping items in running SPSS due to poor reliability, the researcher added 16 items which were b (6,7,8,9,12), c(13,14,15,16,19,20,21,22) in Section
A, C(46) in Section C, and D(51) in Section D The final modification of the Vietnamese questionnaire for students in the main study consisted of 55 items which were translated into English later by consulting of the supervisor and two colleagues (see APPENDIX A)
In a qualitative study, ten interviewees, labeled S1 to S10, participated in two group focus interviews The collected data were then analyzed using a content analysis approach, focusing on the insights gathered from these focus group discussions among the ten students.
A total of 61 qualitative data points were identified, organized, recorded, summarized, highlighted, and coded into themes and sub-themes To enhance the reliability of the analysis, intra-rating was utilized, analyzing two sets of qualitative data The findings demonstrated a high level of reliability, with convergent results reaching 95%.
Chapter summary
This chapter outlines the research methodology, including the research design and site, with a detailed analysis of the main study samples It discusses the research instruments, specifically the questionnaire and focus group interview, and provides comprehensive information on data collection and analysis procedures Additionally, it covers the validity and reliability tests, including the pilot study The subsequent chapter presents the results derived from these methodologies.
RESULTS AND DISCUSSION
Results
Data analysis from questionnaires and focus group interviews reveals that English-majored students encounter significant challenges while learning ETM courses, primarily stemming from environmental factors Interestingly, students expressed uncertainty regarding peer and student-related issues, while they largely dismissed teacher-related factors as contributors to their difficulties Additionally, curriculum-related issues, discrepancies between teaching theory and practice, and factors related to the education system emerged as areas warranting further investigation.
To be more specific, results analyzed from both qualitative and quantitative data were shown as follows:
4.1.1 English-majored students’ difficulties in learning ETM courses
English-majored students face various challenges in ETM courses, categorized into four main areas: student-related factors, teacher-related factors, peer-related factors, and learning environment-related factors According to the data presented in Table 4.1, these difficulties significantly impact students' learning experiences and outcomes.
The mean score of difficulties faced by English-majored students is 3.18, with learning environment-related factors (M=3.55, SD=1.062) being the most significant challenges Peer-related difficulties (M=3.31, SD=1.050) and student-related factors (M=3.23, SD=1.068) also contribute to their struggles, while teacher-related factors (M=2.61, SD=1.199) appear to be less impactful Overall, these results indicate that while students experience considerable challenges from their learning environment, they remain uncertain about the difficulties stemming from peer, student, and teacher-related factors.
Difficulties of English-Majored Students in the ETM Courses
No English-majored students’ difficulties
1 Difficulties from learning environment-related factors 3.55 1.062
2 Difficulties from peer-related factors 3.31 1.050
3 Difficulties from student-related factors 3.23 1.068
4 Difficulties from teacher-related factors 2.61 1.199
Note M: mean; SD: Standard Deviation
To gain insights into the challenges faced by English majors in ETM courses, qualitative data from focus group interviews were analyzed alongside quantitative findings Participants identified learning environment-related factors as significant difficulties, while also highlighting varying perspectives on peer-related, student-related, and teacher-related issues Key reasons for these challenges were discussed among the focus group members.
64 a) Difficulties from learning environment-related factors
The analysis of data from the questionnaire also pointed out four major difficulties derived from learning environment factors
Difficulties from Learning Environment Factors
No Difficulties from learning environment factors
Q51 The students’ English level in the ETM class is not the same, so I sometimes feel difficult to work (e.g., communicate, work delivery) with others
Q55 Group members usually have focus group interviews in
Vietnamese, so I do not have many opportunities to use English to communicate in class
Q50 The class is too crowded, so I do not have enough opportunities to interact and practice teaching
Q53 Teaching aids often have problems during teaching 3.59 1.022 Q54 The resources of books and references for ETM are limited 3.30 1.049
Q52 Inadequate facilities and equipment cause many difficulties in learning and teaching
Note M: mean; SD: Standard Deviation
The findings indicated that a significant number of respondents strongly believed that the varying English proficiency levels among students in their class created challenges for them One participant noted, "The students’ English level in the ETM class is not uniform, which sometimes makes communication and collaboration difficult."
A significant number of participants reported a lack of effective English learning environments, with over half indicating that group discussions predominantly conducted in Vietnamese limited their opportunities to practice English (Item Q55, M=3.70, SD=1.100) Additionally, many agreed that overcrowded classes hindered their ability to interact and practice teaching effectively (Item Q50, M=3.62, SD=1.030) Students also noted issues with teaching aids during lessons (Item Q53, M=3.59, SD=1.022) However, there was uncertainty regarding the difficulties posed by limited resources for English teaching materials (Item Q54, M=3.30, SD=1.049) and inadequate facilities and equipment (Item Q52, M=3.29, SD=1.108).
The respondents expressed a consensus on the influence of learning environment factors, noting that there is a disparity in students' English proficiency levels within the classroom.
In my class, numerous students aspire to become English teachers; however, they often believe they must be superior to others before embarking on their teaching journey Despite this, many acknowledge their weaknesses and subsequently abandon their efforts to improve, showing a reluctance to develop their skills.
My classmates’ level is unequal (all)
Many students opted to use their first language instead of English in class, hindering the development of an ideal learning environment Acknowledging their low language proficiency, some expressed difficulty in articulating their thoughts in English, which contributed to their reluctance to engage in the target language.
I rarely use English because I do not know how to express what I want to say (S16, S17)
Our focus group interviews will be in Vietnamese (S9, S12, S13)
All interview respondents unanimously agreed that their classes were overcrowded, highlighting significant challenges in providing effective instruction The lack of space severely limited their teaching opportunities, making it difficult to engage with students individually and address their needs.
A class includes 40-50 members It’s very crowded (S2, S3, S6)
I'm shy when teaching because the class is too crowded I do not get used to it much, so I often hesitate when speaking (S13)
The overcrowded class limits individual teaching opportunities and restricts in-depth lesson discussions With a high student-to-teacher ratio, each student is only permitted to deliver one presentation.
The overcrowded classroom environment diminished my sense of security, particularly when I felt isolated from my peers The presence of unfamiliar faces made the prospect of teaching in a quiet setting intimidating Additionally, the congestion in the class negatively impacted the effectiveness of design activities.
The large number of students participating in the class affects the design of activities in my lesson (S16)
In terms of the university equipment, there was a respondent who expressed dissatisfaction with the facilities in the school
In terms of technology, my university has just a projector (S10)
Despite quantitative data suggesting otherwise, focus group interviews revealed that many respondents believed the university's equipment was adequately supplied, although they encountered numerous issues with it during teaching.
My school's technological equipment is generally sufficient; however, I encountered issues during my teaching when the projector failed to function and the microphone wouldn't turn on, disrupting my lesson plan Additionally, my group members have faced similar challenges, such as malfunctioning loudspeakers during listening activities These equipment malfunctions occur occasionally and can hinder the teaching process.
The school has provided us with equipment, but its quality is lacking For instance, during listening lessons, some of my friends struggle to hear clearly due to poor speaker performance Additionally, the microphone is a frequent source of issues in the classroom.
Discussion
The questionnaire results indicated that English-majored students faced the greatest challenges due to factors related to their learning environment In contrast, peer-related and student-related factors did not significantly impact their experiences in ETM courses However, it is important to acknowledge that insufficient proficiency in student-related factors was identified as a contributing issue to the difficulties encountered in these courses.
Students identified three minor challenges related to the curriculum during the focus group interview: the disconnect between theoretical teaching and practical application, as well as errors within the education system These issues are suggested for further investigation.
Analysis of the questionnaire and focus group interview revealed that English-majored students face significant challenges in ETM courses, primarily stemming from factors related to the learning environment.
The questionnaire identified six key challenges faced by English-majored students in ETM courses The primary issue was the varying English proficiency levels among students, which hindered effective learning Additionally, the lack of an English-speaking environment, with focus group discussions often conducted in Vietnamese, limited opportunities for students to practice communication in English Large class sizes also posed significant challenges, impacting lesson plan design and classroom management Furthermore, difficulties arose from inadequate teaching aids during presentations and teaching practice, contributing to the overall learning obstacles encountered by students.
English majors often encounter limited access to books and references for Effective Teaching Methods (ETM) Additionally, inadequate facilities and equipment pose significant challenges to their learning experience Students struggle with classroom arrangements, as the furniture is primarily designed for younger learners, hindering their ability to engage effectively in their studies.
The focus group interviews indicated that respondents were significantly influenced by factors related to their learning environment Many participants expressed challenges stemming from varying proficiency levels, which hindered effective collaboration in group work Key issues included the dominance of L1 usage, overcrowded classrooms, inadequate teaching aids, limited access to ETM documents, and insufficient classroom facilities and equipment These findings align with the assertions of Canale and Swain (1980), Ellis (2004), and Hoang (2008a), highlighting that a poor language environment for English communication negatively impacts the teaching and learning of English in higher education institutions in Vietnam.
The study revealed that unequal English proficiency among students was the most significant challenge, aligning with Nguyen et al (2014b), which noted this issue prevalent in both public and private universities This disparity influenced students' roles and contributions in teamwork, with a notable 90.11% lacking opportunities for English communication with parents, compared to 9.89% who interacted in English from a young age Additionally, the level of English proficiency was affected by external practice opportunities, as evidenced by 86.81% of students who had such chances versus 13.19% who did not Factors like years of English study, daily self-study time, and teaching experience also contributed to the variations in students' English levels.
ETM courses were dissimilar and also made students face many troubles when working together
The influence of the first language (L1) in foreign language classes, particularly in English training modules (ETM), is significant, as data indicates that most students preferred using Vietnamese during discussions rather than English due to fear of standing out Students expressed greater confidence when communicating in their mother tongue during focus group interviews, highlighting the importance of creating an English-speaking environment This observation aligns with the findings of Canale and Swain (1980), Hoang (2008b), and Nguyen, T.
N (2011), and Hummel (2014), L1 affects L2 performance as well as students preferred to speak in their mother language among their friends
In ETM courses, class sizes typically range from 45 to 60 students, which is essential for students to grasp fundamental teaching theories and practices before their upcoming internships These courses prepare students to teach in real classrooms and uphold the university's reputation However, the large class size limits individual speaking opportunities, with each trainee receiving only 15 minutes to practice one skill, which is insufficient compared to the 45-minute lessons outlined by the MOET program This constraint not only hampers the depth of knowledge imparted but also negatively impacts students' emotions, lesson plan design, and overall teaching effectiveness, highlighting the significant challenge posed by overcrowded classes.
Teaching aids presented significant challenges for English-majored students in ETM courses Many students struggled to effectively use classroom technology, such as projectors, often experiencing issues like disconnections or malfunctions during presentations, which led to heightened stress and uncertainty Additionally, the low quality of classroom microphones prompted some students to speak loudly instead of utilizing the equipment These difficulties highlighted the impact of inadequate teaching aids on students' learning experiences.
A significant challenge faced by students in the ETM specialization is the limited availability of English textbooks authored by foreigners in the university library The high cost of these books often exceeds students' budgets, leading them to resort to copying original texts Unfortunately, this practice restricts their access to essential resources, as the university library infrequently updates its collection, particularly in specialized teaching methods.
Inadequate book resources are a common issue in several Asian countries, as noted by Garton and Graves (2014) Additionally, students often struggle with limited document searching skills, resulting in underutilization of available e-book resources To address these challenges, the researcher proposes techniques for students to effectively find learning materials and introduces official sources in Chapter 5.
Inadequate facilities and equipment significantly hindered the learning experience, emphasizing the critical role of technical resources in delivering effective lessons Issues with devices like speakers and projectors led to student confusion and a loss of focus during lectures, supporting findings from previous studies by Nurkamto (2003) and Fatiloro (2015), which indicated that learners' performance is negatively impacted by insufficient technical support Despite the common occurrence of technological difficulties, the importance of reliable equipment remains paramount for successful teaching.
Trainee teachers must develop effective situational handling skills, as the physical conditions in the university do not adequately meet students' needs Focus group respondents highlighted the limited availability of elevators, forcing them to climb 11 floors to arrive on time Additionally, the fixed arrangement of tables and chairs, designed to maximize student capacity, poses challenges for English-majored students in organizing their lesson plans.
4.2.2 Difficulties from peer-related factors
The findings from both the questionnaire and focus group interview revealed that students were uncertain about the impact of peer-related factors on their academic experience Nevertheless, the combined quantitative and qualitative data indicated that these peer-related factors had a partial influence on English-majored students enrolled in ETM courses Key challenges identified included inappropriate distribution of team roles, conflicts during group work, and unfair division of workloads, all of which contributed to students' difficulties.
CONCLUSION
Summary of findings
This study contributes to improving English education in Vietnam by identifying key challenges faced by English majors in ETM courses, which are essential for aspiring English teachers The findings highlight various learning difficulties primarily stemming from the learning environment, while issues related to peers and teachers showed minimal impact Notably, curriculum-related factors, the disconnect between teaching theory and practice, and systemic educational issues emerged as critical areas for further exploration.
English-major students face several challenges in their learning environment, including unequal proficiency levels among peers, large class sizes, and the influence of their first language Additional obstacles include inadequate facilities, insufficient access to books, poorly arranged tables, and malfunctioning equipment, all of which contribute to a less effective educational experience.
Students faced significant challenges in collaboration due to disparities in assignment completion, which hindered the ability of student teachers to create inclusive activities The varying skill levels led to lower ability students feeling unmotivated and lacking confidence, especially when paired with higher-capacity peers Additionally, large class sizes limited opportunities for individual performance and feedback from teachers, negatively impacting lesson plan effectiveness Many students refrained from speaking English during focus group interviews due to fear of discrimination Furthermore, frequent malfunctions of essential teaching facilities, such as microphones and projectors, hampered student teachers' effectiveness The scarcity of up-to-date teaching resources, coupled with inadequate library support for English majors, highlighted the need for better access to eBooks Lastly, the arrangement of tables was identified as a factor influencing students' choices in activity design, underscoring how environmental variables significantly affected the experiences of English majors.
English major students expressed uncertainty about the negative impact of peer influence but recognized specific challenges in focus group discussions Conflicts arose from unequal member responsibilities and uneven workload distribution, leading to disobedience during lessons and disputes within groups The learning attitudes of peers significantly affected individual student achievement, with negative attitudes creating stress for presenters and discouraging others Furthermore, a trainee teacher's disconnect with students could induce anxiety, further diminishing their motivation to engage.
Lack of student participation can significantly impact the effectiveness of a lesson, influencing various factors beyond the initial lesson plan.
Effective learning occurs when knowledge is retained, understood, applied, analyzed, evaluated, and developed by the learner (Bloom, 1956; updated by Kurt, 2020) The key factor influencing the success of learning is the learner themselves In this study, English majors expressed uncertainty regarding the challenges posed by mismatched learning styles, lack of motivation, and low confidence The research identified a lack of proficiency as a significant issue that created various difficulties for English major students However, the participants did not perceive their learning autonomy as a primary factor contributing to their challenges in the ETM course.
ETM courses focus more on teaching theory than practical language application, leading to significant challenges for English majors due to their low language proficiency Most survey participants identified their language ability as the primary obstacle in their studies, affecting their skills in reading, listening, lesson planning, and instruction The findings indicated that mismatched learning styles often disrupted their learning process, hindering their ability to showcase their talents and engage fully This lack of motivation to adopt new reading strategies resulted in discouragement and diminished confidence, negatively impacting their teaching performance and lesson quality Additional factors contributing to their struggles included a dull curriculum, a stressful classroom atmosphere, and overall lack of motivation, with data showing that students often lost composure during lectures.
Fear of public speaking can lead to significant anxiety for students, impacting their performance in the ETM subject This dread of being in front of an audience not only affects individual confidence but also results in lower overall scores and diminished learning outcomes.
Teacher-related issues, including feedback styles and grading fairness, contributed to the challenges faced by English-major students Focus group interviews revealed three key conclusions: concerns about the curriculum, a gap between teaching theory and practice, and broader educational system issues Further research is recommended to address these emerging challenges.
Pedagogical implications of the study
Based on the results from the previous parts, there are some implications for English- majored students, teachers, administrators, and the Ministry of Education
Students should develop a backup plan to address unexpected challenges that may arise in the classroom, as their perspectives often conflict with classroom realities Various issues, such as technology malfunctions, student disputes, poor time management, and unforeseen circumstances, can significantly disrupt the learning environment A well-prepared backup plan can be especially beneficial for those who are inexperienced in problem-solving, ensuring a smoother educational experience.
There are some tips to improve document search skills for those who often use eBooks:
To locate an exact phrase, students should utilize quotation marks around their search terms By enclosing the specific text they seek in quotes, they can effectively find web pages that contain that exact phrase in search engine results.
• To search by file type: Find a specific file, such as a PDF, PPT, or XSL by adding “filetype:” and the 3 file abbreviations Example: “the direct method filetype:pptx”
• Students just need to enter the - sign before the keyword to remove the unimportant search terms
• If students need to search for content on many websites, they should enter the related: keyword and then the website address For instance,
• To be able to search for a keyword or an article, students need to limit them with intitle: or search for URLs with inurl: For example, intitle:Englishmajoredstudents
• Students can substitute a time frame, from how long to how long if they need to find a document but do not remember the exact time by putting 3 dots
• Type the searching structure: the first keyword + AROUND + (approximate number of missing words) + the last keyword on the searching toolbar if students forget many keywords
• To appear more suggested content when searching in case students do not remember clearly, students should use * in the position of keywords For example, English * Methodology
• It is better for students to add the ~ symbol to a keyword if they need to find relative synonym information on a certain topic
ETM students often face challenges due to their English proficiency, but several websites offer valuable resources, including scientific articles, research papers, and qualified documents tailored for ETM.
🗸OpenStax: Bill Gates and his wife's free book page is open to students around the world
🗸Caltech thesis Additionally, there are some qualified journals to expand their search areas based on the references at the end of each essay or article
Students play a crucial role in supporting trainee teachers, as they are uniquely aware of the stress and challenges involved in the teaching process By offering encouragement and understanding, students can help create a positive learning environment that benefits both trainees and the overall educational experience.
Teachers should set specific requirements and standards that require students to adhere to the principle of 100% English in class to ensure an ideal English-speaking environment for students
Teachers should divide groups twice in a course:
🗸 First, use the grouping tool https://wheelofnames.com/en/ to randomly select students into a group according to the specified number
🗸 Second, let students decide themselves in order to best promote their role and abilities in the group community
That both ways allow students to adapt flexibly to new types of work and classmates while creating democracy and respect for students' decisions and expectations in learning
Teachers should utilize vocal corrective feedback, as it is considered beneficial for student learning It is recommended that instructors deliver their comments at the end of the lesson or after the lecture, rather than interrupting the flow of the class to provide criticism.
Engaging university graduates currently working in the community to share their classroom experiences can provide valuable insights into common challenges faced in education Following the completion of ETM courses, students will participate in internships at high schools in Ho Chi Minh City, as determined by faculty These internships create a vital link between universities, internship programs, instructors, classroom teachers, and students However, it is evident that students often lack essential skills in teaching, classroom management, and situational handling When incidents arise beyond their responsibilities, this connection can be affected, highlighting the importance of thorough psychological preparation.
Implementing a proficiency test for incoming university students is essential for course providers to assess each student's appropriate grade level and tailor teaching methods to their needs The study highlights the importance of investing in adequate technology to enhance the learning environment Additionally, dedicating the first 15 minutes of each course to instructing students on using the equipment and addressing potential issues is crucial for a smoother learning experience.
All floors must be equipped with a modern elevator system to ensure accessibility Additionally, a designated rehearsal space for students to practice lectures is essential for effective planning and organization of activities This space should be equipped with all necessary instructional materials and equipment.
To enhance the teaching environment, it is essential to provide ample space for educational activities Additionally, students should have the flexibility to earn credits on campus or present qualifications from renowned global organizations to fulfill the third language requirement for graduation A recent survey indicates that third-year university foreign language programs usually comprise four lectures each.
Most students seek theoretical training that can be applied in their current classes to enhance practical teaching and improve ineffective methodologies Introducing ETM courses at the start of the third year would significantly benefit students, as seniors often miss out on specialist courses due to timing Additionally, failing to enroll can hinder their ability to participate in internships, ultimately delaying graduation.
Limitations of the study
The study has several limitations resulting from the nature and process of research which could affect the generalizability of the findings
The study employed a mixed-method approach, utilizing a questionnaire and focus group interviews, but it would have been more beneficial for the researcher to observe the ETM sessions as a spectator to enhance the validity of qualitative data Increased observations are essential to accurately identify and characterize the challenges faced by participants The Covid-19 pandemic, particularly between 2020 and 2021, complicated matters, leading to a modified class schedule that incorporated both offline and online learning Additionally, the rapid accumulation of ETM course hours for personal reasons created significant challenges for the research structure As a teacher with extensive interaction with students in various settings, the researcher also prioritized student safety throughout the study.
127 consideration Consequently, direct observation is very sensitive and risky because researchers could be a source of infection
This study has limitations, particularly in its inability to provide a comprehensive understanding of the challenges encountered by English-major students, as the sample size is too small for generalization The focus is on fourth-year English language students, specifically those majoring in teaching, which highlights the uniqueness of the subject Despite inviting all eligible students to participate and considering the total classes offered, the study does not fulfill the criteria for a typical survey The primary objective is to identify the challenges faced by English-major students in ETM courses.
The Practicum course is exclusively available to 4th-year English teaching majors in the English department, resulting in a limited sample size The online nature of data collection is influenced by network quality and respondents' technological skills, which can hinder the process In-person focus group interviews would yield better recordings, and the researcher's lack of familiarity with online formats may affect student comfort levels Online data collection faced challenges, including low student participation, leading to delays in the timeline The study does not address cultural and psychological factors due to its small scale Its primary aim is to identify issues and provide solutions for students, instructors, and university management, although the cause-and-effect relationships among factors are not thoroughly explored Further studies will expand on these findings.
Recommendation for further research
Additional recommendations regarding more details to be considered are as follows:
To better understand the challenges faced by English-majored students in Vietnam's ETM courses, it is essential to conduct further research involving a larger sample size across various educational institutions.
Secondly, other direct research instruments better than online data collection should be utilized to increase the accuracy of the evaluation
Thirdly, regional cultural differences expressed through language features and psychological barriers affecting learners in these ETM courses are also factors worth considering for research
Fourthly, the correlation of the factors of self-study time and family English background on students' language proficiency or learning motivation is also suggested for future studies
The focus group interviews revealed three key findings: curriculum-related factors, the disparity between teaching theory and practice, and education system-related issues These findings warrant further investigation with larger sample sizes to deepen understanding.
From the viewpoint of a researcher with seven years of experience in teaching English, it is crucial to examine the disparity between the curriculum of ETM courses and their real-world application This study aims to alleviate the shock experienced by trainee teachers and enhance the adaptability of student teachers during their internships.
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Thank you for participating in this questionnaire, which consists of two sections The first section requests your personal information, while the second section seeks your views on the factors influencing your learning performance in the English Teaching Methodology 1 and 2 (ETM 1, 2) courses at this university Your responses will help us identify the challenges you encountered during these courses.
Your feedback will play a crucial role in transforming higher education and providing significant benefits for future generations Rest assured, all responses will remain confidential, with no personal or university names disclosed in the reporting of this questionnaire's findings Thank you once again for your participation.
1.5 Do your parents speak English?
1.6 Have you lived or studied in foreign countries where you often use English for communication?
A Yes Please specify the country……
1.8 How long have you been learning English?
1.9 Do you often have opportunities to practice English outside the classroom?
A Yes Please choose from the following list (You can choose more than one answer)
* Listening to English programs, talk shows, or news in English
* Having friends, relatives, or boy/girlfriends from foreign countries
* Chatting with friends in English
* Writing emails or letters to friends in English
* Studying English at the extra classes, online courses, or the language centers
* Reading English newspapers, journals, or books
PART II: DIFFICULTIES AFFECTING ENGLISH-MAJORED STUDENTS IN ENGLISH TEACHING
Please rate your level of agreement with the following statements by circling the corresponding boxes Which are:
(1) Strongly disagree (2) Disagree (3) Neutral (4) Agree (5) Strongly agree
A Difficulties from student-related factors a Lack of English proficiency
1 Lack of proficiency in Speaking skills makes me face many difficulties in the ETM courses 1 2 3 4 5
2 Lack of proficiency in Writing skills makes me face many difficulties in the ETM courses 1 2 3 4 5
3 Lack of proficiency in Listening skills makes me face many difficulties in the ETM courses 1 2 3 4 5
4 Lack of proficiency in Reading skills makes me face many difficulties in the ETM courses 1 2 3 4 5 b Learning autonomy problems
5 I do not set specific learning goals for these ETM courses 1 2 3 4 5
6 I do not have detailed plans for these ETM courses 1 2 3 4 5
7 I have already designed a detailed study plan, but I often do not do what I plan 1 2 3 4 5
8 I rarely evaluate myself on what I have achieved and have not achieved during these courses 1 2 3 4 5
9 I rarely spend time re-reading documents and researching things that I did not understand 1 2 3 4 5
10 Apart from the homework assigned by the teacher, I rarely take the time to explore more knowledge related to these ETM courses 1 2 3 4 5
11 When I have difficulty because I do not understand the lesson, I usually do not ask my friends 1 2 3 4 5
12 I often do not apply reading comprehension techniques (skimming, scanning, bottom- up, top-down) when reading documents used in these ETM courses 1 2 3 4 5 c Lack of motivation
13 I feel that the subject is difficult for me 1 2 3 4 5
14 I have difficulty memorizing too much knowledge that the teacher has imparted 1 2 3 4 5
15 I think the knowledge from these ETM courses is difficult to apply in practice 1 2 3 4 5
16 I lack the motivation to study because there are too many rules set in class 1 2 3 4 5
17 My classmates sometimes negatively affect my motivation 1 2 3 4 5
18 Uninteresting ETM materials make me unmotivated in learning 1 2 3 4 5
19 I am not motivated to explore the reading comprehension techniques when reading
20 In class, I am not motivated to participate in activities such as pair/focus group interview, etc unless requested by the teacher 1 2 3 4 5
21 I am not motivated to provide constructive ideas during class unless requested by the teacher 1 2 3 4 5
22 The classroom atmosphere negatively affects my motivation 1 2 3 4 5 d Mismatched learning styles
23 I think that the mismatches between the teacher's teaching style and my learning style make me feel difficult 1 2 3 4 5
24 I think that the mismatches between teammates’ working styles and my learning style make me feel difficult 1 2 3 4 5
25 I think that the mismatches between the course's organization and my learning style make me feel difficult 1 2 3 4 5 e Lack of confidence
26 I lack confidence when speaking in front of the class 1 2 3 4 5
27 I lack confidence when asked to work in a group 1 2 3 4 5
28 I lack confidence when teaching in front of my class 1 2 3 4 5
29 I lack confidence when directly answering the teacher's questions 1 2 3 4 5
B Difficulties from teacher-related factors
30 I do not like the teacher's manner of giving feedback 1 2 3 4 5
31 I think the teacher’s use of Teaching Aids (projector, PowerPoint, smart boards, tools) is not effective 1 2 3 4 5
32 I think that my teacher does not have a good preparation for the lesson 1 2 3 4 5
33 The teacher's classroom management is not appropriate 1 2 3 4 5
34 I think that my teacher's teaching methods are not effective for me 1 2 3 4 5
35 I think that the teacher's instructions before each activity are unclear 1 2 3 4 5
36 I think that my teacher is not knowledgeable about these ETM courses 1 2 3 4 5
37 I think that time management in the classroom is not effective 1 2 3 4 5
38 I think that my teacher does not encourage me 1 2 3 4 5
39 I think that the teacher's grading is unfair 1 2 3 4 5
C Difficulties from peer-related factors
40 The demotivated attitudes of my classmates negatively affected my academic performance 1 2 3 4 5
41 My classmates lack cooperation when I am teaching 1 2 3 4 5
42 My classmates’ feedback is not constructive 1 2 3 4 5
43 Our group members often conflict with each other when working in groups 1 2 3 4 5
44 The roles of team members have not been divided appropriately 1 2 3 4 5
45 My team members split the workload unfairly 1 2 3 4 5
46 Group members’ score giving in the group is unfair 1 2 3 4 5
47 The good members in the group often dominate 1 2 3 4 5
48 My contributions to the group are not appreciated 1 2 3 4 5
49 Team working time is used inefficiently (not meeting properly hours, not enough members, using time for other purposes, …) 1 2 3 4 5
D Difficulties from learning environment-related factors
50 The class is too crowded, so I do not have enough opportunities to interact and practice teaching 1 2 3 4 5
51 The students’ English level in the ETM class is not the same, so I sometimes feel difficult to work (e.g., communicate, work delivery) with others 1 2 3 4 5
52 Inadequate facilities and equipment cause many difficulties in learning and teaching 1 2 3 4 5
53 Teaching aids often have problems during teaching 1 2 3 4 5
54 The resources of books and references for ETM are limited 1 2 3 4 5
55 Group members usually have focus group interviews in Vietnamese, so I do not have many opportunities to use English to communicate in class 1 2 3 4 5
APPENDIX B: FOCUS GROUP INTERVIEW QUESTIONS
APPENDIX B1: FOCUS GROUP INTERVIEW QUESTIONS (English version)
1 Did you encounter any difficulties while taking these ETM courses? If yes, what were the difficulties?
2 What difficulties did you face in designing lesson plans?
3 What difficulties did you face in teaching practice?
4 What difficulties did you face with the facilities and equipment in the school?
5 What difficulties did you face in group activities?
6 How did English in high school help you in these courses?
7 What was the biggest challenge that you faced in these ETM courses?
APPENDIX B2: FOCUS GROUP INTERVIEW QUESTIONS (Vietnamese version)
CÂU HỎI THẢO LUẬN NHÓM
1 Em có gặp khó khăn gì khi tham gia khoá học ETM này không? Nếu có, đó là những khó khăn gì?
2 Em có gặp khó khăn gì trong hoạt động thiết kế giáo án?
3 Em gặp khó khăn gì trong hoạt động tập giảng dạy?
4 Em có gặp khó khăn gì với cơ sở vật chất trang thiết bị trong trường không?
5 Em gặp khó khăn gì trong hoạt động nhóm?
6 Tiếng Anh ở trường cấp ba giúp gì cho em trong khóa học này?
7 Đâu là khó khăn lớn nhất mà em gặp phải trong suốt khóa học ETM?
APPENDIX C: THE PILOT QUESTIONNAIRE FOR STUDENTS
(Vietnamese version) BẢNG CÂU HỎI KHẢO SÁT DÀNH CHO SINH VIÊN
Cảm ơn các em đã tham gia hoàn thành bảng khảo sát này Bảng câu hỏi được thiết kế nhằm nghiên cứu những khó khăn mà các em gặp phải trong môn phương pháp giảng dạy tiếng Anh.
Câu trả lời của các em sẽ đóng góp quan trọng vào việc cải thiện phương pháp giảng dạy, từ đó thúc đẩy cải cách giáo dục đại học và tạo ra giá trị cho thế hệ tương lai Đặc biệt, thông tin cá nhân như tên người khảo sát và trường đại học sẽ được bảo mật trong quá trình báo cáo kết quả Cô rất mong nhận được sự hợp tác và những câu trả lời chân thực nhất từ các em Xin chân thành cảm ơn!
PHẦN I: THÔNG TIN CÁ NHÂN
* Thành phố Hồ Chí Minh * Khác Xin hãy chỉ ra cụ thể………
4 Đã có kinh nghiệm giảng dạy:
* Gia sư * Trợ giảng * Giảng viên * Chưa
5 Gia đình bạn có nói tiếng Anh không? * Có * Không
6 Đã từng sống hoặc học tập ở nước ngoài:
* Rồi Hãy ghi rõ quốc gia ……
7 Giờ tự học của bạn (ngoài giờ học trên lớp)
8 Thời gian bạn đã học tiếng Anh:
D > 10 năm Xin hãy chỉ ra cụ thể…………
9 Bạn thường xuyên có cơ hội thực hành tiếng Anh bên ngoài lớp học:
Vui lòng chọn từ danh sách sau (Bạn có thể chọn nhiều hơn một câu trả lời)
* Nghe các chương trình tiếng Anh, chương trình trò chuyện hoặc tin tức bằng tiếng Anh
* Có bạn bè, họ hàng hoặc bạn trai / gái từ nước ngoài (giao tiếp bằng tiếng Anh)
* Trò chuyện với bạn bè bằng tiếng Anh
* Viết email hoặc thư cho bạn bè bằng tiếng Anh
* Tham gia các câu lạc bộ tiếng Anh
* Học tiếng Anh tại các lớp học thêm, các khóa học trực tuyến hoặc các trung tâm ngoại ngữ
* Đọc báo, tạp chí hoặc sách tiếng Anh
* Khác Xin hãy chỉ ra cụ thể…
PHẦN II: NHỮNG YẾU TỐ GÂY KHÓ KHĂN CHO SINH VIÊN CHUYÊN NGÀNH GIẢNG DẠY THEO HỌC KHÓA PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH
Em hãy đánh giá mức độ đồng ý của em đối với các phát biểu sau đây bằng cách khoanh vào các ô tương ứng
(1) Rất không đồng ý (2) Không đồng ý (3) Không có ý kiến
A Những khó khăn từ người học a Trình độ tiếng Anh
1 Em gặp khó khăn khi đóng góp vào bài học vì năng lực Nói tiếng Anh 1 2 3 4 5
2 Em gặp khó khăn trong quá trình làm bài tập và viết giáo án vì năng lực Viết tiếng Anh 1 2 3 4 5
3 Em gặp khó khăn trong việc tiếp thu bài giảng và nghe nhận xét từ bạn bè vì năng lực
4 Em gặp khó khăn trong việc đọc giáo trình và tài liệu tham khảo vì năng lực Đọc tiếng
Anh 1 2 3 4 5 b Thiếu kỹ năng sử dụng công nghệ
5 Kỹ năng tìm sách và tài liệu trên Internet của em chưa hiệu quả 1 2 3 4 5
6 Kỹ năng xử lý văn bản (Microsoft Word, WPS Office, Note Writer,…) của em còn hạn chế 1 2 3 4 5
7 Kỹ năng sử dụng phần mềm thuyết trình (Powerpoint, Projector, ) của em còn hạn chế 1 2 3 4 5