INTRODUCTION
Background to the study
English is spoken by over a quarter of the global population, leading to an increasing demand for language learning (Harmer, 2007) The role of EFL (English as a Foreign Language) teachers is crucial in facilitating students' acquisition of the language, as they strive to create an optimal environment for practice However, teaching is a challenging and often stressful profession that demands a diverse skill set from educators (Vitto, 2003).
13) claimed that “teaching is not controlling, but rather working with the students to learn, grow, and succeed together” Besides, a teacher is expected to play diverse roles in the classroom He or she might be a planner, a facilitator, or even a monitor (Spratt et al., 2015)
One of the primary challenges teachers face is instructing in less-than-ideal conditions, particularly in classrooms with a high student-to-teacher ratio and diverse proficiency levels (Brown, 2001) These factors, along with varying learning styles, can significantly hinder the effectiveness of lessons Additionally, differences in age, personal characteristics, and interests among students further complicate the teaching process, as each age group brings unique traits and motivations to their learning experiences Consequently, student behaviors during the learning process vary widely.
Young learners exhibit a different eagerness for learning compared to teenage and adult learners, with each age group displaying unique positive and negative traits in language acquisition Specifically, teenagers aged 13 to 16 often present challenges in language classes, largely due to the significant changes associated with puberty (Harmer).
Adolescents often exhibit indisciplined behavior and lack enthusiasm in classroom learning, which can manifest as gossiping, sleeping, incomplete homework, and disengagement during language lessons (Wadden & McGovern, 1991) Additionally, some students may avoid using the target language, frequently leave their seats, or chew gum instead of focusing on the lesson (Rogers, 2012; Tulley & Chew, 1995) Such behaviors undermine the expectation that teachers should act as supportive facilitators to inspire learners towards greater proficiency in the target language (Wadden & McGovern, 1991).
Nurturing positive student behaviors is a challenging task for teachers, as transforming disengaged students into active participants in classroom activities requires significant effort Effective classroom management and discipline strategies are essential for the success of any lesson, highlighting their critical role in fostering an engaging learning environment.
Effective classroom management and discipline strategies are essential for successful language instruction, as highlighted by Brown (2001) A well-managed classroom fosters a positive learning environment, enhancing both teaching and learning outcomes (Marzano et al., 2003) Increased student participation in class directly correlates with greater engagement in lessons, underscoring the undeniable significance of learner involvement in the educational process.
Student engagement is crucial for fostering interest and enjoyment in school (Martin, 2006) Teachers strive to boost classroom participation, as student engagement significantly impacts lesson effectiveness Research by Gomez et al highlights the connection between student involvement and successful learning outcomes.
Learner engagement in classroom activities is essential for effective learning, as highlighted by Tsou (2005) and others When students show enthusiasm for participation, it reflects positively on the teacher's classroom management skills Furthermore, Abdullah et al (2012) emphasize that a successful learning process hinges on the active interaction and involvement of both teachers and students in classroom activities.
Classroom discipline strategies in English classes have emerged as a significant concern in Asian countries, as highlighted by Careless (2007) Teachers often shy away from oral practice activities like pair and group work due to potential noise and unpredictable student behavior This reluctance contributes to the challenges of maintaining effective teaching, as noted by several researchers (Charles, 1989; Edward, 1993; Linse & Nunan, 2005; Chandra, 2015) Furthermore, Altinel (2006) emphasizes the growing global focus on classroom discipline strategies, indicating a rise in research dedicated to this issue across various nations.
In Vietnam, the significance of learning English has grown, leading to its adoption as a mandatory subject in public schools and universities (Vu & Shah, 2016; Vuong et al., 2018) English proficiency is essential for high school seniors seeking university admission and graduation, resulting in a heightened demand for English education However, teaching English poses challenges within the Vietnamese education system (Van, 2010; Nguyen, 2011) Students often face barriers such as shyness, limited vocabulary, and poor communicative skills (Bui, 2006) The traditional Eastern educational culture, which discourages active participation, further hampers student engagement in classroom activities Consequently, many students tend to passively absorb information without critical inquiry (Dang, 2010), favoring rote memorization over reflective learning To address these challenges, enhancing student engagement through effective classroom discipline strategies has become a priority for EFL teachers.
Aims of the study
This study investigates the classroom discipline strategies employed by EFL teachers to improve engagement among teenage learners in classroom activities Additionally, it aims to assess the effectiveness of these strategies in enhancing student participation and involvement.
Specifically, the study answers the following research questions:
1 What classroom discipline strategies do the EFL teachers use to enhance teenage learners’ engagement in classroom activities?
2 To what extent do the EFL teachers’ classroom discipline strategies enhance teenage learners’ engagement in classroom activities?
Significance of the study
The study's findings are anticipated to benefit teachers, learners, and administrators at the research sites by enhancing classroom discipline strategies Teachers aim to improve their understanding of effective discipline methods to foster a better learning environment (Tulley & Chiu, 1995) The research will allow educators to assess whether their peers employ similar strategies to boost student engagement in class activities, facilitating knowledge sharing and potential modifications to their own approaches Additionally, teachers will gain valuable feedback from students on the discipline strategies implemented, which is often overlooked in traditional classroom settings.
Students may perceive certain classroom discipline strategies as unsuitable and could suggest more effective alternatives for fostering a successful learning environment Additionally, this study will empower students to share their views on the teacher's discipline approaches, encouraging greater participation in classroom activities that they often have limited opportunities to engage in.
This study aims to provide valuable insights for administrators at language centers and public schools by highlighting effective classroom discipline strategies The findings will enable administrators to better understand learners' perspectives on these strategies, allowing them to make informed recommendations to teaching staff Ultimately, this research seeks to enhance learner engagement by guiding the implementation of appropriate classroom discipline techniques.
Scope of the study
This study focused exclusively on English language teaching, without extending its scope to other educational fields It involved 29 teachers and 54 teenage learners from an English language center in Vietnam, emphasizing the experiences of students in their teenage years The findings are intended to reflect the classroom discipline strategies employed by teachers at the research site.
Summary
This chapter offers essential background information on the challenges faced by EFL teachers, highlighting discipline as a significant issue It discusses the context of teaching English in Vietnam, emphasizing that EFL teachers often employ classroom discipline strategies aimed at improving student engagement in activities.
This study aims to explore the classroom discipline strategies employed by EFL teachers to enhance learner engagement in classroom activities and to assess the extent of their impact on this engagement The first chapter outlines the benefits of this research for stakeholders, while also clarifying that the study is focused on English language teaching at a language center, specifically targeting teachers and teenage learners as participants.
LITERATURE REVIEW
Behavior of language learners in different age groups
Language learners of various ages exhibit unique traits and classroom behaviors They can be categorized into three primary groups: young learners, teenage learners, and adult learners.
Young learners are pupils up to about 13 years old (Hasselgreen, 2005) Cameron
Young learners are characterized by their enthusiasm and liveliness, making them dynamic participants in the learning process (Cameron, 2001) They thrive in kinesthetic activities and have a limited attention span of around ten minutes, necessitating engaging and varied classroom activities to prevent boredom (Harmer, 2007) Unlike adult learners, young students are generally less self-conscious and eager to participate, readily raising their hands and taking turns (Charles, 2013) They tend to accept adult authority without question, making them obedient followers of classroom rules (Charles, 2013) However, children are more sensitive than adults; negative feedback can lead to emotional outbursts or reluctance to engage in activities (Brown, 2001) Additionally, young learners may disrupt the class by reporting misbehavior among peers, as they are still developing their social skills and self-regulation (Khasinah, 2017) Therefore, it is crucial for teachers to provide support to help young learners navigate their emotional and social challenges.
Cognitive skills and self-discipline are crucial for students, as they significantly enhance learning effectiveness Encouragement through praise and rewards plays a vital role in motivating students within this age group, fostering a more productive educational experience.
Teaching teenage learners poses significant challenges for EFL teachers, as noted by Ur (1996) and echoed by Harmer (2007), who describes adolescents as often being perceived as problem students This challenging phase of life is marked by immense stress, influenced by various environmental factors that create ongoing tension for teenagers (Miller, Ferguson, & Byrne, 2000; Pierangelo).
The teenage years are characterized by significant transitions and challenges, marked by physical and psychological changes during puberty (Brown, 2001) As a result, adolescents often become highly sensitive to their environment, yet they struggle to express their stress, leading to accumulated tension that can manifest as misbehavior (Pierangelo & Giuliani, 2000).
Teenagers' ego, self-image, and self-esteem are crucial factors in their learning experience According to Harmer (2007), they actively seek identity and recognition from teachers and peers, valuing educators who remember their names This age group craves acknowledgment of their actions and aspirations However, they can also exhibit rebellious behavior, as noted by Charles (2013), who describes students aged 12 to 14 as increasingly defiant and prone to testing boundaries Additionally, Khasinah (2017) highlights their uncooperative and unresponsive tendencies Negative feedback can deeply affect teenagers, leading to inappropriate reactions Their attention spans are often short, making them susceptible to distractions from classmates and electronic devices (Brown, 2001) While they begin to think abstractly, they still lack the perspective and wisdom of adults (Charles, 2013), resulting in distinct behavioral differences in the classroom compared to adult learners.
Adult learners exhibit greater discipline and learning autonomy, understanding the significance of acquiring a target language for personal and professional growth Their motivations are often a mix of intrinsic desires, such as a passion for the language, and extrinsic goals, like securing a well-paying job or achieving a university degree Unlike younger learners, adults choose to learn a language voluntarily, driven by their aspirations rather than external pressures According to Harmer (2007), adult learners are better equipped to handle the challenges of the learning process, benefiting from a longer attention span and more developed abstract thinking abilities (Brown, 2001) Additionally, their extensive background knowledge across various fields enhances their learning experience.
Teenage learners are often viewed as the most challenging group among all age categories in education Secondary school teachers frequently express concerns about the misbehavior of these adolescents, which has been identified as a significant source of stress for educators (Miller, Ferguson, & Byrne, 2000) Given the numerous disciplinary issues that arise in classrooms with teenagers, this study primarily concentrates on understanding the behaviors of teenage learners.
Misbehavior of learners
Misbehavior among learners is a common challenge faced by teachers in the classroom Understanding the underlying reasons for students' disruptive behavior is essential, as misbehavior can manifest in various forms By recognizing the different types of misbehavior and their causes, educators can develop effective strategies to address these issues and foster a more positive learning environment.
Misbehavior in the classroom refers to behavior that acutely hinders the process of teaching and obstructs “the normal running of the classroom” (Lawrence, Steed &
Misbehavior in the classroom is defined as actions that cause distress for teachers and disrupt the learning process, prompting teachers to frequently address these behaviors with students (Young, 1983; Arbuckle & Little, 2004).
Misbehavior, as defined in 2014, refers to actions that violate rules, demean others, or challenge social norms In the context of classrooms, misbehavior specifically disrupts the teaching and learning processes, hindering educational effectiveness.
2.2.2 Challenges in dealing with misbehavior
Misbehavior among teenagers in schools poses significant challenges for teachers and educational institutions, as highlighted by Wheldall (1991) and Beaman et al (2007), who identified it as a primary concern in classrooms Teachers often invest considerable time and effort to manage inappropriate behavior (Sun & Shek, 2012), leading to demotivation as noted by Lewis (1995) and Gardill et al (1996) Even minor disruptions from a single student can distract others (Barton, Coley, & Wenglinsky, 1998), making it difficult for educators to conduct lessons effectively, especially when students fail to engage in discussions or use English in EFL settings To develop effective classroom discipline strategies, a comprehensive understanding of potential misbehavior is essential (Gresham, 2016; Sun & Shek, 2012).
A study by Shamnadh and Anzari (2019) identified five key factors contributing to classroom misbehavior among learners Firstly, students often find learning activities boring, leading them to seek more enjoyable distractions during class Secondly, some learners crave attention from their teachers and peers, prompting them to engage in inappropriate behaviors to be noticed Thirdly, the classroom environment plays a significant role in shaping student behavior; a well-organized classroom can foster a positive learning atmosphere, while a poorly arranged setting may lead to disruptive actions Fourthly, a lack of interest in the subject matter can result in negative attitudes and diminished attention during lessons Lastly, special needs can contribute to misbehavior, particularly when students struggle with assignments due to inadequate explanations from teachers Moreover, control techniques in classroom discipline can provoke negative responses from students, fostering fear or resentment towards their teachers and leading to a disregard for schoolwork and assignments.
Disruptive behavior in students significantly impacts their academic performance and future success (Beaman & Wheldall, 1997; Little & Hudson, 1998) Therefore, implementing effective classroom discipline strategies is essential for addressing student misbehavior and fostering a conducive learning environment.
Researchers have identified various classifications of classroom misbehavior, with Richards and Renandya (2002) highlighting three specific inappropriate behaviors commonly observed in language classes One notable type is the "back-row distractor," which disrupts the learning environment.
In classrooms, students often sit in corners or at the back, leading to distractions for themselves and others, as they believe their actions go unnoticed by the teacher (Renandya, 2002, p 42) This behavior includes not participating in discussions, where students remain silent and disengaged from classroom activities, ignoring pair and group work opportunities (De Saint Léger and Storch, 2009) Additionally, back-row students frequently fail to contribute to discussions, rarely apply new vocabulary or grammar, and seldom ask or answer questions Conversely, some students exhibit overactivity, dominating conversations and hindering their peers from sharing their viewpoints during lessons and group interactions.
Charles (2014) identified 13 types of learner misbehavior, including inattention, apathy, needless talk, moving around the classroom, annoying others, disrupting, lying, stealing, cheating, sexual harassment, aggression and fighting, malicious mischief, and defiance of authority Additionally, a study by Tulley and Chiu explored the perceptions of 135 trainee teachers in elementary and secondary schools at Indiana University regarding classroom discipline.
In 1995, Tulley and Chiu identified five common discipline problems faced by teachers: disruption, defiance, inattention, aggression, and miscellaneous issues Despite being conducted in different time periods, both Tulley and Chiu's research and Charles's 2014 study revealed similar behavioral challenges among students, including a lack of focus, aggressive behavior, disruptive actions, and rule defiance These findings highlight the ongoing concerns educators face in managing student behavior effectively.
In ESL classes, a common issue arises when some students prefer to communicate in their mother tongue during group activities, leading to frustration among their peers (Brown, 2001) Harmer (1991) highlights the challenge teachers face in encouraging students to use English exclusively, while Richards and Renandya (2002) acknowledge the difficulty in increasing English-speaking time in EFL settings Despite various classifications of misbehavior in language classes, researchers consistently identify a prevalent form of inappropriate behavior: lack of active participation in classroom activities This study specifically focuses on this lack of engagement as a significant aspect of misbehavior.
Classroom discipline strategies
Teachers have used classroom discipline strategies to deal with students’ misbehavior Classroom discipline strategies are diverse with varied classifications from researchers.
2.3.1 Definitions of classroom discipline strategies
According to Lewis (1999), discipline is the action implemented by teachers to respond to students’ misbehavior Additionally, discipline is related to using
Effective guidance and teaching techniques are essential for encouraging student participation in classroom activities (Gujjar & Choudhry, 2009) Discipline in the classroom is defined as the measures teachers take to ensure appropriate student behavior (Charles, 2013) Additionally, classroom discipline is described as training in self-control and orderly social conduct, which is crucial for achieving effective classroom management (Bossone, 1964).
Classroom discipline, as defined by Charles (2014), involves teachers establishing and maintaining four essential conditions for effective learning Firstly, it ensures that teachers can conduct lessons without interruptions from inappropriate student behavior, allowing for a professional teaching environment Secondly, it minimizes distractions caused by classmates' misbehavior, enabling students to focus on acquiring knowledge in language classes Thirdly, effective discipline fosters collaboration among students, enhancing opportunities for group discussions and projects, which in turn strengthens their interpersonal relationships Lastly, a well-disciplined classroom contributes to a positive and satisfying experience for both teachers and students.
Classroom discipline strategies are defined as approaches teachers employ once inappropriate behavior takes place in their classes (Lewis, 1997) Likewise, Charles
Classroom discipline strategies, as defined by 2008 and cited in Jeloudar & Yunus (2011), are the methods teachers employ to address student misbehavior This study adopts a comprehensive definition, describing classroom discipline strategies as the approaches utilized by educators to encourage appropriate behavior among students in the classroom.
2.3.2 Importance of classroom discipline strategies
Effective classroom discipline is crucial for facilitating smooth and productive teaching and learning (Cotton, 1990; Ur, 1996) Teachers' discipline strategies are key in fostering student accountability (Lewis, Romi, Qui, & Katz, 2005) These strategies encourage students to recognize their responsibility extends beyond passive listening to actively engaging in lessons by sharing their perspectives, answering questions, participating in activities, and maximizing their use of English.
Rahimi and Karkimi (2015) conducted a study involving 1,408 junior Iranian high school students across 35 private and public schools to explore the interrelationship between teachers' effectiveness, students' motivation, and classroom discipline strategies Their research highlighted the significant impact of classroom discipline on enhancing students' engagement in English learning and overall academic achievement By utilizing questionnaires to gather insights on teachers' discipline strategies, the study concluded that effective classroom management is crucial for fostering student motivation and success in language learning.
Gresham (2016) highlighted that disruptive behavior from certain students can negatively impact the learning experiences of their peers Therefore, teachers must adopt effective strategies as "trouble solvers" to help all students monitor their learning progress (Khasinah, 2017, p 79) It is important to note that there is no single discipline strategy that can address all instances of student misbehavior.
(Cruickshank, Jenkins, and Metcalf, 2009) Consequently, teachers are suggested to incorporate many appropriate classroom discipline strategies in distinct circumstances
2.3.3 Types of classroom discipline strategies
Discipline packages in education feature several notable models Glasser's (1969) Group Management model emphasizes collaboration between teachers and students in establishing classroom policies and addressing misbehavior Additionally, Gordon's (1974) Teacher Influence model highlights the importance of understanding students' perspectives, examining the impact of inappropriate behaviors on peers, and discussing individual challenges Furthermore, Chandra (2015) offers strategies for effective Classroom Management, including thorough lesson preparation, fostering student motivation, and creating a positive learning environment He also stresses the importance of building students' self-esteem and nurturing their creativity and imagination.
In a study conducted by Lewis in 1999, three primary classroom discipline strategies were identified: providing clear instructions, rewarding active participation, and penalizing inappropriate behavior Building on this research, Lewis's 2001 study explored the significance of classroom discipline in fostering learners' responsibility for their rights to a safe and conducive learning environment In this follow-up study, Lewis proposed six effective discipline strategies to enhance classroom management and student engagement.
Effective classroom management involves several strategies, including subtly addressing unacceptable behavior, engaging in discussions with students about the impact of their actions on others, and involving them in discipline decision-making Recognizing appropriate behavior is crucial, as is implementing consequences for misbehavior, with escalating punishments if necessary Collaboration in rule-setting between teachers and students is essential, as it helps students understand the significance of adhering to these rules Building rapport among teachers and students fosters a positive environment, where both praise and constructive criticism are balanced Notably, both Lewis’s (2001) Model and Gordon’s (1974) Teacher Influence Model emphasize the importance of discussing the negative effects of misbehavior, while their approaches align with Glasser (1969) and Bossone (1964) in advocating for negotiation between teachers and students.
Figure 2.1 Discipline strategies (adopted from Lewis, 2001, p 310)
According to Glasser (2001), seven detrimental teacher habits—criticizing, blaming, complaining, nagging, threatening, punishing, and controlling through rewards—can negatively impact the teacher-student relationship and hinder student performance Students, driven by a desire for recognition, struggle to accept negative feedback Conversely, some researchers argue against Glasser's views, suggesting that rewarding good behavior can motivate students to engage more actively in classroom activities (Ching, 2012; Putri & Refnaldi, 2020).
According to Glasser (2001), seven key habits enhance the rapport between teachers and students: caring, listening, supporting, contributing, encouraging, trusting, and befriending These habits are essential for fostering positive relationships in educational settings, as highlighted by Charles (2013) Glasser's insights provide a more detailed framework compared to previous theories, emphasizing the importance of these interpersonal skills in the classroom.
(2001) Lewis (2001) did not clarify which strategies are good or bad but Glasser
In 2001, Glasser identified seven detrimental habits that align with aggressive and punitive strategies outlined by Lewis, while simultaneously highlighting seven beneficial habits that correspond to recognition and involvement strategies proposed by Lewis.
Lestari (2008) identifies three effective strategies for addressing learner misbehavior The first strategy emphasizes creating a comfortable classroom atmosphere, which Khasinah (2017) supports by highlighting the importance of a pleasant environment where students feel they have a voice in their learning The second strategy focuses on fostering an interactive learning environment, where teachers organize the classroom to encourage student discussions, allowing teachers to monitor and engage with students' ideas Lastly, the third strategy involves collaboration with diverse partners, enabling students to make new friends, learn from one another, and mitigate boredom by varying their group interactions.
Various classroom discipline strategies developed by researchers help teachers manage student misbehavior effectively Additionally, these strategies play a crucial role in boosting student engagement in classroom activities, which is essential for effective teaching and learning of English.
Learners’ engagement in classroom activities
Learners’ engagement in classroom activities is what teachers expect in their classroom Learners’ engagement is classified into various types
Student engagement is defined as the intensity and quality of participation in classroom activities, encompassing both academic and co-curricular involvement, as well as a commitment to educational goals (Azavedo & Sherin, 2012; Christenson, Reschly, & Wylie, 2012) It reflects not only active participation but also the emotional experience of students, including attention, excitement, and joyfulness (Shernoff, 2013) In this context, student engagement is characterized by active participation, concentration, and enjoyment in learning activities.
Engagement is essential in language classrooms, particularly in EFL settings, as it significantly enhances the learning experience (Vandrick, 2000) Active participation allows teachers to monitor students' progress and understanding of the material Furthermore, engaging in classroom activities provides students with ample opportunities to practice and reinforce new concepts, such as vocabulary and grammar Passive listening alone is insufficient for effective learning; without active involvement, students are likely to forget what they have learned In contrast, when students actively participate, they are more likely to retain knowledge during the lesson Additionally, engagement fosters sustainable interaction and practice, which is crucial for effective learning (Irvin et al., 2007) Ultimately, increased participation leads to more effective learning outcomes in the classroom.
Learners' engagement in the classroom significantly enhances their critical thinking skills, as effective learners are capable of reflecting on their knowledge Active participation in classroom activities fosters the development of critical thinking, leading to greater satisfaction with learning experiences, as noted by Smith (1997) and Astin (1999) Their findings suggest that students who contribute meaningfully to lessons are more invested in their education Engagement not only promotes learning but also correlates with academic achievements and lower dropout rates (Connell et al., 1994; Kember & Gow, 1994; Murray & Lang, 1997) Increased involvement in classroom activities results in better examination scores (Pullis, 1991) Additionally, engaging in discussions and answering questions enhances students' retention of knowledge Particularly in English classes, active communication boosts fluency, aligning with the conclusions of Gomez et al (1995) and Tsou (2005), which emphasize the importance of learner engagement for successful learning outcomes.
Classroom engagement is demonstrated through various behaviors, such as students eagerly responding to questions, asking about lesson content, and participating in discussions (Vandrick, 2000) According to Turner and Patrick (2004), engagement can also include sharing perspectives, raising hands to answer, writing on the board, collaborating with peers, and completing written assignments Lee (2005) categorized student engagement into verbal and nonverbal forms Verbal engagement involves sharing viewpoints, answering questions, providing feedback, and participating in discussions, while nonverbal engagement includes gestures, eye contact, raising hands, and nodding or shaking heads to indicate agreement or disagreement (Zainal, 2007).
Fredricks et al (2004) introduced a three-component model of student engagement, encompassing behavioral, emotional, and cognitive features Thijis and Verkuvten (2009) echoed this concept, defining student engagement as the inclination to be actively involved in academic activities on these three levels Behavioral engagement involves participation in academic, social, or extracurricular activities, while emotional engagement pertains to learners' responses to teachers and peers Cognitive engagement reflects a student's desire to acquire challenging knowledge or skills Reeve and Tseng (2011) supported this framework and introduced a fourth component: agentic engagement, which refers to a student's active contribution to their learning process These engagement types are visually represented in Figure 2.2.
Figure 2.2 Types of engagement (Fredricks et al., 2004, Reeve & Tseng, 2011)
Vandrick (2000) listed the students’ “personal characteristics”, “shyness”,
Classroom dynamics and the culture of education significantly influence student engagement in activities (Vandrick, 2000, p 2) Many students are naturally shy and fear speaking in front of their peers, leading them to remain silent Additionally, in classroom settings, certain students may dominate discussions by frequently volunteering and answering questions, which can discourage others from participating actively.
In terms of the culture of education, some nations, especially in Eastern countries, do not have the tradition of actively taking part in classroom activities
From the literature reviewed above, a conceptual framework for the study is presented as in Figure 2.3
Figure 2.3 Conceptual framework of the study
Despite extensive research on classroom discipline strategies in various countries, there is a notable gap in studies focusing on the Vietnamese context, particularly regarding English as a Foreign Language (EFL) learners Most existing research addresses classroom discipline in general terms, with limited attention to its application in EFL settings Furthermore, many studies primarily catalog strategies without exploring their effectiveness in promoting active learner participation Additionally, research on classroom discipline strategies within language centers remains scarce This study aims to fill this gap by examining the classroom discipline strategies employed by EFL teachers to enhance student engagement and providing implications and recommendations for future research in this area.
Summary
The second chapter of the study explores learning behaviors across three key age groups: young learners, teenagers, and adults It highlights various forms of student misbehavior, identifying significant challenges that teachers face The chapter provides definitions of misbehavior and examines the reasons behind it, categorizing different types of misbehavior However, it emphasizes that the primary focus of the current study is on the lack of engagement in classroom activities.
The Literature Review chapter further explores the definitions and significance of classroom discipline strategies within the teaching and learning process It presents various models of classroom discipline strategies derived from previous research, highlighting Lewis's (2001) influential model, which identifies six essential strategies: (i) providing hints and non-directional descriptions of unacceptable behavior.
“talking with students to discuss the impact of their behavior on others”, (iii)
Incorporating students in the decision-making process for classroom discipline fosters a sense of ownership and responsibility Acknowledging and reinforcing the appropriate behaviors of individual students is essential for creating a positive learning environment It is also important to address misbehavior effectively by implementing appropriate consequences, with escalated measures in response to any resistance encountered.
This chapter explores the definition of learner engagement and its vital role in language classrooms, categorizing it into various types Furthermore, the Literature Review identifies gaps in existing research and introduces a conceptual framework for the current study.
METHODOLOGY
Research questions
This study explores the classroom discipline strategies employed by EFL teachers to boost engagement among teenage learners in classroom activities Additionally, it aims to determine the effectiveness of these strategies in enhancing student participation and involvement during lessons.
To be more specific, the study answers the following research questions:
1 What classroom discipline strategies do the EFL teachers use to enhance teenage learners’ engagement in classroom activities?
2 To what extent do the EFL teachers’ classroom discipline strategies enhance teenage learners’ engagement in classroom activities?
Research design
A mixed-methods study was selected for this research, as it offers a more detailed and comprehensive approach, according to Whitehead and Schneider (2007) This methodology allows researchers to gather richer insights and a broader understanding of the subject matter, as highlighted by Hoover and Krishnamurti.
A mixed-methods study provides a deeper understanding and more comprehensive insights, addressing the limitations of solely quantitative or qualitative findings (Ivankova, Creswell & Stick, 2006) This approach is particularly valuable when further explanations of research results are necessary (Creswell & Clark, 2018) Specifically, the explanatory sequential design involves initially collecting quantitative data, followed by qualitative data to enhance and clarify the quantitative results (Creswell, 2011).
Research sites
The study was conducted at a language center in Vietnam, which has a total of fifty campuses nationwide To facilitate data collection, the researcher focused on seven campuses situated in three districts of Ho Chi Minh City: Thu Duc, Tan Binh, and District 7 To protect participant confidentiality, the names of the campuses involved in the study have been withheld.
Participants
In the initial quantitative phase of the study, thirty Vietnamese and expatriate teachers from seven campuses participated, selected through convenient and purposeful sampling These participants were known to the researcher and had experience teaching teenagers at a language center, aligning with the study's focus on classroom discipline strategies to enhance engagement among teenage learners in classroom activities.
In the qualitative phase of the study, observations were conducted in three classes with a total of 55 teenage students and three different teachers, referred to as class A, class B, and class C, and teachers T1, T2, and T3 These classes were selected through convenient and purposeful sampling at the researcher’s campus, allowing easier access for permissions and interviews The concurrent scheduling of these classes facilitated the observation process All teachers completed questionnaires on classroom discipline strategies aimed at enhancing student engagement, enabling the researcher to crosscheck the strategies implemented in practice Notably, all observed teachers were Vietnamese, chosen to ensure consistency across the observed classes and due to challenges in observing expatriate teachers due to site regulations.
In the first phase of the study, ten student participants were purposefully selected from a pool of 55 students for semi-structured interviews, based on classroom observations Five students who actively engaged in classroom activities and five who rarely participated were invited to share their experiences The selected participants were coded as P1 to P10, and after obtaining their consent, the semi-structured interviews were conducted.
The student participants in the language center are at varying levels of proficiency, with classes A and B at the B1 level and class C at the A2 level according to the Common European Framework of Reference (CEFR) Prior to enrollment, each teenage student must complete a placement test that assesses four macro skills: listening, speaking, reading, and writing The results of this test will determine the appropriate level and class for each student Detailed information about the student participants is available in Table 3.1.
Table 3.1 Number of student participants
In Chapter 2, it was noted that the selected participants for the study were teenagers, as this age group tends to exhibit more rebellious behavior and classroom misbehavior compared to other age ranges Consequently, classroom discipline strategies for adolescents may need to be tailored differently to effectively address their unique challenges.
Research instruments
The study employed questionnaires, observations, and semi-structured interviews as research instruments Specifically, questionnaires were administered to teacher participants to address research question 1 For research question 2, a combination of observations, student questionnaires, and semi-structured interviews was utilized to gather comprehensive results.
Questionnaires are widely recognized as effective research instruments that present respondents with a series of questions or statements, allowing them to either write their answers or choose from provided options (Brown, 2001) Researchers such as Dornyei and Taguchi (2009) and Rowley (2014) highlight their popularity in data collection The advantages of using questionnaires include time efficiency, the safety of participants' information, and a high return rate from respondents.
“standardized questions” (Munn & Drever, 1990, p 2) In addition, Cohen et al
(2017) stated that the questionnaire is a reliable research instrument due to its anonymous feature
The teacher questionnaire outlines various classroom discipline strategies employed by EFL teachers to boost student engagement in activities Comprising fifteen items primarily adapted from Lewis’s (2001) Model, the questionnaire highlights six key strategies: (i) providing hints and non-directional descriptions of unacceptable behavior, (ii) engaging in discussions with students about the effects of their behavior on peers, and (iii) involving students in decision-making regarding classroom discipline.
“recognizing the appropriate behavior of individual students of the class”, (v)
The article discusses various approaches to classroom discipline, including the use of punishment for misbehavior and aggressive techniques, drawing on the insights of researchers such as Bossone, Glasser, Gordon, and Brown A questionnaire consisting of fifteen coded items (D1 to D15) was developed to facilitate data analysis, capturing teacher participants' responses regarding both whole-class and group activities Teachers are instructed to indicate their preferred classroom discipline strategies by marking a check (✔) or a cross (X) to reflect their methods for enhancing student engagement in classroom activities.
In addition to the fifteen specified classroom discipline strategies listed in Table 3.2, teacher participants were invited to share any other strategies they employed in their classrooms that were not covered in the questionnaire.
Table 3.2 Items in the questionnaire for teacher participants
Classroom discipline strategy Teachers’ questionnaire items
The student questionnaire is divided into two main sections: whole-class activities, featuring thirteen items, and group activities, containing nine items, with an additional "Others" option in each section to capture other reasons for participation beyond the specified classroom discipline strategies To facilitate data analysis, whole-class activities are coded from W1 to W13, and group activities are coded from G1 to G9 To ensure comprehension, the questionnaire was translated into Vietnamese and designed to align with the fifteen items related to classroom discipline strategies found in the teacher questionnaire.
In whole-class activities, student engagement is evident through six key actions: answering the teacher's questions, asking lesson-related queries, correcting exercises at the board, participating in class discussions, and utilizing vocabulary and grammar points Conversely, group activities assess engagement through four specific actions: participating in group discussions, engaging in games with assigned groups, collaborating with group members, and providing feedback on peers' answers.
The items in the student questionnaires in both sections of whole-class activities and group activities are presented in Table 3.3 and Table 3.4 respectively
Table 3.3 Items in the section of whole-class activities in the participant questionnaire
Teachers’ classroom discipline strategies Align with
W1 My teacher and my class had an agreement at the beginning of the course that we should do it
W2 My teacher told my classmates and me that the action of not doing it should be avoided
My teacher emphasizes the importance of completing assignments for my learning, offering various incentives such as bonuses, compliments, stickers, and even snacks for participation Conversely, failing to engage can lead to warnings for the entire class, after-class detention, increased homework, and a deduction of points.
W12 My teacher will give me writing lines as a punishment if I do not do it
W13 My teacher will yell at me if I do not do it D15
Table 3.4 Items in the section of group activities in the participant questionnaire
Teachers’ classroom discipline strategies Align with
G1 My teacher and groups in the class built the rule that we should do it
G2 My teacher explained possible negative effects on my group members if I do not do it
G3 My teacher will give me bonuses if I do it D4
G4 My teacher will give me compliments if I do it D5
G5 My teacher will give me stickers if I do it D6
G6 My teacher will give me candies or snacks if I do it D7
G7 My teacher will give my whole group minus points if I do not do it
G8 My teacher will give me more homework if I do not do it D13
G9 My teacher will yell at me if I do not do it D15
Observation is a powerful research tool that yields rich contextual data, allowing researchers to gather first-hand information (Cohen et al., 2017; Wellington, 2015; Creswell, 2002) It offers the advantage of gaining deeper insights into participants who may struggle to articulate their perspectives Through observation, researchers can collect data on various settings, including the physical, human, interactional, and programmatic environments (Morrison, 1993).
This study employs observations for three key reasons: to verify the implementation of classroom discipline strategies as reported in teacher questionnaires, to assess student reactions to these strategies, and to facilitate the recruitment of student participants for semi-structured interviews across three classes.
The observation checklist, detailed in Appendix D, is derived from the teacher and student questionnaires and is divided into two sections: whole-class activities and group activities The whole-class activities section includes fifteen items aligned with the 15 classroom discipline strategies outlined in the teacher questionnaire In contrast, the group activities section features nine items that correspond to the same section in the student questionnaire.
In the observation section, there is a designated space to record students' reactions to various classroom discipline strategies This involves monitoring students to assess their level of engagement in whole-class or group activities whenever specific discipline strategies are implemented.
Interviews are a widely used research method, often on par with observations (Creswell, 2002) They provide researchers with deeper insights into complex issues that surveys may not capture (Hochschild, 2009) As a flexible and powerful tool for data collection, interviews excel at addressing challenging and open-ended questions (Oppenheim, 1992; Cohen, 2018) Furthermore, interviews can aid in the development of additional research tools, such as questionnaires (Priede et al., 2014).
Semi-structured interviews effectively address trust issues while encouraging participants to share their perspectives, as noted by Kvale (1996) Additionally, Fontana and Frey (2000) emphasize that these interviews are among the most powerful methods for gaining insight into human experiences, highlighting their significance in qualitative research (p 645).
The article outlines six key interview questions aimed at understanding students' views on their teachers' classroom discipline strategies The first question explores whether students are more engaged in whole-group or group activities, while the second asks them to identify the activities they participated in the most and least The third question investigates students' perceptions of their teachers' discipline strategies and whether these strategies enhance their engagement in class Additionally, students are prompted to identify which discipline strategies they found most and least supportive The fourth question compares student participation in current courses to previous ones, and the final question invites suggestions for discipline strategies that could improve classroom engagement Each question is followed by a probing "Why?" to elicit deeper insights from participants.
Data collection procedure
Prior to data collection, a consent form was submitted to the Teaching Quality Manager (TQM) for approval Once the TQM granted permission, the study was carried out at designated research sites Before distributing the questionnaires, all participating teachers and students were asked for their consent to participate in the study.
In the initial phase of the study, a questionnaire was distributed to teacher participants to assess the classroom discipline strategies they employ to enhance student engagement A total of 25 questionnaires were delivered in person at the teachers' lounges across various campuses, while 5 additional questionnaires were emailed to teachers at more distant locations, resulting in 4 responses from that group Ultimately, the researcher collected responses from a total of 29 Vietnamese and expatriate teachers within one week.
In the second phase of the study, a total of six observations were conducted over two weeks in classes A, B, and C, with each class observed twice for two hours Prior to the observations, permission was obtained from the three in-charge teachers of these classes.
During the second observation break in each class, questionnaires were distributed to student participants to gather their insights on the impact of EFL teachers' classroom discipline strategies on learner engagement Clear instructions were provided to ensure proper completion of the questionnaires After a fifteen-minute break, the completed questionnaires were collected, and the data collection process was finalized within two weeks.
Semi-structured interviews were conducted to gain deeper insights from student participants regarding the classroom discipline strategies employed by their teachers Each interview lasted between 20 to 30 minutes and took place in a designated room at the language center, with prior permission obtained from the facility manager The research data collection followed a specific sequence: teacher questionnaires were collected first, followed by student questionnaires, observations, and finally, the interviews.
The study followed a specific order to effectively analyze classroom discipline strategies Initially, the responses from teacher questionnaires were examined to identify the most and least frequently used strategies Subsequently, observations took place in three selected classes (Class A, B, and C) During the second round of observations, student questionnaires were distributed during break time The responses from these student questionnaires were then compared with the teacher responses to assess alignment Finally, based on these comparisons, the interview questions were refined to better capture students' perspectives on their teachers' discipline strategies.
Data analysis scheme
To investigate research question 1, Excel functions were utilized to determine the percentage of teachers implementing various classroom discipline strategies Initially, the number of teacher participants for each questionnaire item, representing a specific discipline strategy, was manually counted and entered into an Excel table The SUM function was then applied to calculate the total number of teachers selecting each strategy Finally, the percentage of teachers employing each classroom discipline strategy was computed using the formula “= the number of teachers in each questionnaire item /29*100,” where 29 denotes the total number of teacher participants.
The observational data was utilized to validate the responses from the questionnaires of T1, T2, and T3, confirming whether the classroom discipline strategies mentioned by the teachers were actually implemented in the observed settings Furthermore, the students' reactions to the teachers' activities were recorded and compared with the responses from semi-structured interviews, ensuring consistency between individual answers and the reactions of the majority of the observed class.
The data analysis for student participants mirrored that of the teacher participants, where the proportion of students selecting each classroom discipline strategy as their motivation for engaging in activities was determined using Excel functions The total responses for each questionnaire item were recorded manually in Excel, followed by calculating the proportion of student participants who chose each item using a specific formula.
“= the number of students in each questionnaire item /54*100” (54 is the total number of student participants)
This study employed thematic analysis to evaluate text data, as emphasized by Creswell (2011), who identifies themes as crucial components of qualitative data analysis The analysis revealed three primary layers within the thematic network: basic themes derived from interview content, which were then organized into broader themes, culminating in a global theme Ultimately, the findings from both quantitative and qualitative phases were integrated and synthesized to present the final results.
Ethical considerations
The study received approval from the Teaching Quality Manager of the language center, ensuring that all participants were fully informed prior to its commencement Participants were granted the right to withdraw at any stage of the study if they chose not to continue Additionally, strict confidentiality measures were implemented to protect personal information, ensuring that data would only be used for research purposes and that participants' anonymity would be rigorously maintained.
Summary
This chapter restates the two research questions and outlines the mixed-methods design employed in the study, utilizing three research instruments: questionnaires, observations, and semi-structured interviews Data were collected from thirty teachers and fifty-five students across seven campuses of a language center in Ho Chi Minh City The data collection process involved distributing questionnaires to teachers both in person at the teacher’s lodge and through online platforms, followed by observations in three selected classes Student questionnaires were administered during break time on the second day of observations The data from both teacher and student respondents were analyzed using Excel Prior to the study, permission was secured from the TQM and all participants, ensuring the confidentiality of all involved.
RESULTS AND DISCUSSION
Results
Results obtained from teacher questionnaires, student questionnaires, observations, and semi-structured interviews are presented as follows.
The following sections demonstrate proportions of classroom discipline strategies EFL teachers in the current study use in both whole-class activities and group activities
Classroom discipline strategies teacher participants utilized in their whole-class activities are presented in Figure 4.1
Figure 4.1 Percentages of classroom discipline strategies used in whole-class activities by teacher participants
A comprehensive teacher questionnaire revealed that 100% of participants offered compliments to students who excelled in group activities Additionally, 89.66% of teachers outlined misbehaviors to avoid before class participation and issued warnings for misbehavior Furthermore, 86.21% established classroom rules collaboratively with students and rewarded good performance with bonuses Approximately 80% of teachers articulated expected behaviors during activities, while they also implemented a system of minus points for negative behavior and distributed stickers to students who performed well.
In a recent study, 69% of teachers rewarded students with candies or snacks for good performance, while 65.51% employed various disciplinary measures Approximately 40% of teachers provided treats to students who excelled in tasks, and just over a third (34.48%) resorted to detention for misbehavior Additionally, 24.14% of teachers admitted to yelling at misbehaving students, while a minimal 3.45% assigned extra homework or writing lines as a form of punishment.
The rate of teacher participants using classroom discipline strategies to enhance learners’ engagement in group activities is illustrated in Figure 4.2
Figure 4.2 Percentages of classroom discipline strategies used in group activities by teacher participants
All of the teacher participants (100%) stated that they gave the students compliments if the students performed tasks well The proportion of the teacher
D.1 D.2 D.3 D.4 D.5 D.6 D.7 D.8 D.9 D.10 D.11 D.12 D.13 D.14 D.15 participants who stated that they gave the whole group warnings if some students have misbehavior stands at 86.21% A significant proportion of the teacher respondents (82.76%) said that they gave the students bonuses when the students performed the tasks well Roughly 80% of the teachers who got involved in the study answered that they describe what misbehavior the students should avoid before participating in group activities The percentages of the teacher participants who set rules for group activities based on the agreement between the class and them, the teacher participants explaining negative effects of misbehavior on other students, and the teacher participants give explanations about the positive effects on the students’ learning are the same at 72.41% Just under seven out of ten teacher participants said that they described behavior they expected their students to have in classroom activities 58.62% of the teachers who participated in the study said that they gave the students with misbehavior minus points Nearly half of the teacher respondents (48.28%) said that they gave students stickers if the students performed the tasks well 44.83% of teachers who answered the questionnaire responded that they gave students candies and snacks when those students performed tasks well Just over a third of the teacher participants (34.48%) said that they gave detention to the students with misbehavior Meanwhile, 17.24% of the participants who are teachers at the research site responded that they yelled at the students behaving inappropriately The proportion of the teacher participants who answered that they gave more homework and writing lines to the students with misbehavior was 3.45%
Proportions of classroom discipline strategies student participants chose to be reasons why they respond to their teachers’ questions are depicted in Figure 4.3
Figure 4.3 Percentages of classroom discipline strategies that make student participants answer their teacher questions
Nearly half of the student participants (47.27%) indicated they engaged with their teacher's questions due to understanding the benefits for their learning Additionally, 43.64% participated because of the positive reinforcement received from compliments About 30.91% attributed their responses to a prior agreement made with the teacher at the course's start Moreover, 29.09% of students were motivated by the prospect of earning bonuses and stickers, while 16.36% participated for the chance to receive candies and snacks Lastly, a small percentage (7.27%) mentioned that the fear of losing points for not answering was a factor in their participation.
A study revealed that 5.45% of students answered their teacher's questions due to a warning against not participating, which could lead to detention Additionally, 3.64% of students cited the teacher's warnings as a motivating factor for their responses Furthermore, a small percentage (1.82%) indicated that the fear of punishment, such as writing lines or being yelled at, influenced their decision to answer questions.
● Asking teachers questions about the lesson
The proportion of student respondents asked their teachers questions related to the lesson because of teachers’ classroom discipline strategies is illustrated in Figure 4.4
Figure 4.4 Percentages of classroom discipline strategies that make student participant ask their teacher about the lesson
I ask my teacher questions about the lesson because
Nearly half of the student participants (49.09%) indicated that they felt encouraged to ask their teacher questions about the lesson due to the teacher's explanation of the benefits of inquiry for their learning A significant portion (20%) attributed their willingness to ask questions to the initial agreement established between the teacher and the class Additionally, 16.36% of students reported that receiving compliments and stickers motivated them to engage in questioning Conversely, 12.73% stated that the fear of receiving writing lines as punishment prompted them to ask questions Just under 10% (9.09%) cited incentives like bonuses, candies, and snacks as motivators for their inquiries Furthermore, 7.27% mentioned that warnings from the teacher encouraged them to participate A smaller group (5.45%) felt compelled to ask questions to avoid additional homework, while only 1.82% indicated that the threat of minus points and other punishments influenced their behavior Notably, none of the students identified detention as a reason for asking questions.
● Using English in classroom activities
A significant 56.36% of students reported using English in classroom activities due to an initial agreement with their teacher and classmates, while 49.09% indicated that their teacher's explanation of the benefits of English for their studies motivated them Additionally, 21.82% cited receiving compliments from their teacher as a reason for their English usage, and 14.55% and 12.73% were influenced by the prospect of stickers and bonuses, respectively Furthermore, 10.91% of students mentioned that the fear of receiving minus points for not using English also contributed to their participation in English activities.
Figure 4.5 Percentages of classroom discipline strategies that make student participant use English in classroom activities
In a recent study, only 9.09% of students indicated that candies and snacks motivated their use of English during classroom activities Additionally, 7.27% reported that their teacher's encouragement to avoid using their native language prompted them to engage in English Furthermore, 5.45% of participants mentioned that the warnings from their teacher about not using English also influenced their participation in classroom activities.
In classroom activities, students utilize English primarily due to the consequences associated with homework, writing lines, and teacher reprimands, which were reported at a rate of 3.64% In contrast, detention was the least cited reason, with only 1.82% of participants indicating it as a factor influencing their use of English during these activities.
● Going to the board to correct exercises
In a recent study, 43.64% of student respondents indicated they corrected exercises at the board due to their teacher's explanation of its learning benefits Additionally, 41.82% participated for the potential bonuses offered by the teacher, while 25.45% engaged in this activity based on a class agreement established at the course's start Compliments from the teacher motivated 21.82% of students to correct exercises, and overall, 12.73% of the total respondents reported going to the board for this purpose.
Figure 4.6 Percentages of classroom discipline strategies that make student participant go to the board to correct exercises
In a recent study, 9.09% of students reported going to the board to complete exercises in exchange for candies and snacks offered by their teacher Conversely, 7.27% indicated that they participated due to the fear of punishments, such as writing lines or being yelled at Additionally, 5.45% of participants cited the deduction of points as their motivation for correcting exercises at the board Other reasons included warnings, detention, and homework, which collectively accounted for 3.64% of responses Finally, a minimal 1.82% of students mentioned that their teacher's admonition against not participating influenced their decision to engage in board exercises.
I go to the board to correct exercises because
A significant 56.36% of students reported that their participation in class discussions stemmed from an agreement between their teacher and the class to avoid non-participation Additionally, 52.73% of respondents indicated that their teacher’s encouragement highlighted the benefits of engaging in discussions for their learning Meanwhile, 27.27% of students were motivated by rewards such as stickers and snacks provided by their teachers Furthermore, 20% of participants mentioned that bonuses from their teacher influenced their decision to engage in discussions, while 10.91% cited candies and snacks as their reason for joining classroom discussions.
Figure 4.7 Percentages of classroom discipline strategies that make student participant participate in class discussion
I participate in class discussions because
Approximately 9.09% of students reported that stickers increased their engagement in class discussions, while 7.27% participated due to warnings and detention Additionally, 5.45% of students felt compelled to contribute in class to avoid being yelled at by their teachers Furthermore, 3.64% of respondents engaged in discussions because their teacher emphasized the importance of participation Lastly, 1.82% of students participated in class discussions due to consequences related to homework and disciplinary actions, including losing points and writing lines.
● Using new vocabulary and grammatical points
A significant 65.45% of students reported using new vocabulary and grammatical structures due to the teacher's encouragement, highlighting the positive impact of instructional support Additionally, 38.18% of respondents indicated that a class agreement to apply newly learned concepts motivated their usage Furthermore, 20% of students attributed their application of new language items to positive reinforcement from the teacher, while 18.18% noted that the use of stickers also played a role in their language application during class.
Figure 4.8 Percentages of classroom discipline strategies that make student participant use new vocabulary and grammatical points
In a recent study, 9.09% of students reported that their teacher emphasized the importance of using new vocabulary and grammatical structures, while another 9.09% credited the use of stickers from their teacher as motivation to apply what they learned in class Additionally, 7.27% of participants indicated they utilized new vocabulary and grammar to avoid additional homework Deterrents such as detention and writing lines influenced 5.45% of students to engage with new language concepts, while 3.64% acknowledged that warnings and potential point deductions from their teacher also encouraged their usage of new vocabulary and grammar.
I use new vocabulary and grammatical points because
(1.82%) responded that candies, snacks, and shouting were the reasons why they used new vocabulary and grammatical points
The below sections describe proportions of classroom discipline strategies that student participants chose to be explanation for why they engaged in group activities
Discussion
4.2.1 Classroom discipline strategies: teachers’ perspectives
The results indicate that all classroom discipline strategies from the questionnaire were implemented by teacher participants Notably, these strategies were more frequently applied during whole-class activities compared to group activities, with the exception of the strategy involving rewards like candies and snacks for task completion This trend may be attributed to the collective nature of whole-group achievements, where rewards are given for winning games or for active participation in discussions.
In a study of classroom discipline strategies, it was found that over 50% of teacher participants employed ten out of fifteen strategies for whole-class activities, specifically D1, D2, D3, D4, D5, D8, D9, D10, and D11 Additionally, the same ten strategies were utilized by half of the teachers for group activities, including D1, D2, D3, D4, D5, D6, D8, D9, D10, and D11.
In the current study, all teachers reported using compliments as a key classroom discipline strategy, highlighting its effectiveness in promoting positive behavior among students Additionally, over 80% of educators employed strategies such as outlining misbehavior to avoid, issuing warnings for inappropriate conduct, establishing classroom rules collaboratively, rewarding students for successful task completion, and explaining the benefits of good behavior on learning outcomes Notably, three of these strategies align with Lewis's 2001 model of discipline, which emphasizes recognizing appropriate behavior, involving students in decision-making, and providing non-directional descriptions of unacceptable actions Overall, the use of compliments and warnings plays a crucial role in shaping classroom discipline.
According to Brown (2001), it is essential to balance praise and negative feedback in educational settings Additionally, the findings regarding the effectiveness of establishing classroom rules through mutual agreement between teachers and students align with the discipline strategies proposed by Bossone (1964) and Glasser (1969).
Teacher participants rarely implemented two specific classroom discipline strategies: assigning additional homework and using writing lines as punishment for misbehaving students This suggests that the approach of escalating punishments for misbehavior, as outlined in Lewis's (2001) model, was not a preferred disciplinary method among teachers at the research site.
A significant number of teachers reported implementing strategies such as describing expected student behavior (D3), explaining the negative impact of misbehavior on peers (D8), assigning minus points for misbehavior (D10), and rewarding good performance with stickers (D6) This indicates a prevalent approach among educators in this study to emphasize expected behaviors rather than solely focusing on misbehavior The use of both negative and positive reinforcement, represented by minus points and stickers, aligns with Brown's (2001) assertion that a balanced approach to reinforcement is essential in the classroom.
A small number of teachers indicated that they employed strategies such as rewarding students with candies and snacks for good performance, administering detention for misbehavior, and yelling at misbehaving students However, rewarding students with sweets was not a favored method for classroom discipline, and detention was also infrequently used by the respondents This aligns with Lewis's perspective that emphasizes the ineffectiveness of escalating punishments for misbehaving students.
In 2001, the research site’s classrooms did not prominently utilize classroom discipline strategies, particularly aggressive techniques such as yelling at misbehaving students This approach was not favored by the teachers participating in the study, indicating a preference for alternative discipline methods.
4.2.2 Classroom discipline strategies: students’ perspectives versus teachers’ perspectives
The student questionnaire revealed that only a small percentage of participants supported the classroom discipline strategy where the teacher advised the class to avoid certain actions (D2) In stark contrast, this approach was the second most commonly used discipline strategy among teacher respondents in their classrooms.
A significant portion of teacher participants believed that issuing warnings to the entire class for the misbehavior of a few students could enhance engagement However, only a small number of students agreed with this approach as an effective classroom discipline strategy This highlights a discrepancy between the teacher's methods, which are intended to boost student participation, and the actual strategies that foster genuine engagement among learners.
The classroom discipline strategy where "the teacher explained why doing it is good for my learning" (D3) was notably favored by students, indicating its importance in enhancing learner engagement However, teachers did not select this strategy as frequently as other discipline methods (D5, D2, D11, D1, & D4) This disparity suggests that while explaining the positive effects of good behavior on student learning (D9) plays a crucial role in fostering participation, it may be undervalued by educators.
Both teacher and student participants showed similar views on classroom discipline strategies, particularly regarding the least favored methods The strategies of assigning homework and requiring writing lines as punishment for misbehavior were the least popular among teachers and received minimal interest from students Consequently, these approaches were also identified as the least motivating factors for students to engage actively in classroom activities.
Interestingly, a small percentage of student participants indicated that receiving candies and snacks was not their primary motivation for engaging more actively in classroom activities One student remarked, “We are not too young anymore; candies and snacks are not really necessary.” Another participant added, “I think candies and snacks are more suitable for primary students If they are available, that's great; if not, it's alright.”
Many students expressed satisfaction with their teachers' classroom discipline strategies, attributing it to the enjoyable learning environment created by their instructors One student noted, "I feel pretty satisfied with my teacher’s classroom discipline strategies Generally, I feel the classroom atmosphere is fun and pleasant, which makes it easier to absorb new knowledge." When asked to elaborate on what made the classroom atmosphere enjoyable, the student explained that their teacher often tells jokes and incorporates lighthearted punishments, such as having a student perform the Chicken Dance after losing a game This aligns with the perspectives shared by Lestari (2008) and Khasinah.
(2017) which highlighted the crucial role of constructing a pleasant learning environment inside the classroom
In alignment with Lestari's (2008) findings, the semi-structured interviews revealed that creating a supportive learning environment is crucial for enhancing the learning process Student participants emphasized the importance of such an environment in facilitating their educational experiences.
Summary
This chapter highlights that all teacher participants employed the strategy of giving compliments to maintain classroom discipline when students performed tasks well Notably, the most commonly used classroom discipline strategies among teachers did not align with the reasons students provided for their participation in class activities However, certain findings from both teacher and student questionnaires corroborated theories discussed in the Literature Review.
CONCLUSIONS
Summary of the results
Research findings indicate that teachers predominantly employ positive reinforcement, such as compliments, as their primary discipline strategy during both whole-class and group activities Additionally, most teachers resort to warnings when addressing student misbehavior A significant number of educators also utilize descriptive feedback to guide students on avoiding misbehavior during tasks Conversely, few teachers resort to yelling as a disciplinary measure, and punitive strategies like assigning extra homework or requiring students to write lines are the least favored approaches among participants.
Research findings indicate a discrepancy between classroom discipline strategies employed by teachers and the motivations for student engagement Observations revealed that while teachers frequently implemented strategies like warnings and rewards, students primarily participated in activities due to their perceived benefits for learning This was unexpected, as the researcher anticipated that rewards and recognition would drive student involvement Semi-structured interviews further confirmed that students valued engagement for its educational advantages rather than teacher-imposed incentives Ultimately, the study highlights a misalignment between teacher strategies and student motivations in fostering active classroom participation.
Implications of the study
Research findings validate that the discipline strategies identified in earlier studies (Bossone, 1964; Glasser, 1969; Gordon, 1974; Brown, 2001; Lewis, 2001) continue to be widely utilized by EFL teachers to boost student engagement in classroom activities.
This study explores students' perspectives on their teachers' classroom discipline strategies and their impact on student engagement in classroom activities The findings offer valuable recommendations from students on how teachers can encourage more active participation in future courses Additionally, the study highlights effective classroom discipline strategies suggested by teacher participants, such as actively listening to students' concerns about participation, which can be implemented by other educators in the research sites.
The findings of this research suggest that TQMs and teachers may not fully understand their students' perspectives on classroom discipline strategies intended to boost engagement By utilizing the study's results, educators can make necessary adjustments across the campuses, focusing on the discipline strategies that a significant number of students identify as motivating factors for their active participation in classroom activities.
Limitations of the study
The current study has notable limitations, primarily due to the relatively small number of participants, which raises concerns about the generalizability of the findings.
The research utilized a convenience sample, which may influence the reliability of the findings The selected campuses and the three classes observed were chosen for their ease of access, facilitating data collection for the researcher.
The current study reveals a limited number of specific activities that illustrate the classroom discipline strategies employed by teachers to enhance student engagement Specifically, there are six activities identified for the whole-class category and four for the group category A more comprehensive investigation could have been achieved with a broader range of whole-class and group activities included in the teacher questionnaire.
Collecting teacher participants' perspectives on classroom discipline strategies through questionnaires may not provide sufficient insights into their effectiveness in enhancing student engagement To gain a deeper understanding of the motivations behind teachers' choices of these strategies, more comprehensive information is needed from the participants.
Recommendations for further study
This study highlights significant concerns that warrant further investigation As noted in the limitations section, future research should aim to include a larger participant pool and expand to additional campuses across the country.
The limitation section highlights that the number of specific whole-class activities remains insufficient Interviews with students revealed that many participants, including P3, P9, and P10, identified "projects" as the most engaging whole-class activity Consequently, future research should incorporate this activity into the questionnaire and explore it further in interviews.
Due to insufficient data from teacher questionnaires, further research is essential to understand the specific classroom discipline strategies employed by teachers Future studies should incorporate semi-structured interviews to gain deeper insights Additionally, the next research phase aims to explore other classroom discipline strategies highlighted in the open-ended questions of the current study’s teacher questionnaire.
The findings of this thesis reveal that many students actively engage in classroom activities due to their awareness of the benefits this participation brings to their studies Therefore, future research should focus on exploring the relationship between students' intrinsic motivations and their engagement in classroom activities.
In future research, it would be valuable to explore how the age groups of EFL teachers influence their choice of classroom discipline strategies and their effectiveness in enhancing student engagement in classroom activities.
Summary
The final chapter of the study summarizes the research findings, highlighting the potential benefits for EFL teachers, TQMs, and administrators in selecting effective classroom discipline strategies to boost student engagement However, the study acknowledges limitations, including a small participant pool, reliance on convenience sampling, insufficient whole-class and group activity data in student questionnaires, and a lack of in-depth understanding regarding teachers' implementation of specific discipline strategies Therefore, further research is essential to address these limitations moving forward.
Abdullah, M Y., Bakar, N R A., & Mahbob, M H (2012) The dynamics of student participation in classroom: Observation on level and forms of participation Procedia-Social and Behavioral Sciences, 59, 61–70 https://doi.org/10.1016/j.sbspro.2012.09.246
Altinel, Z (2006) Student misbehavior in EFL classes: Teachers and students’ perspectives Unpublished master thesis Cukurova University: Adana,
Arbuckle, C., & Little, E (2004) Teachers' perceptions and management of disruptive classroom behaviour during the middle years (Years Five to
Nine) Australian Journal of Educational & Developmental Psychology, 4, 59-70
Astin, A W (1999) Student involvement: A development theory for higher education Journal of College Student Development, 40, 518-529
Azevedo, F S., & Sherin, B L (2012) An evolving framework for describing student engagement in classroom activities The Journal of Mathematical
Barton, P E., Coley, R J., & Wenglinsky, H (1998) Order in the classroom:
Violence, discipline and student achievement Princeton, NJ: Policy
Information Center, Educational testing service
Beaman, R., Wheldall, K., & Kemp, C (2007) Recent research on troublesome classroom behaviour: A review Australasian Journal of Special Education,
Bossone, R M (1964) What is classroom discipline? The clearing house A Journal of Educational Strategies, Issues and Ideas, 39(4), 218–221 https://doi.org/10.1080/00098655.1964.1147667
Brown, H D (2001) Teaching by principles: An interactive approach to language
Pedagogy White Plains, NY: Longman
Brown, J D (2001) Using surveys in language programmes Cambridge: Cambridge
Bui, T M H (2006) Teaching speaking skills at a Vietnamese university and recommendations for using CMC Asian EFL Journal, 14 (2)
Cameron, L (2001) Teaching languages to young learners Cambridge: Cambridge
Carless, D (2007) The suitability of task-based approaches for secondary schools:
Perspectives from Hong Kong System, 35, 595-608 https://doi.org/10.1016/j.system.2007.09.003
Chandra, R (2015) Classroom management for effective teaching International
Journal of Education and Psychological Research, 4(4), 13-15 Retrieved from https://www.researchgate.net/publication/313889949_Classroom_Manageme nt_for_Effective_Teaching
Charles, C M (1989) Building classroom discipline: From models to practice (3rd ed.) New York: Longman
Charles, C M (2013) Building classroom discipline Pearson Higher Ed
Charles, C M (2014) Building classroom discipline Pearson
Ching, G S (2012) Looking into the issues of rewards and punishment in students International Journal of Research Studies in Psychology, 1(2), 29-
Christenson, S L., Reschly, A L., & Wylie, C (Eds.) (2012) Handbook of research on student engagement Boston, MA: Springer Science & Business Media https://doi.org/10.1007/978-1-4614-2018-7
Cohen, L., Manion, L., & Morrison, K (2017) Research methods in education
Connell, J., Spencer, M., & Aber, J (1994) Educational risk and resilience in
African- American youth: Context, self, action, and outcomes in school
Child Development, 65, 493-506 https://doi.org/10.2307/1131398
Cotton, K., (1990) Summary of research Time to teach resource manual Hayden
Creswell, J W & Clark, V L P, (2018) Designing and conducting mixed methods research, (3rd ed.) SAGE Publications
Creswell, J W (2002) Educational research: Planning, conducting, and evaluating quantitative Upper Saddle River, NJ: Prentice Hall
Creswell, J W (2011) Qualitative, quantitative and mixed methods approaches
Dang, T T (2010) Learner autonomy in EFL studies in Vietnam: A discussion from sociocultural perspective English Language Teaching, 3(2) https://doi.org/10.5539/elt.v3n2p3
Dornyei, Z., & Taguchi, T (2009) Questionnaires in second language research:
Construction, administration, and processing Routledge
Edwards, C H (1993) Classroom discipline and management New York:
Fredricks, J A., Blumenfeld, P C., & Paris, A H (2004) School engagement:
Potential of the concept, state of the evidence Review of Educational
Fontana A & Frey J (2000) The interview: From structured questions to negotiated text In N.K Denzin, & Y S Lincoln (Eds.), Handbook of Qualitative Research (2nd ed., 645-672) Thousand Oaks, CA: Sage
Gardill, M.C., DuPaul, G.J., & Kyle, K.E (1996) Classroom strategies for managing students with attention-deficit/hyperactivity disorder Intervention in School and Clinic, 32, 89–94
Glasser, W (1969) Schools without failure Harper & Row
Glasser, W (2001) Choice theory in the classroom New York: Harper Collins
Gomez, A M., Arai, M J & Lowe, H (1995) When does a student participate in class? Ethnicity and classroom participation Paper presented at the Annual
Meeting of the Speech Communication Association, San Antonio, Texas, USA
Gordon, T (1974) Teachers’ effectiveness training New York: Peter H Wyden Ltd
Gresham, F M (2016) Disruptive behavior disorders: Evidence-based practice for assessment and intervention (Reprint ed.) The Guilford Press
Gujjar, A A., & Choudhry, B N (2009) Role of teacher as classroom manager Journal on Educational Psychology, 2(4), 65-73 https://doi.org/10.26634/jpsy.2.4.285
Harmer, Jeremy (2007) The practice of English language teaching (4th
Ed.) USA: Pearson Education Limited
Hasselgreen, A (2005) Assessing the language of young learners Language
Testing, 22(3), 337–354 http://doi.org/10.1191/0265532205lt312oa
Hoa, N T M., & Tuan, N Q (2007) Teaching English in primary schools in
Vietnam: An overview Current Issues in Language Planning, 8(2), 162–173 https://doi.org/10.2167/cilp106.0
Hochschild, J L (2009) Conducting intensive interviews and elite interviews
In Workshop on interdisciplinary standards for systematic qualitative research Washington, DC: National Science Foundation
Hoover, A and Krishnamurti, S (2010) Survey of college students’ MP3 listening:
Habits, safety issues, attitudes, and education American Journal of
Irvin, L J., Meltzer, J., & Dukes, S M (2007) Taking action on adolescent literacy
Retrieved from http://www.ascd.org/publications/books/107034/chapters/Student-
Motivation,-Engagement,-and-Achievement.aspx
Ivankova, N V., Creswell, J W., & Stick, S L (2006) Using mixed-methods sequential explanatory design: From theory to practice Field Methods, 18(1),
Jeloudar, S Y., & Yunus, A S M (2011) Exploring the relationship between teachers’ social intelligence and classroom discipline strategies International
Journal of Psychological Studies, 3(2) http://doi.org/10.5539/ijps.v3n2p149
Kember, D., and Gow, L (1994) Orientations to teaching and their effect on the quality of student learning Journal of Higher Education, 65(1), 58–74 https://doi.org/10.2307/2943877
Khasinah, S (2017) Managing disruptive behavior of students in language classroom Englisia: Journal of Language, Education, and Humanities, 4(2), 79-89 https://doi.org/10.22373/ej.v4i2.1661
Kvale, S (1996) Interviews: An introduction to qualitative research interviewing
Lawrence, J., Steed, D., & Young, P (1983) Monitoring teachers' reports of incidents of disruptive behaviour in two secondary schools: Multidisciplinary research and intervention Educational Studies, 9(2), 81–91 https://doi.org/10.1080/0305569830090202
Lee, P (2005) Students’ personality type and attitudes toward classroom participation Proceedings of the CATESOL State Conference, California
State University, Los Angeles, USA
Lestari, D (2008) Teacher’s strategies for preventing and stopping young learners’ misbehavior in English classroom of BEC (Basic English Course) NGANJUK,
Lewis, R (1997) Discipline in schools In L J Saha (Ed.), International
Encyclopedia of the Sociology in Education, 404-411 Oxford, UK: Permagon
Lewis, R (1999) Teachers coping with stress of classroom discipline Social
Psychology of Education, 3(3), 155–171 https://doi.org/10.1023/a:1009627827937
Lewis, R (2001) Classroom discipline and student responsibility: The students’ views Teaching and Teacher Education, 17(3)
Lewis, R (1995) Teachers coping with the stress of classroom discipline Social
Psychology of Education, 103(3), 155– 171 https://doi.org/10.1023/A
Lewis, R., & Lovegrove, M N (1987) The teacher as disciplinarian: How do students feel? Australian Journal of Education, 31(2), 173–186 https://doi.org/10.1177/000494418703100205
Lewis, R., Romi, S., Qui., X., & Katz, Y (2005) A comparison of teachers’ classroom discipline in Australia, China and Israel Teaching and Teacher
Linse, C., & Nunan, D (2005) Practical English language teaching US: McGraw-
Little, E., & Hudson, A (1998) Conduct problems and treatment across home and school: A review of the literature Behaviour Change, 15, 213–227 https://doi.org/10.1017/S0813483900004708
Martin, A (2006) The relationship between teacher’s perception of students’ motivation and engagement and teachers’ enjoyment of and confidence in teaching Asia-Pacific Journal of Teacher Education, 34(1), 73-93 https://doi.org/10.1080/13598660500480100
Marzano, R J., Marzano, J S., & Pickering, D (2003) Classroom management that works: Research-based strategies for every teacher ASCD
Miller, A., Ferguson, E., & Byrne, I (2000) Pupils’ causal attributions for difficult classroom behaviour British Journal of Educational Psychology, 70(1), 85–
Morrison, E W (1993) Newcomer information seeking: Exploring types, modes, sources, and outcomes Academy of Management Journal, 36(3), 557-589 https://doi.org/10.2307/256592
Munn, P., & Drever, E (1990) Using questionnaires in small-scale research A teachers' guide Scottish Council for Research in Education, Scotland, United
Murray, H G., and Lang, M (1997) Does classroom participation improve student learning? Teaching and Learning in Higher Education, 20, 7–9
Nguyen (2011) explores computer-mediated collaborative learning within the context of Vietnamese tertiary English as a Foreign Language (EFL) education This doctoral dissertation, submitted to Massey University in New Zealand, examines the processes and outcomes of collaborative learning, alongside the perceptions of learners involved The research contributes valuable insights into the effectiveness of technology-enhanced learning in higher education settings.
Oppenheim, A N (1992) Questionnaire design, interviewing, and attitude measurement Pinter, London ệzben, Ş (2010) Teachers’ strategies to cope with student misbehavior Procedia -
Social and Behavioral Sciences, 2(2), 587–594 http://doi.org/10.1016/j.sbspro.2010.03.068
Pierangelo, R., & Giuliani, G A (2000) Why your students do what they do and what to do when they do it: A practical guide for understanding classroom behaviour Champaign Illinois: Research Press
Priede, C., Jokinen, A., Ruuskanen, E and Farrall, S (2014) Which probes are most useful when undertaking cognitive interviews? International Journal of
Social Research Methodology, 17 (5), pp 559–68 https://doi.org/10.2307/329249
Pullis, M (1991) Practical considerations of excluding conduct disordered students:
An empirical analysis Behavioral Disorders, 17, 9–22 https://doi.org/10.1177/019874299101700104
Putri, N., & Refnaldi, R (2020) Rewards and punishments given by the teacher in teaching English as foreign language in Indonesian Context Journal of
English Language Teaching, 9(1), 75-85 https://doi.org/10.24036/jelt.v9i1.107819
Rahimi, M., & Karkami, F H (2015) The role of teachers' classroom discipline in their teaching effectiveness and students' language learning motivation and achievement: A path method Iranian Journal of Language Teaching
Research, 3(1), 57-82 Retrieved from https://eric.ed.gov/?id=EJ1127336
Reeve, J., & Tseng, C M (2011) Agency as a fourth aspect of students’ engagement during learning activities Contemporary Educational
Psychology, 36(4), 257–267 https://doi.org/10.1016/j.cedpsych.2011.05.002
Richards, J C., & Renandya, W A (2002) Methodology in language teaching: An anthology of current practice Cambridge: Cambridge University Press
Rogers, B (2012) You know the fair rule: Effective behaviour management in schools Harlow: Pearson Education.Rowley, J (2014) Designing and Using Research Questionnaires Management Research Review, 37(3), 308–
330 Retrieved from https://www.academia.edu/24271230/The_quandary_of_negative_class_parti cipation_coming_to_terms_with_misbehaviour_in_the_language_classroom
Shamnadh, M., & Anzari, A (2019) Misbehavior of school students in classrooms- main causes and effective strategies to manage it International Journal of
Shernoff, D J (2013) Optimal learning environments to promote student engagement New York, NY: Springer
Smith, D G (1977) College classroom interactions and critical thinking Journal of
Educational Psychology, 69(2), 180–190 https://doi.org/10.1037/0022-0663.69.2.180
Spratt, M., Pulverness, A., & Williams, M (2005) The TKT (Teaching Knowledge
Test) course Cambridge: Cambridge University Press
Sun, R C F., & Shek, D T L (2012) Student classroom misbehavior: An exploratory study based on teachers’ perceptions The Scientific World
Thijs, J., & Verkuyten, M (2009) Students’ anticipated situational engagement: The roles of teacher behavior, personal engagement, and gender The Journal of
Genetic Psychology, 170(3), 268-286 https://doi.org/10.1080/00221320903218323
Tsou, W (2005) Improving speaking skills through instruction in oral classroom participation Foreign Language Annals, 38 (1), 46-55 https://doi.org/10.1111/j.1944-9720.2005.tb02452.x
Tulley, M., & Chiu, L H (1995) Student teachers and classroom discipline The
Journal of Educational Research, 88(3), 164-171 https://doi.org/10.1080/00220671.1995.9941295
Turner, J C., & Patrick, H (2004) Motivational influences on student participation in classroom learning activities Teachers College Record, 106(9), 1759-
Ur, P., (1996) A course in language teaching: Practice and theory Cambridge
Van Van, H (2010) The current situation and issues of the teaching of English in
Vietnam 立命館言語 文化研究, 22(1) Retrieved from https://www.researchgate.net/publication/326718789_The_Current_Situation _and_Issues_of_the_Teaching_of_English_in_Vietnam
Vandrick, S (2000) Language, culture, class, gender, and class Participation
Vitto, J M (2003) Relationship-driven classroom management: Strategies that promote student motivation Thousand Oaks, CA: Corwin Press
Vuong, N H A., Tan, C K., & Lee, K W (2018) Students' perceived challenges of attending a flipped EFL classroom in Viet Nam Theory and Practice in
Language Studies, 8(11), 1504-1510 https://doi.org/10.17507/TPLS.0811.16
Vu, H Y., & Shah, M (2016) Vietnamese students’ self-direction in learning
English listening skills Asian Englishes, 18(1), 53–66 https://doi.org/10.1080/13488678.2015.1136104
Wadden, P., & McGovern, S (1991) The quandary of negative class participation: coming to terms with misbehavior in the language classroom ELT Journal,
45, 119-127 Retrieved from https://www.academia.edu/24271230/The_quandary_of_negative_class_parti cipation_coming_to_terms_with_misbehaviour_in_the_language_classroom
Wellington, J (2015) Educational research: Contemporary issues and practical approaches Bloomsbury Publishing
Wheldall, K (1991) Managing troublesome classroom behaviour in regular schools:
A positive teaching perspective International Journal of Disability,
Development, and Education, 38, 99–116 https://doi.org/10.1080/0156655910380202
Whitehead, D., & Schneider, Z (2007) Mixed-methods research Nursing and
Midwifery Research: Methods and Appraisal for Evidence-Based Practice,
Zainal, A B S (2007) An investigation into first year engineering students’ oral classroom participation: A case study (Unpublished degree dissertation)
APPENDIX A Questionnaire for teacher participants
As part of my M.A research thesis at the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City, I am exploring classroom discipline strategies that enhance student engagement in classroom activities Your participation in the survey below would be greatly appreciated, and please rest assured that all information collected will remain confidential.
Years of experience in teaching: less than 3 years 3-5 years
Please write an X in the space for the classroom discipline strategies you use in whole- class activities and group activities
1 I set classroom rules/ rules for group activities based on the agreement between the class and me
2 I describe what misbehaviors the students should avoid before they participate in activities
3 I describe behaviors I expect the students to have in classroom activities/ group activities
4 I give the students bonuses when they perform tasks well (e.g voluntarily answer questions, actively participate in discussions, or win a game)
5 I give the students compliments when they perform tasks well
6 I give the students stickers when they perform tasks well
7 I give the students candies or snacks when they perform tasks well
8 I explain negative effects of misbehavior* on other students
9 I explain positive effects of good behavior on the students’ learning
10 I give minus points to the students with misbehavior
11 I give the whole class/the whole group warnings if some students have misbehavior
12 I give detention to the students with misbehavior
13 I give more homework to the students with misbehavior
14 I give writing lines as a punishment to students with misbehavior
15 I yell at the students with misbehavior
Besides aforementioned classroom discipline strategies, do you utilize any other strategies?
If yes, please clarify your answer
* The students with misbehavior: The students do not actively participate in classroom activities, have private talks, play with their phones, or interrupt other students etc
APPENDIX B Questionnaire for student participants
Để hoàn thiện luận văn Thạc sĩ tại Trường Đại học Khoa học Xã hội và Nhân văn - Đại học Quốc gia Thành phố Hồ Chí Minh, tôi đang nghiên cứu về các hình thức kỷ luật lớp học của giáo viên tiếng Anh nhằm nâng cao tính tích cực của học sinh trong các hoạt động lớp học Tôi rất mong nhận được sự hỗ trợ từ các bạn để hoàn thành bảng hỏi này Tôi cam kết bảo mật tuyệt đối tất cả thông tin liên quan đến người tham gia và chỉ sử dụng cho mục đích nghiên cứu.
I TRONG CÁC HOẠT ĐỘNG LỚP
Hãy đánh dấu X vào ô đúng với bạn
CÁC HÌNH THỨC KỶ LUẬT
Tôi trả lời các câu hỏi của giáo viên là vì …
Tôi hỏi giáo viên các câu hỏi liên quan đến bài học là vì …
Tôi sử dụng tiếng Anh trong các hoạt động trong lớp là vì …
Tôi lên bảng làm bài tập là vì …
Tôi tham gia vào các cuộc thảo luận lớp là vì …
Tôi sử dụng các từ vựng và ngữ pháp mới học trong lớp là vì …
1 Giáo viên và cả lớp đã thống nhất với nhau rằng chúng tôi nên làm như vậy
2 Giáo viên đã dặn cả lớp cần tránh việc không làm theo như vậy
3 Giáo viên đã giải thích tại sao làm như vậy lại tốt cho việc học của tôi
4 Giáo viên sẽ cho tôi điểm cộng nếu tôi làm như vậy
5 Giáo viên sẽ cho tôi lời khen nếu tôi làm như vậy
6 Giáo viên sẽ cho tôi stickers nếu tôi làm như vậy
7 Giáo viên sẽ cho tôi bánh kẹo nếu tôi làm như vậy
8 Giáo viên sẽ cảnh cáo tôi và cả lớp nếu tôi không làm như vậy
9 Giáo viên sẽ yêu cầu tôi ở lại trong lớp lâu hơn sau khi tan học nếu tôi không làm như vậy
10 Giáo viên sẽ cho tôi nhiều bài tập về nhà hơn nếu tôi không làm như vậy
11 Giáo viên sẽ cho tôi điểm trừ nếu tôi không làm như vậy
12 Giáo viên sẽ yêu cầu tôi chép phạt nếu tôi không làm như vậy
13 Giáo viên sẽ la mắng tôi nếu tôi không làm như vậy
Lý do khác (nếu có, nêu rõ):
II TRONG CÁC HOẠT ĐỘNG NHÓM
Hãy đánh dấu X vào ô đúng với bạn
Tôi tham Tôi tham Tôi hợp tác Tôi đưa ra gia vào các gia trò chơi với các nhận xét cho
CÁC HÌNH THỨC KỶ LUẬT LỚP HỌC
Cuộc thảo luận nhóm giữa các thành viên là rất quan trọng để nâng cao hiệu quả học tập Sự phân công rõ ràng trong nhóm giúp mỗi người có trách nhiệm và đóng góp ý kiến của mình Điều này không chỉ tạo ra sự gắn kết mà còn khuyến khích sự sáng tạo và phát triển kỹ năng làm việc nhóm.
1 Giáo viên và nhóm tôi đã cùng thống nhất với nhau rằng chúng tôi nên làm như vậy
2 Giáo viên đã giải thích những ảnh hưởng tiêu cực có thể xảy ra lên các thành viên khác của nhóm nếu tôi không làm như vậy
3 Giáo viên sẽ cho tôi điểm cộng nếu tôi làm như vậy
4 Giáo viên sẽ cho tôi lời khen nếu tôi làm như vậy
5 Giáo viên sẽ cho tôi stickers nếu tôi làm như vậy
6 Giáo viên sẽ cho tôi bánh kẹo nếu tôi làm như vậy
7 Giáo viên sẽ cho cả nhóm tôi điểm trừ nếu tôi không làm như vậy
8 Giáo viên sẽ cho tôi nhiều bài tập về nhà hơn nếu tôi không làm như vậy
9 Giáo viên sẽ la mắng tôi nếu tôi không làm như vậy
Lý do khác (nếu có, nêu rõ):
As part of my M.A research thesis at the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City, I am exploring classroom discipline strategies to enhance student engagement in classroom activities Your participation in the survey below would be greatly appreciated, and please rest assured that all information collected will remain confidential.
Please write an X in the space that is true for you
I answer my teacher’s questions because
I ask my teacher questions about the lesson because
I use English in class activities because
I go to the board and correct the exercises because
I participate in class discussion because
I use new vocabulary and grammatical points because
1 My teacher and my class had an agreement at the beginning of the course that we should do it
2 My teacher told my classmates and me that the action of not doing it should be avoided
3 My teacher explained why doing it is good for my learning
4 My teacher will give me bonuses if I do it
5 My teacher will give me compliments if I do it
6 My teacher will give me stickers if I do it
7 My teacher will give me candies or snacks if I do it
8 My teacher will give me and the whole class warnings if I do not do it
9 My teacher will ask me to stay longer in the classroom after class if
10 My teacher will give me more homework if I do not do it
11 My teacher will give me minus points if I do not do it
12 My teacher will give me writing line as a punishment if I do not do it
13 My teacher will yell at me if I do not do it
Other reasons (if yes, what are they?):
Please write an X in the space that is true for you
I participate I participate I cooperate I give my in groups in games with my group
DISCIPLINE STRATEGIES discussion because with assigned group members members feedback on groups because their because answers because
1 My teacher and groups in the class built the rule that we should do it
2 My teacher explained possible negative effects on my group members if I do not do it
3 My teacher will give me bonuses if
4 My teacher will compliment if I do it give me
5 My teacher will give me stickers if
6 My teacher will give me candies or snacks if I do it
7 My teacher will give my whole group minus points if I do not do it
8 My teacher will give me more homework if I do not do it
9 My teacher will yell at me if I do not do it
10 Other reasons (if yes, what are they?):
1 The teacher builds rules based on the agreement between the class and the teacher
2 The teacher describes misbehavior to the students
3 The teacher describes behavior that he/she expects the students to have in the classroom to them
4 The teacher gives the students bonuses when the students perform tasks well
5 The teacher gives the students compliments when they perform tasks well
6 The teacher gives the students stickers when they perform tasks well
7 The teacher gives the students candies and snacks when they perform tasks well
8 The teacher explains negative effects of misbehavior on the students’ learning
9 The teacher explains positive effects of good behavior on the students' learning
10 The teacher gives the whole class warnings if some students have misbehavior
11 The teacher gives detention to the students with misbehavior
12 The teacher gives homework to the students with misbehavior
13 The teacher gives writing lines as a punishment to the students with misbehavior
14 The teacher yells at the students with misbehavior
15 The teacher builds classroom rules based on the agreement between the groups and the teacher before conducting the activity
16 The teacher explains negative effects of misbehavior on other members of the same group
17 The teacher gives all group members bonuses when they win a game
18 The teacher gives the whole group compliments if they actively participate in group activities
19 The teacher gives the whole group stickers if the students actively participate in group activities
20 The teacher gives the whole group candies and snacks when they win a game
21 The teacher gives more homework to the students with misbehavior in the group
22 The teacher gives the whole group minus points if the students in the group members do not actively participate in the activity
23 The teacher yells at students with misbehavior in the group
Câu hỏi 1: Bạn có tham gia tích cực vào các hoạt động chung của lớp hoặc các hoạt động nhóm không? Tại sao?
Câu hỏi 2: Hoạt động chung của lớp/ hoạt động nhóm nào banh tham gia tích cực nhất/ ít tích cực nhất? Tại sao?
Kỷ luật lớp học của giáo viên có vai trò quan trọng trong việc khuyến khích sự tham gia của học sinh Những quy định rõ ràng và công bằng giúp tạo ra một môi trường học tập tích cực, nơi học sinh cảm thấy an toàn và tự tin để tham gia vào các hoạt động Ngược lại, các kỷ luật quá nghiêm khắc hoặc không hợp lý có thể làm giảm động lực tham gia của học sinh Để thúc đẩy sự tham gia tích cực, giáo viên nên áp dụng các phương pháp kỷ luật khuyến khích sự tương tác và hợp tác giữa học sinh.
Trong khóa học này, tôi cảm thấy mình tham gia tích cực hơn so với khóa học trước Nguyên nhân là do các hoạt động trong lớp được thiết kế thú vị và tương tác hơn, giúp tôi dễ dàng kết nối với giảng viên và bạn bè Hơn nữa, sự khuyến khích từ giáo viên và môi trường học tập thân thiện đã thúc đẩy tôi tham gia nhiều hơn vào các thảo luận và hoạt động nhóm.
Bên cạnh những kỷ luật lớp học hiện tại mà giáo viên đang áp dụng, có thể có nhiều phương pháp khác giúp tăng cường sự tham gia tích cực của học sinh trong các hoạt động lớp học Những kỷ luật này có thể bao gồm việc khuyến khích sự tự do biểu đạt ý kiến, tạo ra môi trường học tập thân thiện và khuyến khích sự hợp tác giữa các học sinh Việc áp dụng những kỷ luật này không chỉ giúp học sinh cảm thấy thoải mái hơn mà còn thúc đẩy tinh thần học hỏi và sự sáng tạo trong quá trình học tập.
Question 1: Do you engage more actively in whole-class activities or group activities?
Question 2: Which whole-class activities/ group activities do you actively engage in the most/the least? Why?
Question 3: What do you think about your teacher’s classroom discipline strategies?
Do they help you more actively engage in classroom activities? How? What strategies help you engage in classroom activities the most/ the least?
Question 4: Do you think that you more or less actively engage in classroom activities in this course than in the previous courses you attended? Why?
Question 5: Besides classroom discipline strategies your teacher uses, what other classroom discipline strategies do you think will help enhance your engagement in classroom activities? Why?
APPENDIX G Coded classroom discipline strategies in teacher questionnaires
D1 I set classroom rules/ rules for group activities based on the agreement between the class and me
D2 I describe what misbehavior the students should avoid before they participate in activities
D3 I describe behavior I expect the students to have in classroom activities/ group activities
D4 I give the students bonuses when they perform tasks well
D5 I give the students compliments when they perform tasks well
D6 I give the students stickers when they perform tasks well
D7 I give the students candies or snacks when they perform tasks well
D8 I explain the negative effects of misbehavior on other students
D9 I explain the positive effects of good behavior on the students’ learning
D10 I give minus points to the students with misbehavior
D11 I give the whole class/the whole group warnings if some students have misbehavior
D12 I give detention to the students with misbehavior
D13 I give more homework to the students with misbehavior
D14 I give writing lines as a punishment to students with misbehavior
D15 I yell at the students with misbehavior
APPENDIX H Coded classroom discipline strategies in student questionnaires
At the start of the course, my teacher and the entire class reached a consensus that we should proceed with this approach.
W2 My teacher told my classmates and me that the action of not doing it should be avoided
(Giáo viên đã dặn cả lớp cần tránh việc không làm theo như vậy.)
W3 My teacher explained why doing it is good for my learning (Giáo viên đã giải thích tại sao làm như vậy lại tốt cho việc học của tôi.)
W4 My teacher will give me bonuses if I do it (Giáo viên sẽ cho tôi điểm cộng nếu tôi làm như vậy.)
W5 My teacher will give me compliments if I do it (Giáo viên sẽ cho tôi lời khen nếu tôi làm như vậy.)
W6 My teacher will give me stickers if I do it (Giáo viên sẽ cho tôi stickers nếu tôi làm như vậy.)
W7 My teacher will give me candies or snacks if I do it (Giáo viên sẽ cho tôi bánh kẹo nếu tôi làm như vậy.)
My teacher will issue warnings to both me and the entire class if I fail to complete the assigned tasks.
Nếu tôi không hoàn thành nhiệm vụ, giáo viên sẽ yêu cầu tôi ở lại lớp sau giờ học.
W10 My teacher will give me more homework if I do not do it (Giáo viên sẽ cho tôi nhiều bài tập về nhà hơn nếu tôi không làm như vậy.)
W11 My teacher will give me minus points if I do not do it (Giáo viên sẽ cho tôi điểm trừ nếu tôi không làm như vậy.)
W12 My teacher will give me writing lines as a punishment if I do not do it (Giáo viên sẽ yêu cầu tôi chép phạt nếu tôi không làm như vậy.)
W13 My teacher will yell at me if I do not do it (Giáo viên sẽ la mắng tôi nếu tôi không làm như vậy.)
APPENDIX I Coded classroom discipline strategies in student questionnaires
My teacher and my classmates agreed on the importance of following this rule together.
G2 My teacher explained possible negative effects on my group members if I do not do it
(Giáo viên đã giải thích những ảnh hưởng tiêu cực có thể xảy ra lên các thành viên khác của nhóm nếu tôi không làm như vậy.)
G3 My teacher will give me bonuses if I do it (Giáo viên sẽ cho tôi điểm cộng nếu tôi làm như vậy.)
G4 My teacher will give me compliments if I do it (Giáo viên sẽ cho tôi lời khen nếu tôi làm như vậy.)
G5 My teacher will give me stickers if I do it (Giáo viên sẽ cho tôi stickers nếu tôi làm như vậy.)
G6 My teacher will give me candies or snacks if I do it (Giáo viên sẽ cho tôi bánh kẹo nếu tôi làm như vậy.)
G7 My teacher will give my whole group minus points if I do not do it (Giáo viên sẽ cho cả nhóm tôi điểm trừ nếu tôi không làm như vậy.)
G8 My teacher will give me more homework if I do not do it (Giáo viên sẽ cho tôi nhiều bài tập về nhà hơn nếu tôi không làm như vậy.)
G9 My teacher will yell at me if I do not do it (Giáo viên sẽ la mắng tôi nếu tôi không làm như vậy.)
APPENDIX J Script of a semi-structured interview
Cô đang tiến hành một nghiên cứu về các phương pháp kỷ luật trong lớp học của giáo viên Em có muốn tham gia vào nghiên cứu này không?
Nghiên cứu cho thấy rằng việc tham gia tích cực vào các hoạt động trong lớp, như trả lời câu hỏi của giáo viên và tham gia thảo luận, đóng vai trò quan trọng trong quá trình học tập của học sinh Sự tham gia này không chỉ giúp củng cố kiến thức mà còn phát triển kỹ năng giao tiếp và tư duy phản biện.
PARTICIPANT Dạ có Tại vì em khá là hướng ngoại Thường thì có câu hỏi gì đó em cảm thấy trả lời được thì em sẽ xung phong?