Research questions
The research questions which guide this study are as follows:
- What are teachers’ and inspectors’ perceptions of an effective English lesson in upper-secondary school context?
- What suggestions are made on the criteria for evaluating an English lesson in upper- secondary school context?
- What are the implications for language teaching and teaching evaluation practice in upper-secondary school context?
This study utilized a qualitative research method to investigate the perceptions of upper-secondary school teachers and inspectors regarding effective lessons Data was gathered through semi-structured interviews, allowing for in-depth analysis and discussion of their insights.
This study investigates the perceptions of teachers and inspectors regarding effective English lessons within the context of upper-secondary schools in Hai Duong province It specifically examines the evaluation criteria for effective lessons as outlined by the Ministry of Education and Training (MOET).
5 The design of the thesis
The study is structured into three main parts: Part A introduces the research, outlining its rationale, methodology, and key research questions Part B elaborates on the study's development through two chapters; Chapter 1 reviews literature on effective teaching, teaching evaluation, observation, and lesson effectiveness criteria, establishing a theoretical framework, while Chapter 2 details the study's context, participants, data collection methods, and analyzes the findings Finally, Part C concludes with the study's findings, discussing implications for language teaching and evaluation in upper-secondary education, as well as addressing limitations and offering suggestions for future research.
The perceptions of teachers and inspectors regarding effective English lessons are crucial for enhancing educational outcomes This M.A thesis in Linguistics explores the views of these stakeholders, emphasizing their insights into what constitutes an effective English lesson By analyzing their perspectives, the study aims to identify key elements that contribute to successful language instruction, ultimately guiding educators in improving their teaching practices Understanding these perceptions can lead to more effective lesson planning and delivery, fostering better learning experiences for students.
PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Introduction
This chapter examines the literature on teaching evaluation, beginning with an exploration of effective teaching practices It then addresses the concept of teaching evaluation and highlights the limitations of relying exclusively on classroom observations for this purpose Lastly, it presents key criteria for assessing teaching effectiveness.
Effective teaching is a crucial focus for researchers, educational administrators, and teachers alike This article explores the key components of effective teaching, including the importance of teaching materials, diverse teaching methods, effective class management, and the impact on student learning outcomes.
Effective teaching relies heavily on the use of meaningful teaching materials that resonate with students and reflect real-life issues (Siser, 2008) When materials are relevant, students learn more quickly and easily To enhance learning, the content of these materials should be varied, natural, and authentic, allowing students to engage in tasks that mimic real-life situations (Kusuma & Powell, 2004) Rivers (2003) supports this approach, emphasizing the importance of using materials that promote natural language use for everyday communication, as opposed to outdated drills and exercises commonly found in many teaching environments.
Learners exhibit diverse learning styles, language proficiency levels, and specific needs based on their contexts According to Rivers (2003), effective learning and teaching are influenced by the unique objectives and requirements of students Consequently, educational materials must be tailored to address these individual differences, ensuring they are not overly challenging linguistically while remaining engaging to foster motivation Martin (2005) further emphasizes the importance of teachers adapting their approaches to meet these varied learner needs.
The perceptions of teachers and inspectors regarding effective English lessons highlight the importance of tailoring materials to meet students' needs It is essential for educators to incorporate additional language knowledge or relevant topics based on their students' interests and requirements This adaptability not only enhances the learning experience but also ensures that lessons are more engaging and effective.
Effective teaching hinges on the delivery of lessons, necessitating strong instructional skills to help students acquire language knowledge and develop their skills Pellino (2009) identifies four barriers to meaningful instruction: cognitive load, cultural load, language load, and learning load, emphasizing the teacher's role in mitigating these challenges To foster understanding and maintain student interest, teachers must employ appropriate techniques and remain flexible in their lesson delivery Rivers (2003) asserts that educators should tailor their methods to meet the unique needs and strengths of their students, adapting to the realities of their classroom environment Ultimately, teachers hold the responsibility for their decision-making processes, which must evolve with changing circumstances.
Martin (2005) highlights the importance of adapting lesson plans to accommodate the diverse learning backgrounds and language proficiencies of students Teachers must be willing to modify activities and tasks when they recognize that certain elements may not be suitable for their class This perspective is supported by Sizer (2009), who asserts that effective teaching requires flexibility and responsiveness to changing circumstances He notes that successful teaching does not necessarily involve covering every aspect of a lesson; rather, a lesson can still be deemed effective even if not all planned activities are completed.
In the modern language teaching environment, there may not be a single best method; rather, effective teachers skillfully combine various approaches to achieve optimal learning outcomes According to Ganguly (2003), these educators tailor their techniques to align with their students' diverse learning styles It's essential for students not only to be exposed to learning opportunities but also to receive explicit instruction on key concepts This suggests that relying solely on direct or indirect explanations is insufficient; a balanced integration of both methods proves to be a more effective strategy, as noted by Rivers (2003).
The perceptions of teachers and inspectors regarding effective English lessons emphasize the importance of a multifaceted approach to teaching An M.A thesis in linguistics highlights that no single method can solely address the complexities of modern language learning Instead, a combination of various teaching methods is advocated to enhance the learning experience and meet diverse student needs.
Researchers emphasize the importance of progressing from simple to complex tasks in language learning, as this approach enhances students' sense of achievement Mastery of foundational concepts is crucial before tackling more intricate ones, ultimately enabling learners to use the language effectively for various communication purposes (Martin, 2005) Isolated grammar practice fails to prepare students for real-world language use; therefore, language activities should mimic authentic communication Rivers (2003) advocates for opportunities that allow students to apply their knowledge in new contexts, while Martin (2005) highlights the necessity of transitioning from controlled to less controlled activities in the classroom.
Effective classroom management is crucial for successful teaching, as it requires teachers to adapt their roles throughout the lesson while maintaining a disciplined yet relaxed atmosphere According to Yen (2006), effective language teaching goes beyond grammar and vocabulary mastery; it also involves psychological insights that enhance behavioral and cognitive success, as well as boost student confidence Kusuma & Powell (2004) emphasize the importance of creating a positive classroom environment that fosters interaction and collaboration among students and between students and teachers A supportive atmosphere is essential for achieving satisfactory learning outcomes, as Martin (2005) suggests that reduced anxiety and increased self-esteem facilitate easier learning Ultimately, students thrive in classrooms where they feel safe and confident to engage with new challenges.
Scope of the study
This study investigates the perceptions of teachers and inspectors regarding effective English lessons in upper-secondary schools in Hai Duong province It specifically examines the evaluation criteria for effective lessons as outlined by the Ministry of Education and Training (MOET).
The design of the thesis
The study is structured into three key parts: Part A introduces the research, outlining the rationale, methodology, and research questions Part B consists of two chapters; Chapter 1 reviews literature on effective teaching, evaluation, observation, and criteria for lesson effectiveness, establishing a theoretical framework, while Chapter 2 details the study's context, participants, data collection methods, and analyzes the findings Finally, Part C concludes with the study's findings and their implications for language teaching and evaluation in upper-secondary schools, along with limitations and recommendations for future research.
This M.A thesis in Linguistics explores the perceptions of teachers and inspectors regarding what constitutes an effective English lesson It examines the key elements that contribute to successful teaching practices and outlines the criteria used by educators and evaluators to assess lesson effectiveness The research highlights the importance of understanding these perceptions to improve English language instruction and enhance student learning outcomes.
LITERATURE REVIEW 1.1 Effective teaching
Teaching evaluation
Teaching evaluation is a crucial tool for assessing instructional quality, enhancing teaching practices, and fostering teacher professional development (Jahangiri & Mucciolo, 2001) Within the school environment, evaluations serve dual purposes: they aim to improve instructional effectiveness and inform personnel decisions within the school system (Gowan, 1975).
The evaluation of teaching has significantly evolved over the past few decades, remaining a key focus due to shifting perspectives on language education (OIAP, 2007) Bailey (2002) notes that advancements in linguistics and language pedagogy have influenced new observation and evaluation practices This evolution underscores the necessity for evaluations to align with the specific teaching culture, effective teaching styles, socio-cultural classroom dynamics, and student characteristics (Murdoch, 1998) Experts emphasize the critical role of context in teaching evaluations, as highlighted by Malderez.
(1999), context decides the choice of materials as well as methods adopted in class Gowan
Evaluation should be tailored to the specific context in which it is applied, taking into account local conditions, as highlighted by experts like (1975) and Murdoch (1998) This approach emphasizes the importance of allowing teachers the freedom to innovate and develop their own teaching strategies.
Shulman (as cited in Sawa, 1995) emphasizes that effective evaluation must consider the subject matter, pedagogy, and classroom dynamics of the teachers being assessed, acknowledging that experienced educators often develop instructional strategies beyond the comprehension of theorists Likewise, SCOTL (2002) highlights that evaluation criteria for teaching differ across and within disciplines, necessitating an assessment of the course level, instructors' objectives and styles, and the teaching methodologies utilized.
Teacher evaluation should prioritize the assessment of instructional strategies, professional behaviors, and content delivery that influence student learning (Tsai, 2008) Instead of merely focusing on evaluation, the emphasis should shift towards fostering teacher development (Seal, 1989) Implementing evaluation processes that positively impact teaching practices is essential, promoting a cooperative and interactive relationship among educators.
Teachers and inspectors' perceptions of effective English lessons are crucial for enhancing educational quality Tsai (2008) emphasizes the importance of establishing clear communication between educators and observers Murdoch (1998) supports this notion, stating that open discussions about classroom dynamics and exemplary teaching practices foster professional growth among teachers Similarly, Baker and Westrup (2002) highlight that constructive feedback from colleagues and education supervisors enriches teaching repertoires, enabling educators to identify strengths and areas for improvement in their performance.
Supervisors play a dual role in education, acting as both facilitators of professional development and assessors of teaching quality (Murdoch, 1998) To foster effective supervisory relationships, Gitlin and Smyth (as cited in Sawa, 1995) argue that supervisors should shift away from the traditional "dominant" view, where they function as experts dictating the standards of good teaching and identifying teachers' weaknesses This conventional approach undermines teachers' autonomy, hindering their ability to meet students' learning needs, enhance their teaching skills, and take charge of their professional growth.
Observation as a tool to evaluate teaching
Classroom observation is a critical process where an observer records teaching practices and student interactions, followed by discussions with the instructor (Malderez, 1999) This method is essential for the development and evaluation of teaching, as it offers insights into educational situations, assesses the quality of practices, and suggests areas for improvement (Malderez, 1999) Supporting this view, Seal (1989) emphasizes that observations yield valuable feedback for teachers, ultimately enhancing the effectiveness of the teaching and learning process.
Many researchers argue against the use of classroom observation as a tool for enhancing teacher performance, citing its inherent subjectivity influenced by the observer's personal teaching style They contend that such observations are often perceived as judgmental, reinforcing an administrator's authority rather than fostering improvement Consequently, they believe that observation is not an effective method for increasing teaching effectiveness (Richards, 2004).
Teachers and inspectors have distinct perceptions of what constitutes an effective English lesson, as explored in the M.A Thesis in Linguistics Observations intended for evaluation often create a sense of threat among teachers, resulting in increased tension within the classroom environment This tension can further escalate during feedback meetings between educators and observers, as highlighted by Bailey (2002).
Suggestions for improving observation practice
Modern ELT classroom observations, as noted by Sheal (1989), focus on fostering a developmental rather than a judgmental perspective The primary aim is to collaborate with teachers to identify areas for improvement and recognize strengths, ultimately enhancing their critical thinking and professional development Various researchers have proposed strategies to optimize the observation process.
Prioritizing teacher development over evaluation is essential for enhancing the effectiveness of the teaching and learning process Providing constructive feedback to educators fosters growth and improvement, ultimately benefiting students and the educational environment.
- Classroom observers should be trained in their ability to evaluate teachers’ performance (Sheal, 1989)
- Voice of those observed should be heard (Wajnryb, 2001)
- A cooperative and interactive relationship between teachers and observers should be established
- Teachers are encouraged to make the alternatives as long as they lead to effective teaching (Tsai, 2008).
Criteria for evaluating lesson effectiveness
Researchers have extensively examined the criteria for evaluating lesson effectiveness in language teaching Martin (2005) emphasizes the importance of teachers' instructional methods, mastery of subject matter, and classroom management skills in this assessment He argues that a lesson is deemed effective when teachers demonstrate proficiency in these areas.
- strive to motivate and engage all their students in learning
- acknowledge individual differences and devise a range of practice activities and presentation strategies to suit their abilities and learning styles
- use a range of pedagogies in teaching
This study explores teachers' and inspectors' perceptions of what constitutes an effective English lesson, highlighting key elements that contribute to successful language instruction Through qualitative analysis, the research identifies critical factors such as lesson planning, student engagement, and assessment methods that influence teaching effectiveness The findings emphasize the importance of aligning teaching strategies with learners' needs and educational standards to enhance language acquisition Ultimately, this thesis provides valuable insights for educators aiming to improve their instructional practices in English language teaching.
- have mastery of their teaching content
- provide a safe environment in which students are encouraged to take part in every learning activity with comfort
- monitor progress and provide feedback for students to make progress in their learning
- build positive relationships between teachers and students
Davies and Pearse (2000) emphasize the importance of teachers' language knowledge, practical English skills, and understanding of students' needs in effective language instruction They assert that successful teachers consistently integrate these elements into their teaching practices.
- have a practical command of English, not just a knowledge of grammar rules
- use English most of the time in every class, including beginners’ classes
- think mostly in terms of learner practice, not teacher explanations
- find time for really communicative activities, not just practice of language forms
- focus their teaching on learners’ needs, not just on “finishing the syllabus or course book”
According to Kerby et al (2002), in order to yield successful lessons, teachers have to show some qualities They should:
- have the ability to motivate and inspire students in diverse ways
- prepare students for the role of life-long learners
- be familiar with multiple instructional techniques
- incorporate means of generating interest in the classroom
To create an effective lesson centered on student learning, teachers should avoid interrupting students and provide appropriate feedback Research by Chickering and Gamson (1989) highlights that an effective lesson prioritizes the needs of learners, emphasizing the importance of a student-centered approach Teachers' performance is evaluated based on their ability to enhance student learning outcomes by focusing on the learners and their experiences in the classroom.
- encourage co-operation among students
This article explores the perceptions of teachers and inspectors regarding effective English lessons, as presented in a Master's thesis in Linguistics It emphasizes the importance of understanding these perspectives to enhance the quality of English language instruction The study highlights key characteristics that define an effective lesson, aiming to bridge the gap between educational standards and classroom practices By examining these insights, the research contributes to the ongoing discourse on improving English language teaching methodologies.
- emphasize time on tasks so that students have enough time for their practice of new language items
- communicate high expectations so as to encourage students to make effort in their learning
- respect diverse talents and ways of learning
Ur (1996) also provides some criteria which mostly focus on student learning The criteria are as follows:
- The class seemed to be learning the material well
- The learners were engaging with the foreign language throughout
- The learners were attentive all the time
- The learners enjoyed the lesson, were motivated
- The learners were active all the time
- The lesson went according to plan
Doff (1988) proposes a set of criteria for assessing lesson effectiveness, emphasizing the importance of clear aims and procedures His evaluation framework considers the teacher's instructional methods, class management skills, teaching style, the use of visual aids, and the overall impact on student learning.
- Is the aim of the lesson clear?
- Does the teacher write clearly on the board?
- Do students participate actively in the lesson?
- Does the teacher do a variety of activities?
- Are the stages of the lesson clear?
- Does the teacher have clear pronunciation?
- Does the teacher use visuals appropriately?
- Does the teacher speak naturally?
- Does the teacher encourage students to ask questions?
- Does the teacher encourage real use of language?
- Does the teacher seem interested in the lesson?
The document of the ELTTP project, which was implemented from 1998 to 2002 with the objectives of improving teachers’ teaching skills, goes into much detail when bringing
Teachers and inspectors have distinct perceptions of what constitutes an effective English lesson, as explored in the M.A Thesis on Linguistics The evaluation criteria for lesson effectiveness are categorized into four main aspects: Teaching the lesson, Management and Control of the class, Student Learning and Involvement, and Teacher’s Manner and Use of English Each aspect includes specific indicators that provide a comprehensive framework for assessing the overall quality of English instruction.
+ As for Teaching the lesson, the teacher is expected to:
- start the lesson clearly and provide clear stages to the lesson
- use the lesson plan appropriately with appropriate timing of the activities
- use a good balance of English and Vietnamese
- The activities used are successful with the use of a variety of media, blackboard and other visuals
- Use a variety of questioning strategies and apply several techniques to deal with errors
+ In terms of Management and Control of the class, the teacher should
- monitor the class, maintain eye contact with the class and respond to students
- use a variety of work arrangement
- elicit from the students; make sure his voice level is loud enough + As for students learning and involvement, teacher’s performance is measured for his ability to
- establish a rapport with the students, involve them in every activity of the lesson and keep them interested
- maintain a good balance of teacher talking time and student talking time
- consider the feelings of the students, encourage them with their learning and praise for their effort
+ As for Teacher’s manner and Use of English, the teacher is highly appreciated when he:
- is flexible to suit a particular situation
- gives a good model of English
- uses English naturally, e.g can answer students (unexpected) questions
Summary
In summary, effective teaching depends on a number of significant elements such as teaching materials, teaching methods, classroom management and student learning
Teachers and inspectors perceive effective English lessons as those that prioritize teacher professional growth through constructive classroom observation A cooperative relationship between observers and teachers is essential for enhancing pedagogical practices Evaluation criteria focus on teachers' knowledge, instructional and management skills, the effective use of teaching aids, and fostering student learning Teachers should demonstrate mastery of instructional techniques, possess a strong understanding of pedagogies, exhibit positive teaching behaviors, and create an engaging learning environment Additionally, flexibility in instructional methods, monitoring student progress, and motivating students are crucial elements of effective teaching.
This study explores teachers' and inspectors' perceptions of what constitutes an effective English lesson, as detailed in an M.A thesis in Linguistics It highlights the key elements that both educators and evaluators believe contribute to successful language instruction The findings emphasize the importance of engaging teaching methods, clear learning objectives, and the role of assessment in enhancing student outcomes Understanding these perceptions can inform future teaching practices and curriculum development in English language education.
THE STUDY 2.1 The context
An overview of present curriculum and textbooks in upper-secondary school
Recent international integration trends have significantly influenced Vietnam's educational development strategies, particularly in upper-secondary language teaching A key change has been the introduction of a new English curriculum and textbooks by the Ministry of Education and Training (MOET), aimed at improving the quality of English instruction These textbooks utilize modern teaching methodologies, specifically the Learner-centered and Communicative Approaches They consist of two primary lesson types: skill lessons that enhance the four core language skills—Reading, Listening, Speaking, and Writing—and Language Focus lessons that emphasize the presentation and practice of pronunciation, vocabulary, and grammar.
Observation and teaching evaluation practice in upper-secondary context
Recent international integration trends have significantly influenced Vietnam's educational development strategies, particularly in upper-secondary language teaching A key development is the introduction of a new English curriculum and textbooks by the Ministry of Education and Training (MOET), aimed at improving the quality of English education These textbooks are designed using modern pedagogical approaches, specifically the Learner-centered and Communicative Approaches They feature two primary lesson types: skill lessons that enhance Reading, Listening, Speaking, and Writing abilities, and Language Focus lessons that emphasize pronunciation, vocabulary, and grammar.
2.1.2 Observation and teaching evaluation practice in upper-secondary school context
Teaching evaluation is a fundamental practice in Vietnamese schools, conducted annually to assess the quality of teaching This evaluation primarily relies on classroom observations, where each teacher is observed during at least two lessons by colleagues or educational inspectors At the provincial level, these observers are appointed educational inspectors from the Department of Education and Training (DOET), tasked with examining and evaluating teachers' pedagogical effectiveness.
This article explores teachers' and inspectors' perceptions of what constitutes an effective English lesson, as outlined in a Master's thesis in Linguistics It emphasizes the significance of understanding these perceptions to enhance teaching methodologies and improve student outcomes in English language education By analyzing various viewpoints, the study aims to identify key elements that contribute to effective lesson delivery and learner engagement The findings can inform best practices for educators and provide insights for curriculum development in English language teaching.
The evaluation of teachers' lessons is conducted based on the effectiveness criteria established by the Ministry of Education and Training (MOET) These criteria have been applied across all secondary school subjects for an extended period They encompass five key aspects: Teaching Content, Teaching Methods, Teaching Aids, Class Management, and Learning Outcomes, with each aspect further divided into specific criteria for comprehensive assessment.
Evaluating teacher performance is a complex task, particularly in Vietnam's upper-secondary schools, where recent changes in language teaching, curriculum, and textbooks have introduced new teaching method guidelines The use of a single set of assessment criteria across diverse subjects raises concerns about the alignment of teachers' and observers' interpretations of these criteria This divergence can lead to misunderstandings and disagreements between observers and teachers, highlighting the need for clearer communication and understanding in the evaluation process.
The participants
There are two groups of participants in this study: the teachers and the inspectors who evaluate teachers’ teaching
Six teachers, comprising three males and three females, participated voluntarily in semi-structured interviews They exhibit a diverse range of ages, training backgrounds, and teaching experience, with ages spanning from 27 to 49, including one teacher over 40 and another under 30.
The study involves a group of English teachers aged 30 to 35, with the most experienced teacher having 15 years of teaching experience, while the least experienced has only four years These educators work across various public and private schools in the province In terms of qualifications, two teachers hold full-time university degrees in foreign language teaching, while four possess part-time degrees All have participated in training sessions related to the new English curriculum organized by the Department of Education and Training (DOET), although opportunities for in-service training for professional development are limited Additionally, two inspectors over the age of 50, who also have extensive experience in language teaching and full-time degrees in foreign language education, are involved in the study.
Teachers and inspectors have been involved in evaluating English lessons for over 15 years, yet they often lack formal training in teaching evaluation methods Their resources primarily consist of written documents outlining general regulations and criteria for teacher assessment provided by the Ministry of Education and Training (MOET) This gap in training highlights the need for more comprehensive professional development opportunities to enhance their evaluation skills and improve the effectiveness of English lessons.
Method of data collection
Interviews are a valuable research method for gaining insights into individuals' perspectives on specific issues This study utilized semi-structured interviews to investigate teachers' and inspectors' perceptions of effective lessons, focusing on the evaluation criteria set by the Ministry of Education and Training (MOET) The questions aimed to reveal their general views, interpretations, and suggestions regarding these criteria Participants were informed of the interview focus in advance, allowing for adequate preparation, and the discussions were conducted in Vietnamese to facilitate comfortable expression of their viewpoints The interviews were subsequently transcribed and analyzed for insights.
Data analysis
Data were mainly analysed according to 10 evaluation criteria prescribed by MOET These criteria are summarized as follows:
Criterion 1: Subject matter knowledge is accurate and scientific
Criterion 2: Subject matter knowledge is systematic and adequate; teaching points are made clear
Criterion 3: Subject matter knowledge is related to real life and educational
Criterion 4: Teaching methods are appropriate to the subject and lesson types
Criterion 5: Teaching methods are well combined in teaching and learning activities Criterion 6: Teaching aids are used effectively and appropriately
Criterion 7: There is good use of the board; lesson plan is appropriate
Criterion 8: Teaching procedures are carried out flexibly; time is allocated appropriately for the activities
Criterion 9: Teacher organizes and guides active learning; the activities are appropriate to lesson types and particular students; students are motivated
The study explores the perceptions of teachers and inspectors regarding what constitutes an effective English lesson It analyzes the criteria they use to evaluate lesson effectiveness, focusing on teaching methods, student engagement, and learning outcomes The research highlights the importance of aligning instructional practices with both educational standards and the needs of learners Additionally, it emphasizes the role of continuous professional development for educators to enhance their teaching strategies Ultimately, the findings aim to contribute to improved English language instruction and better student performance in linguistic competencies.
Criterion 10: Most students understand the lesson, master the teaching points and know how to apply what has been learnt to new situations
2.4.1 Teachers’ perceptions 2.4.1.1 Teachers’ general perceptions of MOET’s evaluation criteria
Teachers generally concurred that the evaluation criteria encompass essential elements of a lesson, guiding their performance toward effective teaching In discussing the significance of these criteria, Teacher 1 emphasized their value during the interview.
I think the criteria can orientate teachers’ work Teachers can base on them to prepare their lesson better
In a similar vein, Teacher 2 believed that the current criteria were appropriate to the evaluation of teaching English
The criteria outline essential elements of a lesson that are relevant to the English subject and other disciplines By utilizing these criteria, teachers can enhance their instructional methods effectively Meeting the outlined requirements is key to ensuring the success of the lesson.
Many teachers expressed concerns about the lack of clarity in certain assessment criteria for English lessons, emphasizing the need for specific indicators to enhance their effectiveness For instance, Teacher 6 and Teacher 4 highlighted this issue in their feedback.
To effectively evaluate an English lesson, it is essential to establish clear and concrete criteria that include factors such as the teacher's flexibility in teaching activities and the level of interaction between the teacher and students These elements will provide teachers with a better understanding of what constitutes a successful lesson.
2.4.1.2 Teachers’ interpretation of MOET’s evaluation criteria
Criterion 1: Subject matter knowledge is accurate and scientific
Teachers unanimously agreed that the subject matter knowledge provided must be lexically, grammatically, and phonetically precise They emphasized the importance of presenting grammar points and vocabulary with complete accuracy during lessons Nonetheless, minor errors in classroom language could be tolerated, as noted by Teacher 4.
This M.A thesis in Linguistics explores the perceptions of teachers and inspectors regarding effective English lessons It delves into the essential elements that contribute to successful language instruction, highlighting the differing viewpoints of educators and evaluators The study aims to identify key factors that define an effective English lesson, providing insights that can enhance teaching methodologies and improve student outcomes By examining these perceptions, the research seeks to bridge the gap between teaching practices and assessment criteria in English language education.
Accurate subject matter knowledge, including correct grammar and pronunciation in a teacher's speech and writing, is essential for effective teaching When educators demonstrate precise grammar and vocabulary, students are more likely to produce correct sentences and enhance their language skills.
This was echoed by Teacher 2 that,
Teachers play a crucial role in imparting accurate language skills, including pronunciation, grammar, and vocabulary However, if a teacher mispronounces a word during speech, it should not be considered a reflection of their overall language proficiency.
Criterion 2: Subject matter knowledge is systematic and adequate; teaching points are made clear
Several teachers emphasized that systematic knowledge delivery involves structuring lesson activities by difficulty, starting with easier tasks before progressing to more challenging ones (Teacher 2, Teacher 3) Additionally, a systematic lesson is characterized by adhering to all prescribed stages of the lesson, as further explained by Teacher 1.
The skill lesson consists of three essential stages: pre-stage, while-stage, and post-stage Similarly, the language focus lesson is structured into three key phases: Presentation, Practice, and Production To ensure a comprehensive understanding of the subject matter, it is crucial for teachers to adhere to all stages of their lessons Teacher 5 emphasized the importance of covering all content outlined in the textbook, aligning with this systematic approach.
Effective lesson delivery involves systematically covering all prescribed activities, ensuring that classroom teachers provide adequate content to students However, some teachers have noted that this does not necessarily equate to thoroughly addressing every aspect of a lesson Teachers can and should adapt tasks to align with their students' strengths, allowing for a more tailored educational experience.
6 voiced his difficulties when teaching the new text book:
Expecting teachers to cover every prescribed element in a 45-minute lesson is unrealistic, particularly with lengthy and complex tasks The focus should be on effectively addressing key teaching points Once these points are clearly communicated to students, the efforts of teachers deserve recognition and appreciation.
He went on to put an emphasis on the lesson teaching points:
The study explores teachers' and inspectors' perceptions of what constitutes an effective English lesson Through qualitative analysis, it identifies key elements that enhance student engagement and learning outcomes The findings highlight the importance of interactive teaching methods, clear objectives, and adaptive lesson plans tailored to student needs Additionally, the research underscores the role of continuous professional development for educators to refine their teaching strategies Ultimately, this thesis contributes valuable insights to the field of linguistics and language education, aiming to improve English language instruction.
Teachers are supposed to identify the main objectives of the lesson and spend more time on this This is the indication of teaching points being made clear.
Criterion 3: Subject matter knowledge is related to real life and educational
Teachers in this study emphasized the importance of connecting classroom content to real-life situations, enhancing students' understanding This approach fosters the development of students' language skills for effective communication, as highlighted by insights from three interviewed educators.
Teachers need to create a situation which is close to students’ life This helps students apply what they have learnt to real life (Teacher 2)
Teachers’ presentation of knowledge in the lesson is not enough It is necessary for them to help students to relate that knowledge to real life (Teacher 3)
Teachers can create real situations in class, or in students’ life What associated with students’ real life will aid their comprehension and boost their application of knowledge (Teacher 6)
Criterion 4: Teaching methods are appropriate to the subject and lesson types
As for the matter of appropriate teaching methods, the teachers interviewed interpreted this differently For example, Teacher 2 said,
Discussion of the findings
Interviews with teachers and inspectors reveal a consensus on the key criteria for an effective lesson as mandated by the Ministry Both groups agree that essential aspects include teaching content, teaching methods, teaching materials, class management, and student learning outcomes These areas are crucial for enhancing the overall effectiveness of lessons and improving educational quality.
This article explores the perceptions of teachers and inspectors regarding effective English lessons, as discussed in an M.A thesis in Linguistics It highlights how their views align with existing literature on language teaching, emphasizing key attributes that contribute to effective instruction Additionally, the research underscores the importance of these perceptions in evaluating teaching effectiveness, suggesting that both educators and inspectors play a crucial role in shaping the standards of English language education.
Teachers must adapt their instructional methods to align with students' strengths, demonstrating flexibility in their teaching practices Researchers emphasize the importance of context-sensitive approaches, with Sizer (2009) highlighting the need for teachers to confidently adjust to changing circumstances Similarly, Rivers (2003) advocates for the development of personalized teaching methods that cater to individual student needs Additionally, both teachers and inspectors recognize the importance of utilizing teaching aids, particularly those created by teachers themselves, as effective visual aids are crucial for successful lessons (Kerby et al., 2002).
Teachers and inspectors highlighted the importance of caring for students to enhance their involvement in teaching and learning activities SCOLT (2002) emphasized that student learning should be a key factor in evaluating teaching quality, urging educators to create beneficial learning experiences that improve outcomes Additionally, the manner in which teachers engage with students plays a crucial role in lesson success, with a friendly approach fostering a motivating and safe learning environment This aligns with Kusuma and Powell (2004), who advocated for establishing a positive classroom atmosphere that encourages interaction and collaboration among teachers and students, as well as among the students themselves.
Teachers and inspectors often prioritize the systematic delivery of knowledge in lessons, viewing adequate content as essential for effective teaching However, there is a noticeable gap in perspectives, as the connection between new and prior knowledge is frequently overlooked Research indicates that knowledge retention improves significantly when educators effectively link new information to previously taught concepts (Davies & Pearse).
This M.A thesis in Linguistics explores the perceptions of teachers and inspectors regarding what constitutes an effective English lesson It aims to identify key elements that contribute to successful English language teaching, highlighting the importance of pedagogical strategies, student engagement, and assessment methods The study provides valuable insights into the educational practices that enhance learning outcomes in English language classrooms By analyzing the views of educators and inspectors, the research contributes to a deeper understanding of effective teaching methodologies in the context of English language education.
Teachers and inspectors largely agree that effective teaching methods should cater to diverse learners; however, their practices often diverge from current research Both groups tend to prioritize the reproduction of language forms over enabling students to engage in real-life communication For instance, one teacher assists struggling students by having them write down questions and answers for easier memorization, while an inspector emphasizes the importance of grammatically correct responses in assessments This focus on form contrasts with research advocating for a balance between form and meaning in language activities, as an overemphasis on form can hinder student absorption of language Ultimately, the goal of language education should extend beyond mere linguistic knowledge to include the development of effective communication skills These discrepancies highlight a gap in teachers' and inspectors' access to contemporary language teaching methodologies, underscoring the necessity for ongoing professional development and resource exploration to enhance their teaching practices.
Insights into the differing perspectives of teachers and inspectors reveal a lack of consensus on what defines an effective lesson These differences stem from their views on suitable teaching methods, the importance of accurate pronunciation, and the completeness of lessons Inspectors often impose their standards for effective teaching without considering the unique challenges teachers face in their specific contexts This rigid approach can stifle teachers' ability to express their own insights, potentially leading to dissatisfaction among educators.
The perceptions of teachers and inspectors regarding an effective English lesson are critical in understanding pedagogical success This M.A thesis in Linguistics explores these perspectives, emphasizing the importance of instructional strategies, student engagement, and assessment methods By analyzing the views of educators and evaluators, the study aims to identify key components that contribute to effective English language teaching Ultimately, this research seeks to enhance teaching practices and improve student outcomes in English language learning.
Top-down judgments from inspectors often fail to enhance teachers' professional growth, as educators require more than just evaluative comments Research increasingly supports using classroom observations to foster teacher development Minhis (as cited in OIAP, 2007) emphasizes that observation should serve as a tool for professional growth rather than mere evaluation Williams (1989) advocates for a supportive approach during post-lesson feedback, where the observer acknowledges the teacher's strengths This collaborative process allows both the observer and the teacher to identify areas for future focus.
A significant finding from the study revealed that teachers and inspectors emphasized the importance of flexibility in teaching activities, the effective use of teaching aids, the organization of student learning activities, and teaching demeanor as key criteria for an effective lesson, beyond those outlined by MOET Notably, many of their insights could serve as potential indicators for MOET’s criteria for effective lessons This underscores the need for MOET to clearly define its criteria with specific indicators tailored to different subjects, ensuring that both teachers and inspectors understand the requirements for lesson effectiveness, ultimately enhancing teaching practices and evaluation processes.
This article explores the perceptions of teachers and inspectors regarding effective English lessons, as presented in a Master's thesis in Linguistics The study aims to identify key elements that contribute to successful English language instruction, highlighting the importance of pedagogical strategies and assessment methods By analyzing the viewpoints of both educators and evaluators, the research provides valuable insights into best practices for enhancing English language teaching effectiveness.
The study investigated the perceptions of upper-secondary school teachers and inspectors regarding effective English lessons, guided by the evaluation criteria set by MOET Interview data revealed the intricate nature of the perceptual processes among both teachers and inspectors The findings highlighted the complexities involved in their evaluations of English lesson effectiveness.
- Although teachers and inspectors have shared a number of common points on general criteria for lesson effectiveness, divergences still exist in their understanding of what constitute an effective lesson
- There are both convergences and divergences between teachers’ and inspectors’ perceptions and ideas in the literature on language teaching
- Teachers’ and inspectors’ suggestions for criteria for an effective lesson indicate that MOET’s evaluation criteria should be explicit with corresponding indicators sensitive to the subject particularities
Teachers and inspectors generally agree on key aspects that influence lesson effectiveness, such as teaching content, methods, aids, class management, and learning outcomes, as outlined by MOET’s evaluation criteria However, a closer examination reveals notable differences in their perceptions of what constitutes effective teaching The research findings highlight both the commonalities and discrepancies between the views of teachers and inspectors in the field of education.
It may be natural to find both the convergences and divergences (Canh & Barnard,
Divergences in language teaching practices are influenced by contextual factors, including students' language proficiency, learning styles, and teachers' professional development opportunities These factors significantly shape teachers' perceptions of effective teaching, which may not always align with theoretical knowledge found in language teaching literature Therefore, it is essential to negotiate the gap between research findings and the practical realities of specific teaching contexts to enhance the quality of language instruction.
Implications
Teachers' perceptions of language instruction often conflict with modern language teaching methodologies, largely due to contextual factors influencing the teaching process Additionally, many educators remain hesitant to engage with existing knowledge in the field To enhance their effectiveness, teachers must grasp key principles of language teaching and selectively integrate theoretical insights into their practice This approach enables them to identify suitable strategies and make necessary adaptations to achieve optimal learning outcomes in their classrooms.
The evolution of language teaching methods necessitates a reevaluation of teaching assessment approaches Relying solely on evaluators' subjective opinions is inadequate without considering extensive research and the specific challenges teachers encounter in their contexts Studies indicate that teaching evaluations must be context-sensitive (Gowan, 1975; Murdoch, 1998), suggesting that inspectors should avoid a one-size-fits-all evaluation method Instead, they should take contextual factors into account before reaching conclusions Ultimately, inspectors should prioritize fostering teacher development over merely grading their performance (Seal, 1989).
The study explores teachers' and inspectors' perceptions of what constitutes an effective English lesson, focusing on key linguistic elements It highlights the importance of engaging teaching methods, clear learning objectives, and the role of assessment in enhancing student outcomes The research aims to identify best practices and align educational strategies with these perceptions to improve English language instruction Ultimately, the findings contribute to a deeper understanding of effective teaching methodologies in the context of English language education.
To improve teaching evaluations and foster teacher professional growth, educational administrators must recognize the differing perceptions of effective teaching held by teachers and inspectors, as well as their expectations for evaluation criteria Providing professional development opportunities for teachers is essential to enhance their teaching skills, while inspectors should receive proper training in evaluation methods It is crucial that both teachers' and inspectors' voices are considered in establishing evaluation criteria, allowing local educators to express their views on effective lesson indicators This collaborative approach will provide valuable insights for educational administrators to develop concrete, context-sensitive guidelines for lesson evaluation, ultimately ensuring that the criteria serve as an effective tool for both teachers and inspectors in fulfilling their responsibilities.
Limitations of the study and suggestions for further research
This study has notable limitations, including a small participant size, which may hinder the generalizability of the findings Additionally, there is a discrepancy between teachers' beliefs and their actual teaching practices, as highlighted by Borg (cited in Canh, 2009), suggesting that the significance of the study's results may be diminished.
To address the limitations of single-method studies, further research employing mixed methods is essential for obtaining comprehensive and in-depth information that can be generalized across broader contexts Additionally, exploring the extent to which teachers’ perceptions influence their classroom teaching activities warrants further investigation.
This study explores the perceptions of teachers and inspectors regarding effective English lessons, highlighting key factors that contribute to successful teaching practices The research, presented in an M.A thesis in Linguistics, emphasizes the importance of instructional strategies, student engagement, and assessment methods in shaping effective English language education By analyzing these perceptions, the study aims to provide insights that can enhance teaching effectiveness and improve learning outcomes in English language classrooms.
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Teachers and inspectors have distinct perceptions of what constitutes an effective English lesson This study, presented in an M.A thesis in Linguistics, explores these differing viewpoints to enhance educational practices Understanding these perceptions can lead to improved teaching methodologies and better learning outcomes for students The research highlights the importance of aligning teaching strategies with the expectations of both educators and evaluators in the field of English language instruction.
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Teachers and inspectors have distinct perceptions of what constitutes an effective English lesson This Master's thesis in Linguistics explores these differing viewpoints, focusing on the criteria that educators and evaluators prioritize Understanding these perceptions is crucial for enhancing English language instruction and ensuring that lessons meet educational standards The research highlights the importance of aligning teaching practices with the expectations of both teachers and inspectors to improve student outcomes in English learning.
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The study explores teachers' and inspectors' perceptions of what constitutes an effective English lesson It focuses on the criteria they use to evaluate lesson effectiveness, emphasizing the importance of teaching methodologies, student engagement, and learning outcomes The research highlights the need for alignment between educational standards and classroom practices, aiming to enhance the quality of English language instruction This investigation contributes valuable insights into the educational landscape, offering recommendations for improving English teaching strategies based on stakeholder feedback.
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This thesis explores the perceptions of teachers and inspectors regarding what constitutes an effective English lesson It examines various elements that contribute to successful language instruction and highlights the importance of aligning teaching practices with educational standards The study emphasizes the role of teacher engagement, student participation, and assessment methods in fostering an effective learning environment Ultimately, the findings aim to enhance the quality of English language teaching through informed insights from educational professionals.
I Questions about teachers’ general perceptions of the MOET’s evaluation criteria
- Do you think the criteria have covered all necessary aspects of an English lesson?
- Are the criteria explicit enough?
- To what extent do you think they are appropriate to an English lesson?
- How useful do you think the criteria are to teachers’ teaching? Do they orientate teachers towards better teaching?
II Questions about teachers’ interpretation of the criteria
- What is meant by accuracy of subject matter knowledge?
- What does the teacher have to do to ensure that teaching content is systematically delivered?
- What is meant by the full coverage of teaching content of the lesson?
- What are the indications of teaching points being made clear?
- What should the teacher do to relate teaching content to real life situations?
- What is meant by appropriate teaching methods for the English subject?
- What is meant by the methods that are appropriate for lesson types?
- What are the indications of good combination of methods in teaching and learning activities?
- How should teaching aids be used in the lesson so that they can enhance its effectiveness?
- What’s meant by appropriate use of the board?
- What does an appropriate lesson plan include?
TIEU LUAN MOI download : skknchat@gmail.com
This article explores the perceptions of teachers and inspectors regarding effective English lessons, as presented in an M.A thesis in Linguistics It delves into the key elements that define an impactful English lesson, highlighting the importance of teaching strategies, student engagement, and assessment methods The findings aim to provide insights that can enhance English language instruction and improve educational outcomes.
- How flexible should the teacher be in carrying out the teaching procedures?
- How should the teacher allocate time for teaching and learning activities in the lesson?
- What should teachers do to organize active learning in class?
- What should be done to motivate students?
- What are the indications of students understanding the lesson, mastering the teaching points and being able to apply what has been learnt to new situations?
III Teachers’ suggestions for the criteria for an effective lesson
- What are your suggestions about criteria for an effective lesson?
TIEU LUAN MOI download : skknchat@gmail.com
The study explores teachers' and inspectors' perceptions of what constitutes an effective English lesson It highlights the importance of understanding these perspectives to enhance teaching methodologies and improve student outcomes By examining various elements such as lesson structure, engagement strategies, and assessment techniques, the research aims to provide insights that can inform best practices in English language education Ultimately, the findings contribute to the broader field of linguistics and educational effectiveness.
I Questions about inspectors’ general perceptions of the MOET’s evaluation criteria
- Do you think the criteria have covered all necessary aspects that are needed for the evaluation of an English lesson?
- Are the criteria explicit enough?
- To what extent do you think the criteria are appropriate to an English lesson?
- How useful do you think the criteria are to inspectors’ teaching evaluation? Do you think they are a reliable tool for evaluating teachers’ lessons?
II Questions about inspectors’ interpretation of the criteria
- What is meant by teacher’s of presentation of accurate subject matter knowledge?
- What does the teacher have to do to ensure that teaching content is systematically delivered?
- What is meant by the full coverage of teaching content of the lesson?
- In what way do you think the teacher has made teaching points clear?
- What are the indications of teaching content being related to real life situations?
- In what way do you think that teacher’s methods are appropriate to the English subject?
- How do you know that teacher’s methods are appropriate to lesson types?
- What are the indications of good combination of methods in teaching and learning activities?
- In what way do you think the teacher has used teaching aids effectively?
- What’s meant by appropriate use of the board?
- What does an appropriate lesson plan include?
TIEU LUAN MOI download : skknchat@gmail.com
This study examines the perceptions of teachers and inspectors regarding what constitutes an effective English lesson Through qualitative analysis, it identifies key elements that contribute to successful language instruction, highlighting the importance of engaging teaching methods, student participation, and assessment strategies The findings suggest that a collaborative approach between educators and inspectors can enhance the quality of English language teaching, ultimately benefiting student learning outcomes.
- What are the indications of flexible teaching procedures carried out by the teachers?
- How do you know that the teacher has allocated time for the activities appropriately?
- What should teachers do to organize active learning in class?
- What should be done to motivate students?
- What are the indications of students understanding and mastering the language points and having the ability to apply what has been learnt to new situations?
III Inspectors’ suggestions for the criteria for an effective lesson
- What are your suggestions about criteria for an effective lesson?
TIEU LUAN MOI download : skknchat@gmail.com
This article explores the perceptions of teachers and inspectors regarding what constitutes an effective English lesson It draws on insights from an M.A thesis in Linguistics, highlighting key factors that contribute to successful English language instruction The study emphasizes the importance of engaging teaching methods, clear learning objectives, and the role of assessment in enhancing student outcomes It also discusses the varying perspectives of educators and inspectors, providing a comprehensive understanding of effective teaching practices in English language education.