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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST GRADUATE STUDIES BY: LÊ THANH CƯỜNG TEACHERS’ AND INSPECTORS’ PERCEPTIONS OF AN EFFECTIVE ENGLISH LESSON NHẬN THỨC CỦA GIÁO VIÊN VÀ THANH TRA VỀ MỘT GIỜ DẠY TIẾNG ANH HIỆU QUẢ Minor Programme Thesis Field: Language Teaching Methodology Code: 601410 HA NOI – 2010 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST GRADUATE STUDIES BY: LÊ THANH CƯỜNG TEACHERS’ AND INSPECTORS’ PERCEPTIONS OF AN EFFECTIVE ENGLISH LESSON NHẬN THỨC CỦA GIÁO VIÊN VÀ THANH TRA VỀ MỘT GIỜ DẠY TIẾNG ANH HIỆU QUẢ Minor Programme Thesis Field: Language Teaching Methodology Code: 601410 Supervisor: Lê Văn Canh, MA HA NOI – 2010 TIEU LUAN MOI download : skknchat@gmail.com iv TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii Table of contents iv PART A: INTRODUCTION Rationale Research questions 3 Methods of the study Scope of the study The design of the thesis PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Effective teaching 1.2 Teaching evaluation 1.3 Observation as a tool to evaluate teaching 1.4 Criteria for evaluating lesson effectiveness 10 1.5 Summary 13 CHAPTER 2: THE STUDY 2.1 The context 15 2.1.1 An overview of present curriculum and textbooks in upper-secondary school context ……………………………………………………………………………… 15 2.1.2 Observation and teaching evaluation practice in upper-secondary context 15 2.2 The participants 16 2.3 Method of data collection 17 2.4 Data analysis 17 2.4.1 Teachers’ perceptions 18 TIEU LUAN MOI download : skknchat@gmail.com v 2.4.1.1 Teachers’ general perceptions of MOET’s evaluation criteria 18 2.4.1.2 Teachers’ interpretation of MOET’s evaluation criteria 18 2.4.1.3 Teachers’ suggestions about criteria for an effective lesson 24 2.4.2 Inspectors’ perceptions 26 2.4.2.1 Inspectors’ general perceptions of MOET’s evaluation criteria 26 2.4.2.2 Inspectors’ interpretations of MOET’s evaluation criteria 26 2.4.2.3 Inspectors’ suggestions about criteria for an effective lesson 30 2.4.3 Convergences and divergences between teachers’ and inspectors’ perceptions 2.4.3.1 Convergences 31 2.4.3.2 Divergences 33 2.5 Discussion of the findings 34 PART C: CONCLUSION Conclusions 38 Implications 39 Limitations of the study and suggestions for further research 40 References……………………………………………………………………………41… Appendices……………………………………………………………………………I-V TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 PART A: INTRODUCTION Rationale We are living in a changing world in which new developments are affecting every aspect of life Now is the era of global integration with “new social movements that requires special considerations” (Canagarajah, 2006, p.24) In this context English has occupied its unrivalled position of a language used as a medium of international communication English becomes “one of the most important means for acquiring access to the world intellectual and technical resources” and it “enables learners to access more advanced and up-to-date resources than they can in their native language” (Canh, 2003, p.36) The important role of English language in the modern life highlights the need for enhancing the quality of English language learning and teaching More and more researchers, scholars, educational administrators and teachers are taking interest in the matter of effective English teaching The factors that help to promote effective teaching then have received increased attention Classroom observation is a common practice in every school It captures information about how teachers deliver their lessons and it is considered as the most commonly used tool not only for evaluating teachers but also for fostering their profession development (Minhis, as cited in Office of Institutitional Analysis & Planning [OIAP], 2007) According to O’Leary (as cited in Leshem & Bar-Hama, 2008), “classroom observation has occupied a prominent role in terms of its use as a tool by which to jugde and subsequently promote good practice” (p.261) However, it is becoming more of a challenge to teaching evaluation through classroom observation in the present picture of language learning and teaching The picture now is very complicated as contextual factors such as different objectives, resources, support for professional development, student motivation, etc …are influential in teaching process (OIAP, 2007) This should be taken into account when teaching evaluation is carried out It should be noted that a number of problems arising in the practice of evaluating teachers’ teaching have been identified by lots of researchers According to Bath (as cited in Sawa, 1995), conventional teaching evaluation often manifests itself as “a meaningless ritual, or even worse, it becomes a recurring occasion to heighten anxiety and discomfort among teachers involved” (p.2) This may emerge from the fact that observers tend to use themselves as a standard and they observe impressionistically (Sheal, 1989) This is echoed TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 by Bailey (2002) when he states that teachers have sometimes felt like objects whose behaviour and key decisions were shaped by dominant views of observers who may not be aware of the daily practice of a particular language classroom Leshem and Bar-Hama (2008) also mention the same problem when they point out that observations tend to be subjective and are based on the observers’ own teaching approach, which can create biased results In upper-secondary schools in Vietnam, the evaluation of teachers’ teaching is carried out on a regular basis The most important source of information used to the evaluation is collected by means of classroom observation which has received increased concern from educational administrators, inspectors and teachers themselves This is because criteria for evaluation are not specific, and evaluation is, therefore, more subjective and based on the evaluators’ intuition Also, teaching evaluation in upper-secondary school context is facing challenges on account of considerable changes in language teaching The new textbooks with new guidelines on teaching have been introduced into this educational environment in replacement of the old-fashioned ones The evaluation of teachers’ performance in class, however, has not yet responded well to the change What guides inspectors’ evaluation of teachers’ performance is a set of general criteria for lesson evaluation regulated by the Ministry of Education and Training (MOET) These criteria for teaching evaluation have been administered for all subjects, so they potentially lack subject sensitivity element It should be noted that sensible teaching evaluation with constructive comments from the observers can exert positive impact on teachers’ teaching skills The quality of teaching evaluation, to a large extent, depends on teachers’ and inspectors’ perceptions of what constitute effective teaching This matter has been researched in the field of language teaching For example, Griffits (2004) considers teacher perceptions very important as they potentially influence the effectiveness of teaching process From the reasons mentioned above, it is urgent and necessary to explore the viewpoints that teachers and inspectors hold about criteria for an effective language lesson Up to now, there has been little research into this thought process in upper-secondary school context This study is intended to move toward that goal It is hoped that the findings of the study will make a positive contribution to the improvement in teaching evaluation practice in high school context, which is of great significance to teacher professional growth TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 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 uppersecondary school context? - What are the implications for language teaching and teaching evaluation practice in upper-secondary school context? Method of the study The qualitative research method was adopted for this study to explore the uppersecondary school teachers’ and inspectors’ perceptions of an effective lesson Specifically, semi-structured interviews with teachers and inspectors were undertaken to collect data for analysis and discussion Scope of the study The study focuses on discovering teachers’ and inspectors’ perceptions of an effective English lesson in Hai Duong provincial upper-secondary school context Aspects explored center on the evaluation criteria for an effective lesson mandated by MOET The design of the thesis The study is divided into parts Part A is an introduction to the research, in which matters such as rationale, method of study and research questions are presented Part B is the development of the study in which there are chapters, chapter and chapter Chapter reviews the relevant literature on the matters of effective teaching, teaching evaluation, observation and criteria for lesson effectiveness Ideas from the researchers in the field have been discussed to create a theoretical framework for the study Chapter presents the context of the study, the participants and data collection method This is followed by the analysis of the data collected and discussion of the findings Part C provides conclusions of the study findings and the implications for language teaching and teaching evaluation in upper-secondary school context Also, in this part, the limitations and suggestions for further research are included TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 42 12 Gower, R, Phillips, D & Waters, S (1995) Teaching practice Handbook Oxford: Macmillan Education 13 Gowan, F.A.M (1975) Teacher observation and evaluation: A working paper Retrieved 12 December, 2009 from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExt Search_SearchValue_0=EDU3309&ERlCExtSearch_SearchType_0=no&accno=ED 113309 14 Griffiths, C (2004) Language Learning Strategies: Theory and Research Occasional Paper No J Retrieved on November 6, 2009 from http://www.crie.org, nz/research_paper/c_griffiths_op pdf 15.Ganguly, P (2003) Effective Teching Mediods Retrieved November 6, 2009 from http://www.buzzle.com/articles/effecttve-teaching-methods.html 16 Hedge, T (2000) Teaching and Learning in the Language Classroom Cambridge, England: Cambridge University Press 17 lngvarson, L & Rowe, K (2007) Conceptualising and Evaluating Teacher Quality: Substantive and methodological issues Retrieved on 12 December, 2009 http://www.accessmylibrary.com/article-lGl-181463888/conceptualising-andevaluating-teacher.html 18 Jahangiri, L & Mucciolo, T.W (2008) Characteristics of Effective Classroom Teachers as Identified by Students and Professionals: A Qualitative Study Journal of Education 72(4) Retrieved 12 December, 2009 from http:www.cshe.unimelb.edu.au/pdfs/teaching_innovation.pdf 19 James, R (2009) Evaluating Teaching Innovation, Retrieved on 12 December, 2009 from: http://www.csh.unimelb.edu.au/pdfs/teaching_innovation.pdf 20 Kusuma, O & Powell, W.(2004) An Educational Approach for Teaching ESL Students Count me in - Developing inclusive international schools Retrieved November 6, 2009 from http://www.state.gov/m/a/os/45025.html 21 Kumaravadilevu, B (2006) TESOL Methods: Changing Tracks, Challenging Trends TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 43 TESOL Quarterly, 40(1), 59-77 22 Leshem, S & Bar-Hama, R, (2008) Evaluating teaching practice ELT Journal, 62(3), 257-265 23 Martin, D (2005) How to be an Effective EFL Teacher Retrieved-November 6, 2009 from http ://www.eflpress.com/how_to_be_an effective efl htm 24 Malderez, A (2003) Key concept in ELT ELT Journal, 57(2), 179-181 25 Murdoch, G (1998) A Progressive Teacher Evaluation System Retrieved 12 December, 2009 from http://eca.state.gov/forum/vols/vol36/no3/p2.htm 26 Nunan, D (1991) Language Teaching Methodology A textbook for teachers London: Prentice Hall 27 Office of Institutional Analysis & Planning (2007) Establishing a Framework for Evaluating Teaching Excellence: An Overview of the Literature Retrieved 12 December, 2009 from http://www.kwantlen.bc.ca/_shared/assets/lit7123.pdf 28 0'Neil, S (2009) Effective teaching Retrieved on November 6, 2009 from http://www.det wa edu au/redirect/?oid=com arsdigita cms id 29 Pellino, K (2009) Effective Strategies for Teaching English Language Learners Retrieved 12 December, 2009 from http://www.teachnology.com/tutorials/teaching/esl/ 30 Richards, J.C (2004) The Art, Craft and Science of Language Teaching Retrieved 23 January, 2010 from http://www toodoc.com/Languape-Leader-Intermediate-TeachersBook-pdf-ebook.html 31 Rivers, W.M, (1997) Principle of interactive language teaching Retrieved 12 December, 2009 from http://www.language.tut.ac.za/calt/docs/10Priciples_0.html 32 Sawa, R (1995), Teacher Evaluation Policies and Practice Retrieved November 6, 2009 from http://www.saskschoolboards.ca/old/ResearchAndDevelopment/ResearchReports/Instr uction/95-04.htm 33 Sheal, P (1989) Classroom observation: training the observers (Peter) ELT Journal, 43(2), 92-103 TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 44 34 Sizer, T.R (2009), Good teaching Retrieved November 6, 2009 from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidbk/teachtip/enhance.h tml 35 The Senate Committee on Teaching and Learning [SCOTL] (2002) Teaching Assessment and Evaluation Guide Retrieved 23 January, 2010 from http://www aer.arizona.edu/Teaching/docs/ShortGuide.pdf 36 Tsai, H.M (2008) Improving an EFL class; Starting from Classroom Observations, The Asian EFL Journal, 10(2), 84-101 37 Ur, P (1996) A course in Language Teaching Practice and Theory Cambridge: Cambridge University Press 38 Van, H.V., Hoa, H.T.X., Loc, D.N., Loi, V.T., Minh, D.T, & Tuan, N.Q (2006), Tieng Anh 10, Teacher's book Hanoi, Vietnam: Education Publishing House 39 Wajnryb, R (2001) Classroom observation tasks Cambridge: Cambridge University Press 40 William, M (1989) A developmental view of classroom and observations ELT Journal, 43 (2), 85-91 41 Yen, A.L.S (2006) Different Strategies for Effective Language Teaching Retrieved November 6, 2009 from htttp://www.cdtl.nus.edu.sg/link/Mar2002/tm6.htm TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 I Appendix Teachers’ interview Protocols 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 you think they are appropriate to an English lesson? - How useful you think the criteria are to teachers’ teaching? Do they orientate teachers towards better teaching? II Questions about teachers’ interpretation of the criteria Subject matter knowledge + Criterion 1: - What is meant by accuracy of subject matter knowledge? + Criterion 2: - What does the teacher have to 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? + Criterion 3: - What should the teacher to relate teaching content to real life situations? Teaching methods + Criterion 4: - What is meant by appropriate teaching methods for the English subject? - What is meant by the methods that are appropriate for lesson types? + Criterion 5: - What are the indications of good combination of methods in teaching and learning activities? Teaching aids + Criterion 6: - How should teaching aids be used in the lesson so that they can enhance its effectiveness? + Criterion 7: - What’s meant by appropriate use of the board? - What does an appropriate lesson plan include? TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 II Class management + Criterion 8: - 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? + Criterion 9: - What should teachers to organize active learning in class? - What should be done to motivate students? Learning outcome + Criterion 10: - 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 (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 III Appendix Inspectors’ interview Protocols 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 you think the criteria are appropriate to an English lesson? - How useful 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 Teaching content + Criterion - What is meant by teacher’s of presentation of accurate subject matter knowledge? + Criterion - What does the teacher have to to ensure that teaching content is systematically delivered? - What is meant by the full coverage of teaching content of the lesson? - In what way you think the teacher has made teaching points clear? + Criterion - What are the indications of teaching content being related to real life situations? Teaching methods + Criterion - In what way you think that teacher’s methods are appropriate to the English subject? - How you know that teacher’s methods are appropriate to lesson types? + Criterion - What are the indications of good combination of methods in teaching and learning activities? Teaching aids + Criterion - In what way you think the teacher has used teaching aids effectively? + Criterion - What’s meant by appropriate use of the board? - What does an appropriate lesson plan include? TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 IV Class management + Criterion - What are the indications of flexible teaching procedures carried out by the teachers? - How you know that the teacher has allocated time for the activities appropriately? + Criterion - What should teachers to organize active learning in class? - What should be done to motivate students? Learning outcome + Criterion 10 - 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 (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10 (LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10(LUAN.VAN.THAC.SI).Teachers''.and.inspectors''.perceptions.of.an.effective.English.lesson.M.A.Thesis.Linguistics.60.14.10
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