THE STUDY
Setting of the study
Brief introduction of the school
The study was conducted at Bien Hoa Specialized School, which is the only specialized one in Hanam province It is a small school set up in 1959 and often consists of
The school offers 30 specialized classes in subjects such as mathematics, informatics, physics, chemistry, biology, literature, history, geography, English, and Russian, maintaining a small class size of no more than 35 students to enhance teaching and learning Its primary mission is to nurture and develop talents for both the province and the nation Although the school may lack advanced facilities, it is consistently recognized as the best in the province for the quality of its students and teachers, as well as its impressive educational achievements.
Every year, many talented students from lower secondary schools in the province face a competitive entrance examination to gain admission to one of the 10 specialized classes offered in grades 10, 11, and 12 These classes focus on different subjects, and students must demonstrate their competence in their chosen areas during the entrance exams The school consistently boasts impressive results, with approximately 90% of its students successfully passing university entrance examinations annually Notably, students in the three English major classes excel in provincial gifted student examinations, achieving outstanding results over the past five years In particular, 100% of participants from 2007 to 2009 received awards, and seven out of eight students in the 2010 examination were also recognized for their achievements.
The school employs over 90 teachers, with approximately half recruited from top-performing recent graduates, ensuring a high level of qualification The remaining staff consists of experienced educators of varying ages, bringing valuable teaching expertise to the institution.
General situation of English teaching and learning in the school
There are eight English teachers responsible for instructing 24 non-English major classes, yet only six of them participate in teaching English each year.
English major classes at the school are filled with enthusiastic teachers, yet they face significant challenges when working with students Many students, hailing from rural areas, tend to be reserved and reliant on passive learning due to limited financial resources, which restricts their access to additional English materials Consequently, they depend heavily on their teachers for guidance The current syllabus, based on the textbooks Advance English 10, 11, and 12, fails to meet the students' needs, as it lacks rigor and offers insufficient advanced content While speaking and writing tasks are beneficial, the exercises for receptive skills are overly simplistic, providing little support for enhancing reading and listening abilities Additionally, the limited number of lessons in these textbooks does not align with the extensive English curriculum of 11 periods per week As a result, teachers must frequently create, edit, and curate their own teaching materials due to the absence of a formal syllabus.
A study involving 100 English major students from Bien Hoa Specialized High School included 32 from the 10th grade, 33 from the 11th grade, and 35 from the 12th grade, all aged between 16 and 18 These students, who excelled academically and were selected through a rigorous entrance examination, demonstrated strong proficiency in English, often achieving notable results in competitive assessments Conducted at the beginning of the second semester, the survey participants had been engaged with their English teachers for at least 10 months, ensuring they were well-acquainted with the teaching methods employed This familiarity provided a solid foundation for the students to offer reliable and honest feedback during the survey.
Instruments
Questionnaires are a widely used and effective method for data collection, as noted by Scharle (2000) and Wallace (2001) They enable researchers to gather large amounts of data quickly and allow informants to provide honest responses without hesitation Additionally, questionnaires can include both closed and open-ended questions, giving respondents the opportunity to express their opinions freely The uniformity of responses also simplifies the process of summarizing, analyzing, and reporting the data.
To gather comprehensive insights into students' satisfaction and dissatisfaction with teachers, a questionnaire was utilized as the primary research tool Additionally, follow-up interviews were conducted to delve deeper into students' expectations and reasons behind their sentiments regarding teachers' performance.
A questionnaire was distributed to 100 students, with all instructions and questions provided in Vietnamese to ensure clarity and comprehension To encourage respondents to express their thoughts freely, the questionnaire included both close-ended and open-ended questions.
The survey questionnaire was developed based on a literature review of teachers' roles and common teaching activities in language classrooms, complemented by personal observations of colleagues' teaching practices It consists of two sections: the first includes five questions aimed at assessing students' attitudes toward and evaluations of teachers' classroom activities, with a focus on their satisfaction and dissatisfaction, as well as feedback on teaching materials and workload The second section features a single question that combines closed and open-ended formats to explore students' expectations for future improvements in teaching methods.
To prevent student disengagement and ensure thoughtful responses, the researcher actively participated in the classes, providing clear explanations and instructions while observing the respondents as they completed the survey questionnaire.
Twenty students were randomly selected from the class respondents to participate in structured interviews conducted in Vietnamese, ensuring accuracy and clarity in their responses The interviews were audio-recorded, transcribed, and translated into English for research purposes, with the complete translated transcript available in Appendix 2 The questions were designed to elicit students' perceptions of their teachers' strengths and weaknesses, explore reasons behind their satisfaction or dissatisfaction, and gather their suggestions for future teaching improvements.
The data gathered from two sources was organized into key areas: (1) the general attitudes of English major students towards the roles and responsibilities of their teachers in the classroom; (2) the level of satisfaction students feel regarding various teaching methods employed by language instructors; (3) feedback from students on the teaching and learning materials provided, as well as their overall workload; (4) students' assessments of the frequency and quality of specific teaching activities; (5) the reasons behind students' satisfaction or dissatisfaction with language teaching practices; and (6) students' expectations for future improvements and adjustments in teaching approaches.
The findings of the study addressed the initial research questions, presenting data through charts, tables, and participant quotes The analysis was conducted using both descriptive and interpretive methods.
DATA ANALYSIS AND DISCUSSION
The Survey Questionnaire……………………………………… 1 Students’ general attitudes towards their language teachers’ roles and work in the classroom 1.1 Students’ general attitudes towards language teachers’ role in their learning 24 24
III.1.1.1 Students’ general attitudes towards language teachers’ role in their learning
Chart 1 Students' general attitudes towards language teachers' role
Not very important Not important at all
According to Chart 1, the majority of students (95%) highly value the role of their teachers in the learning process, considering them important or very important However, a small percentage (5%) perceive teachers as less significant, possibly due to their own proficiency in English, which allows them to learn independently, or because they struggle to make progress despite receiving assistance To address this issue, it is crucial for teachers to develop effective strategies that ensure all students achieve progress in their English learning journey.
III.1.1.2 Students’ general attitudes towards teachers’ work
Chart 2 shows students' levels of satisfaction with language teaching quality at their classes Although, as revealed in the first chart, most students see the important roles of the teachers to their learning, only three of them (also equivalent to 3%) feel quite satisfied whereas approximately half of them (46%) feel dissatisfied with the teaching quality at their classes Fortunately, none of the respondents feel quite disappointed at the quality of English teaching The rest accounting for a little more than half of the respondents feel satisfied Perhaps, the fairly high percentage of dissatisfaction attitude among the informants implies some limitations or problems in the job of language teaching in the school Thus, underlying causes of these problems must be uncovered and measures of action to tackle the problems must be taken
Open-ended questions in surveys and interviews are invaluable for researchers, as they provide deep insights into the issues faced by students and reveal the underlying reasons for their satisfaction or dissatisfaction with English learning.
Chart 2 Students' general attitudes towards teachers' work
Quite satisfied Satisfied Not satisfied Quite dissatisfied
III.1.2 Students’ levels of satisfaction with each of the teaching items carried out by the language teachers
The bar chart illustrates varying levels of student satisfaction regarding different aspects of English teaching by language instructors Overall, most respondents report satisfaction with the instruction in reading, writing, and particularly grammar and vocabulary In contrast, there is a notable dissatisfaction among students concerning the teaching methods for listening and speaking skills.
A significant 98% of respondents express satisfaction with grammar and vocabulary teaching, indicating its effectiveness compared to other language skills This high satisfaction is attributed to the familiarity of both students and teachers with these areas, as well as their importance in English assessments Consequently, grammar and vocabulary receive more emphasis in the learning process, leading to better student performance Additionally, the research highlights that 92% of students are satisfied with writing instruction, while 85% express satisfaction with reading lessons This is largely due to the critical role of reading and writing in provincial and national exams, prompting both teachers and students to prioritize these skills, resulting in positive outcomes and heightened satisfaction.
Reading skill Listening skill Speaking skill Writing skill Grammar&Vocabulary
Chart 3 Students' levels of satisfaction with each of the teaching items performed by the language teachers
Very satisfied Satisfied Not satisfied Very dissatisfied
A significant dissatisfaction exists among informants regarding the teaching of listening and speaking skills, with 96% and 100% expressing discontent, respectively This dissatisfaction may stem from students' limited progress in these crucial communicative skills, attributed to several factors Firstly, both teachers and students view speaking and listening as the most challenging skills to teach and learn Additionally, obstacles in the classroom hinder effective practice; many students tend to be reserved and lack motivation to engage in communicative English Furthermore, teachers often struggle with their own proficiency and confidence in English communication, as they have few opportunities to practice these skills themselves.
The teaching and learning of English skills outside the classroom are significantly impacted by a test-oriented approach, particularly in listening and speaking Listening skills are only assessed in national examinations, where only the top six students are selected each year, while speaking skills have never been evaluated in periodic tests Consequently, both teachers and students tend to overlook and lose interest in developing these essential skills, leading to ineffective teaching and learning outcomes.
Many students feel that while teachers excel in teaching writing, reading, grammar, and vocabulary, there remains a significant issue with the instruction of listening and speaking skills, leading to widespread dissatisfaction The reasons behind students' attitudes toward English teaching, gathered through open-ended questionnaire responses, will be discussed later in this paper It is essential for both teachers and students to collaborate on strategies to enhance this situation.
III.1.3 English major students’ comments on teaching and learning materials provided by the teachers and their workload in English
Table 1 English major students’ comments on teaching and learning materials provided by the teachers and their workload in English
The table presents the students' comments, opinions on both the teaching and learning materials provided by the teachers and their workload in English
A recent analysis of language materials indicates that while 93% of participants recognize a variety of types, only over a quarter find them suitable for their learning abilities Despite this, 81% consider the materials to be unappealing, with none perceiving them as overly easy Conversely, around 25% of students feel the materials are too difficult Furthermore, only 6% of respondents find the materials attractive, while 13% deem them unattractive and 7% label them as simple.
Three quarters of respondents feel that their English language learning tasks are sufficient, with no one reporting a lack of assignments However, a portion of participants believes they have an excessive workload in English The reasons behind this perception will be explored in a follow-up interview, which will be detailed later.
In conclusion, while teachers have successfully provided diverse materials suitable for students' learning abilities, these resources lack engagement and appeal Therefore, it is crucial for educators to enhance their efforts in delivering more captivating and interesting content Additionally, addressing the adjustment of students' learning workload requires further attention.
III.1.4 English major students’ opinions on the frequency and quality of some specific teaching activities
Information on students' opinions on the frequency and quality of some specific classroom activities normally conducted by the teachers in every lesson is presented in table
Among ten popular teaching activities, giving brief instructions and regular feedback are the most frequently practiced, with 96% and 79% of informants reporting their occurrence Notably, a similar percentage of respondents (96% and 74%) believe that teachers execute these activities effectively This highlights the teachers' recognition of the significance of these methods in facilitating students' English learning Such frequently used activities significantly enhance student interest, clarify specific aims and tasks, and encourage accurate performance in English Consequently, these fundamental activities are essential for teachers across all subjects to implement in every lesson.
Teachers frequently engage students in discussions about learning topics before and after lessons, facilitate brainstorming sessions, and introduce new key terms and structures that will appear in reading and listening materials Additionally, they regularly test, evaluate, mark, and grade students' learning, as indicated by a small percentage of respondents.
A significant majority of informants, 71% and 82%, noted that teachers often employ two key activities: facilitating discussions among students about learning topics before and after lessons, and assisting students in brainstorming or introducing essential vocabulary and structures related to reading and listening texts However, the latter activity is reported to be more prevalent, with 31% and 73% of informants highlighting its increased usage These strategies effectively engage students, reinforce their knowledge and skills, streamline the learning process, and enhance retention Teachers seem to recognize the benefits of these activities, leading to their frequent integration into instructional practices.
Effective teaching activities that are often underutilized in the classroom include organizing and facilitating pair work, group work, and individual tasks, as well as leading classroom discussions Instructors should engage in student discussions and provide appropriate aids or prompts during learning tasks Additionally, incorporating language games and utilizing audio-visual aids such as pictures, tapes, videos, and worksheets can enhance the learning experience.
The follow-up interview……………………………………… 1 Reasons for satisfaction ……………………………………… 2 Reasons for dissatisfaction…………………………………… 3 Students’ other expectations………………………………… 32 32 32 33
In the interviews, respondents eagerly shared insights to help the researcher better understand the current state of language teaching The questions primarily focused on their feelings regarding the language teaching environment in their classes, highlighting both their satisfaction and dissatisfaction Additionally, the interviews aimed to gather students' ideas and opinions on how to enhance the appeal and effectiveness of English lessons.
Most students express positive attitudes toward their teachers' roles and teaching quality, particularly appreciating their effective handling of writing, reading, grammar, and vocabulary Key factors contributing to their satisfaction include teachers' pleasant voices and excellent English pronunciation, as well as their strong command of grammar and vocabulary, which allows for a diverse range of practice exercises Teachers provide clear instructions for various writing types and frequently assign writing tasks, offering detailed feedback and corrections Additionally, the writing topics are engaging, and reading practices are varied and effective, enhancing students' vocabulary and structural mastery As a result, students often achieve high marks in practice tests for writing, reading, grammar, and vocabulary.
While teachers demonstrate several strengths in their work, students express concerns about certain issues in daily teaching activities that contribute to their dissatisfaction and hinder their learning outcomes.
The findings reveal that most students are dissatisfied with the teaching methods used for speaking and listening skills Interviewees identified several underlying causes for this disappointment.
In speaking lessons, limited classroom time often results in teachers dominating the conversation, leading to a predominance of Vietnamese over English While group activities are occasionally implemented, students frequently find them ineffective due to their reservations and lack of confidence in speaking Many struggle with unfamiliar topics, which hinders their ability to engage in discussions Additionally, only a few students get the opportunity to present, further stifling their speaking practice Consequently, this environment leaves students feeling discouraged and uninterested in improving their English speaking skills.
Many teachers assign listening tasks that do not align with their students' abilities, leading to difficulties in comprehension Students often find these tasks overly challenging due to the presence of unfamiliar vocabulary and topics that lack prior knowledge This disconnect hampers their understanding and ability to answer questions correctly, resulting in frustration among the majority of students, while only a few gifted individuals make notable progress in their listening skills.
The interview respondents expressed dissatisfaction with certain teaching activities in their English classes, particularly regarding grammar and vocabulary instruction They feel that some exercises are excessively difficult and unnecessary, contributing to their overall frustration Additionally, students reported a heavy English workload, citing that teachers assign numerous exercises both in school and at home, leaving them with little time for other subjects The complexity of the tasks often requires significant time investment, further exacerbating their concerns Furthermore, many students find the learning atmosphere dull and uninspiring, attributing this to a lack of engaging activities and insufficient student participation They also noted that the teaching methods employed are rigid and simplistic, with little variation to maintain student interest.
Besides of the findings about the students‟ expectations obtained from the survey questionnaire, a great deal of information on their needs and interests is supplemented through the interview
Participants in the English teaching and learning activities express a strong desire for positive changes, particularly the opportunity to interact with native speakers and participate in an English club within the school They seek more language games and increased practice in pair and group work, along with a greater emphasis on speaking and listening skills in the classroom Additionally, respondents wish for teachers to be more approachable and involved in classroom discussions, offering constructive feedback to facilitate learning There is a keen interest in how teachers conduct assessments and provide rewards and punishments, as these practices help students gauge their efforts and abilities relative to their peers Many students also request guidance on effective learning strategies, particularly for memorizing vocabulary, as they struggle with retention Ultimately, they hope teachers can recommend supplementary listening materials to enhance their English practice at home.
In conclusion, insights gained from follow-up interviews reveal the reasons behind students' positive and negative attitudes towards teachers, while also clarifying their expectations for improvements in language teaching This information is vital for identifying the strengths and weaknesses in the teaching process, enabling teachers to make necessary adjustments to their methods By doing so, they can foster positive attitudes among students and address any negative perceptions effectively.
RECOMMENDATIONS FOR BETTER LANGUAGE
The survey and interview data indicate that students hold diverse attitudes and expectations regarding their teachers' classroom activities, highlighting a significant gap between teaching styles and learners' preferences in three English major classes These findings allow the researcher and colleagues to identify both strengths and limitations in their current teaching practices, ultimately providing valuable insights for enhancing language teaching and learning to better meet student needs.
IV.1 Recommendations for teaching language skills
Many students express dissatisfaction with the current methods of teaching speaking and listening skills, highlighting a strong desire for improvement in these areas To address this issue and foster a more positive attitude among students, it is essential to implement changes in teaching strategies promptly.
To improve the teaching of listening skill
To enhance the quality of listening lessons, teachers should implement key changes, starting with the selection of engaging and relevant authentic listening materials, such as songs, news articles, stories, or poems, which capture students' interest Additionally, incorporating a mix of easy and challenging questions in listening tasks can prevent students from feeling overwhelmed and discouraged It is crucial for teachers to facilitate discussions on the listening topics through brainstorming and prediction activities, as well as to introduce unfamiliar vocabulary and structures prior to playing the audio By adopting these strategies, listening practice can become more enjoyable and effective, ultimately improving students' listening skills, vocabulary, and overall knowledge of English.
To improve the teaching of speaking skill
Teachers should prioritize practicing English speaking in the classroom, as their confidence directly impacts students' learning If teachers feel uncertain about their speaking skills, they should create comprehensive lesson plans that explore various topics, ensuring they engage in fluent English conversation throughout their lessons.
The researcher suggests that teachers implement specific classroom regulations during speaking lessons to encourage the use of English For instance, students who speak Vietnamese in these sessions could face light-hearted penalties, such as cleaning the floor, singing, sharing personal stories, or engaging in playful antics It is essential that these consequences do not harm students' self-esteem By adopting such measures, teachers can effectively promote a habit of speaking English among all students in the classroom.
Teachers should regularly engage students in oral presentations on various topics before and after reading, writing, or listening lessons This approach emphasizes the importance of integrated skill teaching in every language lesson.
To effectively encourage students to practice speaking English, it is essential to implement motivational strategies For example, students who volunteer for oral presentations can receive extra marks or rewards, while engaging listening games and competitions with appealing prizes can be organized regularly Additionally, promoting discussions in pairs or groups fosters collaboration, and teachers should actively participate and provide constructive feedback to enhance the learning experience.
An essential initiative for the school is the establishment of an English speaking club open to all students, which should be organized and held regularly Teachers should assist in planning engaging and beneficial activities for each session, ensuring a dynamic program Participation in this club will enhance students' English communication skills while providing opportunities to expand their knowledge, enjoy themselves, and build lasting friendships.
The researcher strongly believes that regular testing of speaking and listening skills is essential, as both teachers and students tend to focus on teaching and learning content that is assessed This approach will enhance communicative teaching and learning of English, ultimately improving the current state of listening and speaking skills education in schools.
IV.2 Recommendations for selecting, editing and developing teaching materials
Teachers should exercise caution when selecting materials for English instruction, adhering to established guidelines for effective design The chosen materials must align with students' learning abilities and styles while being engaging and diverse Teacher-created supplementary materials are commonly utilized in English major classes, and it is essential to incorporate authentic texts when developing language tasks for gifted students These texts should cover interesting topics and be adaptable to enhance various skills, understandings, and language components, focusing on both form and function Additionally, tasks must provide clear instructions, accommodate different ability levels, and promote integrated language use, fostering learner interaction and encouraging the development of essential learning skills and strategies.
IV.3 Recommendations for applying specific teaching activities
The study reveals that students desire improvements in classroom activities, particularly in areas beyond grammar and vocabulary instruction Many students express a strong interest in activities that are infrequently conducted by teachers, indicating their significance to the students' learning experience Consequently, it is essential for educators to regularly implement these activities and thoughtfully enhance the quality of their teaching methods.
To enhance students' English learning and minimize their workload, teachers should consider several key strategies First, they must assign an appropriate amount of homework after each lesson Additionally, providing clear instructions on how to tackle each language task immediately after assignment can significantly save students' time Offering specific tips on effective learning strategies for different types of tasks is also essential Furthermore, fostering discussions and consultations among students will enable them to share valuable learning experiences and manage their study time more efficiently at home.
Effective teaching methodology requires collaboration among teachers to share experiences and address classroom challenges To enhance lesson engagement and effectiveness, educators must adapt both content and teaching methods Incorporating games, audio/visual aids, and a balanced rewards/punishment system can motivate students and boost their learning enthusiasm Continuous development of teaching skills is essential, as teachers need to know when and how to flexibly combine various techniques for effective language instruction Understanding students' characteristics, learning abilities, styles, attitudes, needs, and interests is crucial for tailoring teaching approaches, fostering positive attitudes toward language learning and teachers, and ultimately improving the language teaching and learning environment in schools.
The researcher advocates for increased investment in language education by national and local governments Frequent teacher-training projects are essential to improve pedagogical methodologies and language skills Language teachers should have opportunities to enhance their expertise, including periodic immersion in English-speaking countries to refine their language competence.
Despite notable achievements in English language education at Bien Hoa Specialized High School, both teachers and students often express dissatisfaction with the teaching and learning process This discontent primarily stems from the significant mismatch between the teaching styles of educators and the learning preferences and expectations of students.