Sử dụng nhật ký chiêm nghiệm như một công cụ phát triển chuyên môn cho giáo viên tiểu học

Trang 5 ABSTRACTThis paper reports a qualitative case study on the use of reflective journalwriting RJW as a professional development PD tool for English as a foreign Trang 6 ACKNOWLEDG

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES

-HUYNH THI NHA NHA

USING REFLECTIVE JOURNALS AS A PROFESSIONAL DEVELOPMENT TOOL FOR PRIMARY SCHOOL

TEACHERS: A CASE STUDY

MA THESIS IN THEORY AND METHODOLOGY

OF ENGLISH LANGUAGE TEACHING

In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Language and International Studies, Hue University

THUA THIEN HUE, 2023

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES

-HUYNH THI NHA NHA

USING REFLECTIVE JOURNALS AS A PROFESSIONAL DEVELOPMENT TOOL FOR PRIMARY SCHOOL

TEACHERS: A CASE STUDY

MA THESIS IN THEORY AND METHODOLOGY

OF ENGLISH LANGUAGE TEACHING

CODE: 8140111

SUPERVISOR: PHAN QUYNH NHU, Ph.D.

THUA THIEN HUE, 2023

ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ

-HUỲNH THỊ NHÃ NHÃ

SỬ DỤNG NHẬT KÝ CHIÊM NGHIỆM NHƯ MỘT CÔNG CỤ PHÁT TRIỂN CHUYÊN MÔN CHO GIÁO VIÊN TIỂU HỌC:

MỘT NGHIÊN CỨU TÌNH HUỐNG

LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ

MÔN TIẾNG ANH

MÃ SỐ: 8140111

NGƯỜI HƯỚNG DẪN KHOA HỌC:

TS PHAN QUỲNH NHƯ

THỪA THIÊN HUẾ, 2023

STATEMENT OF ORIGINAL AUTHORSHIP

The work contained in this thesis has not been previously submitted for a degree in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person where due reference is made in the thesis itself.

Signed: Huynh Thi Nha NhaDate: 19/12/2023

This paper reports a qualitative case study on the use of reflective journalwriting (RJW) as a professional development (PD) tool for English as a foreign

language (EFL) teachers in three primary schools in central Vietnam The study aimed

to explore how primary EFL teachers perceive and utilize RJW to improve theirteaching Data were collected through interviews, teaching journals, and observations.The results indicated that the teachers changed their views on the use of RJW as a PDtool, from being hesitant and doubtful of its advantages to being enthusiastic andwelcoming to RJW Regarding the influences of RJW on teaching performance, whilethe issues of time and motivation were reported as the barriers in journal teachingwriting, RJW was acknowledged to help improve the teachers' teaching performanceand personal development Based on the findings, implications were suggested todevelop RJW as a valuable tool for and of EFL teachers in similar contexts to

enhance both their teaching performance and professional growth

I would like to express my appreciation to everyone who provided invaluable

assistance in completing my research paper

I am grateful for the guidance and encouragement of my supervisor, Dr Phan QuynhNhu, who played a vital role in my success

I would also like to thank the lecturersers at University of Foreign Languages andInternational Studies, Hue University for their support and knowledge of English,which was essential for this study

I would like to extend my thanks to three participants, who were my former teachers,for their enthusiastic cooperation, without which this research would not have beenpossible

Last but not least, I would like to express my heartfelt gratitude to my family andfriends for their encouragement and patience throughout this endeavor

List of Tables

Table 3.1 Profile of teacher participants

Table 3.2 Interview 1’s focuses

Table 3.3 Interview 2’s focuses

Table 3.4 Guiding questions for reflective writing journalsTable 3.5 Data collection procedure

Table 3.6 Main themes

List of Abbreviations

EFL: English as a Foreign Language

MOET: Vietnamese Ministry of Education and TrainingPD: Professional Development

RJW: Reflective Journal Writing

RT: Reflective Teaching

VPETs: Vietnamese Primary EFL Teachers

TABLE OF CONTENTS

STATEMENT OF ORIGINAL AUTHORSHIP 4

ABSTRACT 5

ACKNOWLEDGEMENTS 6

List of Tables 7

List of Abbreviations 8

TABLE OF CONTENTS 9

Chapter 1: Introduction 12

1.1 Research Background 12

1.2 Research Aims 16

1.3 Research Questions 17

1.4 Research Significance 17

1.5 Overview of the Thesis 18

Chapter 2: Literature Review 20

2.1 Definitions of Key Terms 20

2.1.1 Professional Development 20

2.1.2 Reflective Teaching 21

2.1.3 Reflective Journal Writing 23

2.2 Benefits of Reflective Journal Writing 24

2.2.1 Fostering Self-Awareness 24

2.2.2 Enhancing Critical Thinking 25

2.2.3 Solving Problems 25

2.3 Challenges of Reflective Journal Writing 26

2.3.1 Time Deficiency 26

2.3.2 Insufficient Training Experience 27

2.4 Review of Previous Studies 27

2.4.1 Benefits and Challenges of Reflective Teaching 28

2.4.2 Benefits and Challenges of Writing Reflective Journals 29

2.5 Gaps in Literature 31

Chapter 3: Methodology 33

3.1 Research Design 33

3.1.1 Qualitative Research Approach 33

3.1.2 Case Study 34

3.2 Participants 35

3.3 Data Collection Tools 37

3.3.1 Interviews 37

Interview 1 38

Interview 2 39

3.3.2 Teaching Journals 40

Part 1: Teaching information 41

Part 2: Main contents 41

3.3.3 Class Observations 42

3.4 Data Collection Procedure 44

3.5 Data Analysis 46

3.6 Validity and Reliability 48

3.6.1 Credibility 49

3.6.2 Dependability 49

Chapter 4: Findings 51

4.1 Teachers’ Attitudes towards Reflective Journal Writing 51

4.1.1 Teachers' Attitudes before Conducting Reflective Journal Writing 51

4.1.2 Teachers’s Attitudes after Conducting Reflective Journal Writing 53

4.2 Possible Effects Reflective Journal Writing on Teachers' Professional Development and Their Teaching Performance 54

4.2.1 Perceived Benefits of the Use of Reflective Journal Writing 54

4.2.1.1 Improvements in Teaching Performance 54

Classroom Management Skills 54

Teaching Plans and Delivery 58

4.2.1.2 Teachers’ Personal Development 61

Self-Reflection on Teachers' Strengths and Weaknesses 62

Positive Attitudes towards Professional Development 63

4.2.2 Perceived Challenges of Reflective Journal Writing on Teaching and Development 64

4.2.2.1 Time Constraints 64

4.2.2.2 Limited Motivation 65

Chapter 5: Discussion 67

5.1 Summary of the Key Findings 67

5.2 Discussion 68

5.2.1 The Vietnamese In-Service EFL Primary Teachers’ Attitudes toward the Use of Reflective Journal Writing 68

5.2.2 Possible Effects Reflective Journal Writing on Teachers' Professional Development and Their Teaching Performance 69

5.2.2.1 Perceived Benefits of the Use of Reflective Journal Writing 69

5.2.2.2 Perceived Challenges of the Use of Reflective Journal Writing 73

Chapter 6: Conclusion and Implications 76

6.1 Conclusion 76

6.2 Implications 77

6.2.1 Implications for Teachers 77

6.2.2 Implications for School Leaders 78

6.3 Limitations and Further Research 79

References 82

Chapter 1: Introduction

This chapter introduces the thesis, by discussing the research background andits significance The chapter begins with a brief statement of the problem relating toprofessional development that this research focuses on, an explanation of researchaims and research questions, and the significance of this study The chapter concludeswith an overview of the thesis

1.1 Research Background

The education sector is constantly evolving, and this leads to changes in

teaching strategies and curriculum design As a result, teachers must keep themselvesupdated regularly with the latest developments in their field (Butler, 2015)

Professional development (PD) is a vital process for teachers to improve their

knowledge and skills in the field they instruct It is a significant aspect of teachers'growth and effectiveness in the classroom (Graham-Johnson, 2014; Farrell, 2013;Murray et al., 2021; Smith, 2018) When teachers continuously improve their

knowledge and skills, they can offer students better learning experiences more

relevant to today's rapidly changing world Professional development helps teachersgain the latest knowledge, update effective teaching methods, and use the latest

technology to enhance interaction and knowledge transfer Moreover, professionaldevelopment also helps teachers better understand students, their needs, and

difficulties, allowing them to examine the most appropriate teaching methods to helpstudents reach their full potential It has been proven that professional developmentexerts significant influences on the improvement of the teacher's teaching performance

(Darling-Hammond & Richardson, 2009; Fischer et al., 2018; Neuman &

Cunningham, 2009;) and students' learning achievement (Darling-Hammond et al.,2009; Ingvarson et al., 2005; Yoon et al., 2007)

In education, the term "teacher professional development" refers to a processthat involves teachers learning and applying their knowledge to enhance their students'learning Avalos (2011) noted that teacher professional development is essential forimproving the quality of education and ensuring that teachers stay updated with thelatest teaching methodologies and strategies However, research has shown that

simply imparting knowledge is not enough to ensure effective implementation in theclassroom, and the usefulness of these professional development activities for

educators is debatable (Kwakman, 2003) Since professional development is required

by the school, many instructors view it as a must-do activity Therefore, school leadersneed to consider the specific needs and preferences of their teachers when planningprofessional development activities (Desimone, 2009) Furthermore, these

professional development programs frequently give instructors generic informationwithout taking into account many aspects of students and teaching situations, whichmakes it challenging for teachers to implement changes in the classroom (Richards &Farrell 2011) Furthermore, according to Villegas-Reimers (2003), these professionaldevelopment formats fail to establish a link between training and particular schoolsituations To address this issue, it is important for professional development programsand tools to incorporate more personalized and context-specific strategies

In light of the importance of English language education in Vietnam, the

General Education English Curriculum was promulgated by the Vietnamese Ministry

of Education and Training (MOET, 2008) Specifically, since the academic year of

2022 and 2023, English language has been introduced to Vietnamese school studentsnationwide as a compulsory subject from Grade 3 to Grade 12 As a result,

numerous professional development (PD) programs to ameliorate the capabilities ofsubject matter and methodology of in-service EFL teachers by MOET have beenoperated to meet the ever-adding demands of EFL instruction in Vietnam In dealingwith PD-related tasks, Nguyen (2018) suggests that the government focuses on

organizing the perpetration of examinations, re-training plans, and setting up

durability training This shows the government’s determination to ameliorate thequality of tutoring in EFL, in which professional development and PD programs areamong the foci (Truong, 2017)

In terms of the teaching profession, Richard and Farell (2005) identified a widerange of PD activities such as self-assessment, reflection, and workshops for languageteachers, with a particular focus on their context-embedded implementation andapplication in teaching practice The teaching profession process includes variousactivities such as workshops, conferences, mentoring programs, and collaborativelearning opportunities that enable teachers to grow continuously and adapt to thechanging needs of their students (Avalos, 2011; Kwakman, 2003; Tran et al., 2020).These activities are known as formal and face-to-face PD organized by school leaders(Richards & Farrell, 2011) These PD activities aim to enhance teachers' knowledgeand skills in second-language teaching by providing opportunities for self-evaluationand critical thinking The context-embedded implementation ensures that teachers can

directly apply what they have learned in their classrooms, leading to more effectiveand impactful teaching practices.

For teachers’ professional growth, English as a foreign language (EFL)

teachers have been advised to reflect on their practice (Cirocki & Farrell, 2016;

Farrell, 2014; Richards & Farrell, 2005) Reflection, according to Postholm (2008), isessential to teachers' professional development and learning In general, this process isessential in supporting teachers with gathering information on their instruction and thestudent's achievement to evaluate their practice (Farrell, 2013) Cirocki and Farrell(2016) then conclude that teachers can become more conscious of what they think and

do to make informed decisions about their practice by contrasting their beliefs withtheir actual classroom practices In a similar vein, Zwozdiak-Myers (2012) has notedthat RT is essential to a teacher's professional growth since it enables teachers toanalyze and assess what is happening in their classrooms, allowing them to bothenhance their teaching and ultimately benefit their students’ learning opportunities

Nevertheless, RT is one of the most challenging activities for EFL teachers,particularly for in-service teachers to implement due to its possible constraints (Chien,2013; Pham & Do, 2021; Sibahi, 2016) Therefore, an extensive body of previousstudies has been conducted on RT in various contexts: evaluation of education

program theoretical, exploring underpinnings of reflective practice, and illustrating ofdifferent forms of reflective practices (e.g., Belvis et al., 2013; Kinsella, 2001;

Leshem & Trafford, 2006); however, few studies deeply examine in-service teachers’perceptions and practice of writing teaching journals as a reflection tool

Moreover, to satisfy the ever-increasing need for EFL instruction in Vietnam,the MOET has implemented several PD programs to increase the subject matter andmethodology competencies of in-service EFL teachers (Truong, 2017) Therefore,teachers need to utilize appropriate PD tools to develop their profession embedded intheir teaching practice Nguyen et al (2018) examine four in-teachers’ reflectivestories, their stories reveal the inherent benefits of reflection on instructional activities.

Vo and Nguyen (2010) highlight how in-service teachers perceive the use of

observation in reflective teaching Also, Do and Pham (2021) investigate how RT wasperceived and practiced by a local group of in-service EFL teachers The results

emphasize the perceptions of RT benefits but do not focus on a specific tool of RT.Nevertheless, there is a dearth of research on using reflective journals among EFLin-service primary teachers in the context of Vietnam; thus, it is significant to conduct

a study about how Vietnamese primary EFL teachers (VPETs) perceive and utilizereflective journals as a PD tool to improve their teaching

1.2 Research Aims

To be more specific, the current research was designed and implemented

holding the two main aims, namely:

- To investigate the VPETs’ attitudes toward the use of reflective journal writing as a

PD tool

- To explore the effects of reflective journal writing on the VPETs’ teaching

performance and development

Finally, this study contributes to the literature on teaching journals by delvingdeep into specific cases Gaining rich data based on three instrument tools (interviews,journal entries, and classroom observations) on the in-service VPETs perceive and

implement RJW highlighted high awareness of the importance of teaching

performance and teacher personal development

In conclusion, the study's findings may help the Ministry of Education andTraining (MOET) implement the new language policy, as the MOET has been

operating numerous professional development (PD) programs to enhance the

subject-matter expertise and teaching methodology of in-service EFL teachers to meetthe rising demands of EFL instruction in Vietnam (Truong, 2017) Additionally, theoutcomes may give comprehensive data about EFL teachers who are undergoingprofessional development These are important sources of real-world applications forcreating teaching journals and reflective teaching strategies for in-service VPETs topromote their personal development

1.5 Overview of the Thesis

The study is organized into six chapters Chapter 1 is an introduction to thethesis and gives a rationale as to why this study is significant in the Vietnamese

context The study’s aims and research questions are also briefly described in thischapter

Chapter 2 is developed as a conceptual framework for this study It consists oftwo purposes One is to critically review the literature and inform this study’s

conceptual framework The other is to find the gaps to identify how this present studycontributes to the body of knowledge about reflective journals

Chapter 3 continues with the research methodology It explains why a

qualitative case study was highly relevant to this study This chapter also provides a

detailed description of participants, data collection tools, data collection procedures,and data analysis.

The findings of the study are presented and analyzed in Chapter 4 It presents

an analysis of the findings in correspondence to the two research questions First, itpresents the in-service VPETs’ attitudes towards reflective journal writing Then, itcontinues with the analysis of ways reflective journal writing influences their teachingperformance

Chapter 5 provides an in-depth discussion of the key issues highlighted in thefindings about the in-service VPETs’ attitudes towards the use of reflective journalwriting as a tool for professional development Additionally, this chapter discusseshow reflective journal writing has influenced the teaching performance of these

teachers The findings are analyzed in the context of relevant theories related to

professional development, reflective teaching, and teaching journals Furthermore, theresults of previous studies and the teaching practice in which this research was

conducted are taken into consideration for a more comprehensive discussion

Chapter 6 summarizes the research as a whole, highlighting the particularities

of RJW in the Vietnamese context In this chapter, implications for developing andimplementing RJW and promoting teachers’ PD are suggested It also mapped out thelimitations of this study and directions for further research

Chapter 2: Literature Review

This chapter provides a theoretical basis for the research based on a criticalreview of literature related to the field of teacher professional development (PD) andreflective journal writing (RJW) Specifically, this chapter consists of four main parts,namely definitions of related key terms, benefits and challenges of using reflectivejournal writing as a PD activity for teachers, and a critical review of previous studies

on PD and RJW in different contexts

2.1 Definitions of Key Terms

In this part, the conceptualization of related key terms was defined, includingprofessional development, reflective teaching, and reflective journal writing

2.1.1 Professional Development

Over the past 30 years, there has been much controversy over the definition ofprofessional development (PD) (Farrell, 2013) Bell and Gilbert (1994) define PD asdeveloping teachers’ beliefs in classroom practice and attending to teachers’ feelingsassociated with change In line with it, Day (1999) notes that PD is a complicated,continuous, and long-term process that aims at both intelligent and emotional change

on the part of the teachers to keep or grow the quality of education in the classroom

To be more specific about the focus of the teacher learning process, Avalos (2011)regards PD as an instructor's learning process, learning how to learn, and putting theirknowledge into practice for their students’ progress For many other scholars (e.g.,Birman et al., 2000; Guskey, 2000; Diaz-Maggioli, 2003), the phrase "teacher

development" refers to the process of teachers' ongoing intellectual, experimental, andattitudinal growth It is also described as a voluntary, continuous learning process thatinstructors participate in to learn how to effectively modify their instruction to meetthe requirements of their students Based on the definitions of PD suggested in theliterature, PD in this study is defined as an ongoing process of reflecting, learning, andperforming actions throughout the whole career of a teacher that results in positiveimpacts on students’ learning.

2.1.2 Reflective Teaching

In education, the concept of reflective teaching (RT) was initiated by JohnDewey, (1933), and then by other linguists and educational researchers over the lastcentury According to Dewey (1933), teachers do not learn from experience, but fromreflecting on experience or on reflective teaching It is a systematic process of

problem-solving that involves teachers intentionally reflecting on a particular event,occurrence, or circumstance Since a teacher alone does not suffice for learning if he

or she does not reflect on his or her experience, he or she should actively considerwhat he or she has done for adventure To improve teachers’ practice, Dewey advisesteachers to combine practical teaching experiences with sincere, systematic

reflections In a similar vein, Simmons and Schuette (1988) define the truly reflectiveteacher as the one who makes instructional decisions intentionally and tentatively,thoughtfully weighs all relevant contextual and pedagogical factors, actively seeksevidence regarding the outcomes, and continues to adjust these decisions as the

circumstances require Lysons (1998) also equates RT with the ways in which teachersinterrogate their teaching practice, asking questions about the effectiveness of their

teaching practice and how they might be refined to meet the needs of students Inaddition, Lysons (1998) compares RT to teachers' methods of questioning their

methods of instruction, seeking to improve them to meet the needs of students Inmore detail, Farrell and Mom (2015) describe RT as a cognitive process followed by aset of attitudes in which instructors routinely get information about their practicewhile conversing with others and use that information to guide their practice bothwithin and outside the classroom Based on the definitions suggested in the literature,

RT in this study is defined as a process by which teachers think critically before,during, and after teaching practice and quest for evidence of effective teaching

Various types of reflection are suggested in the literature Firstly,

reflection-on-action is defined by Dewey (1933) as the reflections that teachers have

on their teaching acts with a disciplined, intentional, systematic inquiry that will result

in change and professional development for teachers Reflection-on-action takes placewhen normal behaviors yield unexpected effects, which is strongly tied to the theoriesthat direct teacher actions (Argyris & Schon, 1987) Furthermore, another type ofreflection, known as reflection-in-action is described by Van Manen (1991) as a

stop-and-think procedure in which a teacher virtually assesses the circumstance anddecides on further possible actions instantly Put it another way, reflection-in-action isconcerned with the teacher's ability to deal with classroom dilemmas when they arise;

as a result, it assists teachers in identifying weaknesses or providing alternatives tounexpected problems that occur (Do & Pham, 2021) Schön (1983) adds that

practitioners should not only reflect after the event because they become aware ofwhat they do as they perform by observing their actions He calls this

reflection-in-action It involves teachers reflecting on how practice improved afterearlier lessons At this point, the teacher looks to see if there is another way to achievethe same or better results in the action (Marcos, 2009) Finally, Killion and Todnem(1991) suggested the third type of reflection, called reflection-for-action, as theybelieve practitioners engage in reflection to direct future action rather than to reflect

on the past or become aware of the metacognitive process they are currently goingthrough This is truly matching to Farrell's (1998) claim that reflection is a proactiveprocess Reflection-for-action can be considered as the anticipated outcome of the twoaforementioned strategies, including reflection-on-action and reflection-in-action,which aid teachers in making future instructional plans (Chien, 2013)

2.1.3 Reflective Journal Writing

In terms of reflection, a variety of PD tools are adopted by teachers to reflectsuch as narrative, classroom observation, peer sharing, and action research, reflectivejournal writing (RJW), however, is widely used in the field of education (Stevens &Cooper, 2020) RJW, according to Dyment and O'Connell (2003), is the recording ofdaily events, personal reflections, questions about the environment, and reactions toexperiences Bolton (2010) claims that journals are one of the fundamental pillars of

RT, and they could be seen as a person's journey They can be kept as a diary, written

to and for each other in pairs or groups, or carried in the form of a diary Cirocki andFarrell (2017) note that logs and diaries are frequently used interchangeably withjournals Lesson planning, attendance, and the description and interpretation of

classroom events are common examples of the objective data kept in teaching

journals Teachers can then check for any disparities by comparing their stated views

with their noted classroom activities (Farrell, 2007) In this way, second languageteachers can use teaching journals to legitimize and solve problems while reflecting onnew teaching ideas.

In reference to what has been suggested in the literature about RJW, in thisstudy RJW is defined as a process of writing about teaching experiences, includingwhat happened before, during, and after teaching practice that helps teachers

strengthen their personal and professional development

2.2 Benefits of Reflective Journal Writing

Reflective journal writing (RJW) benefits teachers in many ways as empiricalevidence from previous studies suggests The three most prominent advantages ofRWJ will be discussed in this section, including fostering self-awareness, enhancingcritical thinking, and pedagogical problem-solving

2.2.1 Fostering Self-Awareness

It has been found in extensive previous studies that heightening self-awareness

is the prominent advantage of RT through RJW (Casanave, 2013; Genc, 2010; Good

& Whang, 2002) The results of Genc's (2010) study show that keeping a reflectivejournal helps in‐service teachers of English as a foreign language in Turkey realizetheir own opinions and background information regarding teaching and studyingforeign languages In a similar vein, Good & Whang (2002 ) note that writing journalsprovides opportunities for preservice teachers to connect past personal experienceswith future development As Donyaie and Afshar (2019) state, writing enhances EFL

teachers working in Sanandaj cognitive awareness, allowing them to learn from theirown experiences.

2.2.2 Enhancing Critical Thinking

RJW has been proven to improve critical thinking in student teachers by

assisting them in revisiting their understanding of their inner teachers through a

process of active and skillful reflection (Farrell, 2004; Lee, 2007) Apart from helpingteachers understand themselves, RJW is a tool for teachers to clearly define the

particular features of their classes (Richard & Lockhart, 1994) Conducting a studywith in-service teachers in Hong Kong, Richard and Lockhart (1996) found thatrecording events that occur around the classroom by writing can provide teachers withbasic critical reflections on how to develop their lessons more effectively Similarly,the findings of Lee’s study (2007) support that journal writing provides opportunitiesfor pre-service teachers in Hong Kong to engage in reflective thinking In the samevein, Farrell (2004) emphasizes journal writing can allow in-service teachers laterreview and assist them in gaining a deeper understanding of their work Moreover,through critical reflection, teachers can clarify their beliefs on teaching and theirstudents’ learning; thereby, they can meet the needs of the students and promotestudent outcomes

2.2.3 Solving Problems

A number of previous studies highlighted that RT facilitates teachers in dealingwith unexpected teaching situations (Farrell, 2014; Greiman & Covington, 2007;Wallace, 1998) Wallace (1998) states journals are good instruments for reflection

because they allow teachers to analyze classroom happenings and discuss possibletrends in their diaries Therefore, they can properly handle unexpected happenings inthe classroom Likewise, Farrell (2014) explains that RJW focuses on teachers’

learning about different issues in their work, including addressing and resolving

problems that arise inside and outside the classroom RJW, in other words, is a means

to create a link between theoretical and practical issues (Woodfield & Lazarus, 1998),between the course content and their real-life experience, which might construct theirunderstanding of matters that occur in the class (Abednia et al., 2013) Likewise,Greiman and Covington (2007) emphasize teachers identified pedagogical

problem-solving as the second most frequent benefit of journaling, lending support forthe development of critical thinking skills through the writing process As a result,RJW is the way for teachers to create better problem-solving strategies and come upwith new ideas for teaching practice

2.3 Challenges of Reflective Journal Writing

In contrast to the aforementioned benefits, two major obstacles that teachersmay encounter are time deficiency and insufficient training experience

and practice (2018) Likewise, Farrell (2014) states that the time for writing andreading journals is a considerable problem in the process of RT to a novice male ESLteacher in a university language school in Canada In a similar vein, pre-teachers andin-service teachers in Iran spend little time on RT because they are overloaded withduties and responsibilities they have to fulfill, they do not have enough time to reflectafter long working days (Abednia et al 2013) As a result, most of the teachers cannotwrite journals regularly, which may affect the quality of their reflection entries.

2.3.2 Insufficient Training Experience

Insufficient training experience is another issue that has been reported Theylack fundamental insight and training in reflective teaching, in general, and RJW, inparticular Russell (2005) ascribed comparable findings from his study to the lack ofspecialized reflection skills for himself, which leads to haphazard reflective practicefor compliance Likewise, Lai and Calandra (2007) report that limited knowledge ofRJW and a lack of RJW principles and guidance are major factors in the failure of thepractice of a group of pre-in-service teachers in the United States to perform theironline reflections In Greiman and Covington’s (2007) study, pre-teachers in theUnited States feel confused because they have difficulty identifying what to write.Therefore, insufficient knowledge of what and how to perform RT might decelerateteachers’ professional development

2.4 Review of Previous Studies

The past decade has witnessed an increase in the use of RT as a professionaldevelopment tool in the education field An extensive amount of previous work has

been carried out in this arena to investigate teachers’ attitudes toward RT and

RJW-based benefits and challenges RT, particularly RJW, has been viewed as anadvanced PD means, allowing teachers to ponder their practices and realize the

importance of the theory-practice relationship

2.4.1 Benefits and Challenges of Reflective Teaching

Reflective teaching has been widely studied by researchers across the world,with a significant number of studies conducted on the perceptions of teachers towards

it The findings conclude both the benefits and challenges of implementing reflectiveteaching in the classroom For example, Pacheco (2005) examines the barriers toreflective practice in foreign language teaching by discussing the evolution of

reflective thinking in teaching and the perspectives of different authors Notabledifficulties reported are time constraints and heavy workload Pacheco (2005) alsosuggested that the pre-teachers and in-service teachers had, namely open-mindedness,wholeheartedness, and responsibility to overcome the problems Additionally, Leilaand Kobra’s study (2017) documents the constraints and limits of applying reflectiveteaching principles in ELT settings in Iran They found other institutional problems(such as a lack of facilities in language institutes, mandated policies, and

administrative requirements), self-directed problems (e.g., a lack of interest in keepingthemselves up to date, long working hours, and low language proficiency), and

problems with reflective teaching principles (e.g., including open-mindedness,

responsibility, and wholeheartedness) faced by teachers in applying reflective

teaching Despite the challenges, teachers maintain a positive attitude and offer

solutions for each situation

In the Vietnam context, Phan et al (2022) examined teachers’ perceptions offifty EFL high school teachers towards reflective teaching strategies in their teachingthrough a questionnaire and in-depth interviews with five voluntary teacher

participants The study reveals that most of the participants have a positive perception

of reflective teaching strategies, including peer observation, student feedback, andteacher diaries to recall the teaching process They gain an in-depth understanding ofaspects of instruction such as professional development, classroom management, andteacher-student interactions via journal teaching writing However, difficulties inimplementation are reported, particularly, a lack of awareness of self-reflecting

strategies Likewise, Do and Pham (2021) supplemented the list of disadvantages of

RT with a study conducted in 2015 with a group of local in-service Vietnamese EFLteachers through questionnaires and interviews A lack of motivation or

encouragement and insufficient knowledge are other problems However, all teachershave a good attitude regarding RT ideals in professional development

2.4.2 Benefits and Challenges of Writing Reflective Journals

Despite limited research into the implementation of reflective journal writing(RJW) in RT, some research outside Vietnam shows significant results in teachers’perceptions For example, Zulfikar and Mujiburrahman (2017) investigated in-serviceEnglish teachers' perceptions of the impact of reflective journals on their teachingphilosophies in the United States According to the results of the interviews, manyparticipants believe that reflective journals helped them develop as reflective teachers

It was also discovered that almost all in-service teachers view reflective journals as aneffective tool for raising teachers' awareness of teaching professional development and

enhancing their performance while teaching In addition to highlighting the enormousbenefit of writing journals in developing the teaching profession, Lee (2007)

employed two distinct types: dialogue journals and response journals with 31

pre-service teachers from Hong Kong universities Data from their journal entries andpost-study interviews reveal that dialogue and answer journals give pre-service

teachers a chance to practice reflective thinking, and they value the experience

However, pre-service instructors struggle with a lack of ideas and motivation in

maintaining journal writing Although Ho and Richard (1993) claimed that journalwriting promotes reflective thinking, there was little change in the teachers' level ofcritical reflection over time The journal entries from ten out of the total of 32

in-service TESOL teachers in Hong Kong secondary schools are selected for analysis.The findings reveal that the majority of the teachers' writing is about difficulties theyencounter in their classrooms and the methods and approaches they employ; someteachers appear to have a more reflective approach to teaching than others

Additionally, six Iranian in-service teachers participated in a focus group discussionfor the study by Abednia et al (2013) The necessity of in-depth reading of coursematerials and active engagement in discussions emerge as the two key difficulties injournal writing, according to the thematic analysis However, the participants feel thatkeeping journals has improved their self-awareness, comprehension of problems,ability to reason, and ability to communicate with their colleagues Using interviewsand a questionnaire, A'Dhahab (2009) investigated how Oman teachers felt aboutwriting in reflective journals According to the survey's findings, 31% of instructorsthink the impact on their teaching is not significant, while 45% of teachers say it has a

rather significant impact Interviews also reveal that although they understand thepurpose of keeping journals, most find the procedure tedious and time-consuming.

2.5 Gaps in Literature

Although carried out in numerous nations and areas, the majority of earlierstudies focused on the application of RT in the advancement of professional education

in general rather than delving deeply into RJW Specifically, there is a dearth of

research on using reflective journals among EFL teachers in the context of Vietnam.The lack of research on the use of reflective journal writing as a professional

development tool for teachers in the context of Vietnam is a concerning issue Thisknowledge gap emphasizes the need to explore the potential benefits of reflectivejournal writing for teacher professional growth and student outcomes in the

Vietnamese education system The use of reflective journals by teachers is even

under-researched for specifically in-service VPETs Limited research provides

empirical evidence on general benefits and challenges faced by three in-service

VPETs in the process of performing RT, not specifically delving into the use of RJWand its influences on teachers' teaching and development

Designed as a qualitative case study, the current research aims to fill in the gaps

in the literature of the teacher PD field on the use of RJW by three in-service VPETs.The outcomes of the current research contribute to the literature's empirical evidence

on their attitudes towards using RJW as a professional development tool and its effect

on their teaching performance and development

In conclusion, this chapter critically reviews the literature and informs thecurrent study’s conceptual framework by defining key concepts of professionaldevelopment, reflective teaching, and reflective journal teaching and discussing thebenefits and challenges of RWJ As such, the gaps in the related literature have beenidentified to highlight the contributions that the current study could make to the body

of current knowledge about PD, RT, and RJW The next chapter presents the researchmethodology employed for this study

Chapter 3: Methodology

This chapter focuses on the design and implementation of the study To bespecific, the chapter discusses in detail the justification of the adopted research design,the participants, data collection tools, data collection procedure, and data analysis ofthe current study

3.1 Research Design

3.1.1 Qualitative Research Approach

The current study adopted qualitative research as an approach to design andimplement the process of data collection and analysis because of the following

reasons Qualitative research is regarded as an open-research design (Hennink et al.,2020) that allows researchers to delve uncovering previously undiscovered facets ofthe subjects' life (Holiday, 2007) Moreover, the qualitative approach is inductive (Yin,2009) and provides the opportunity to gather data from the participants to develop anin-depth understanding of their attitudes toward RJW Therefore, a qualitative researchapproach was adopted in this study for its openness and possibility to obtain in-depthdata on the teachers' practice of using RJW as a PD activity

As Creswell (2013) states the qualitative research design allows for flexibility

in data collection methods, which incorporate a variety of data collection tools such asinterviews, observations, and document analysis This flexibility enables researchers

to gather rich and detailed information that captures the complexity of the researchtopic and the experiences of participants (Creswell & Poth, 2016) By conducting

qualitative research, the study aimed to delve into the subjective experiences andinsights of EFL teachers regarding RJW and its impacts on their teaching performanceand development by using three collection instruments: interviews, journal entries,and observations This approach would enable a deeper exploration of the variousfactors, challenges, and benefits associated with RJW from the teachers' perspectives,ultimately enhancing our understanding of this phenomenon in the context of EFLeducation Additionally, the open design of qualitative research allowed for the

exploration of multiple perspectives and interpretations, providing a more

comprehensive understanding of the phenomenon under investigation Understandingthe attitudes on RJW and its influences on their teaching performance and

development constituted the phenomenon in this study

3.1.2 Case Study

The adoption of the case study research method was guided by the focus of thecurrent study, specifically the two research questions As explained in Chapter 1, themajor goal of this research is to investigate VPETs’ attitudes and how they utilizereflective journals as a PD tool to improve their teaching Specifically, it aimed toexplore the VPETs’ attitudes toward the use of reflective journal writing as a

professional development tool and in what ways writing reflective journal affectss theVPETs’ professional development and teaching performance As Yin (2014)

suggested, these two research questions of How or What led to the "relevant" use ofthe case study research method because they "seek to explain some present

circumstance" (p 4) of the VPETs' attitudes of using RJW Merriam and Tisdell

(2015) confirmed that with the design of case studies, finding the ways in whichimportant elements of the phenomenon interact is the researcher's goal The aim ofexploring the VPETs’ attitudes on RJW and its influence on their teaching

performance thus constituted the phenomenon in this study With an exploratory

nature, this case study contributed to related literature an in-depth insight of

VPETs’attitudes and how they utilize reflective journals as a PD tool to improve theirteaching In addition, case studies also allowed researchers to consider the subjectswithin the contexts of their environment (Yin, 2009) This was beneficial in the case

of the current study because the three participant teachers expressed their attitudesbased on their real situations in their classrooms and within authentic reflective

practices by writing journals

In conclusion, designed as a qualitative case study, this research allowed theresearcher to obtain in-depth and rich information about how reflective journal writingwas exercised and perceived by three cases of the VPETs and the ways it could

influence the three participant teachers' teaching in their school settings with particularsocial and cultural features

3.2 Participants

This case study carefully selected participants based on relevance and

availability, ensuring voluntary participation and a good population sample for theresearch implementation process (Higgins et al., 2019; Manohar et al., 2018) For thefirst criterion of relevance, the participants selected in this study were based on theirage range, years of experience, and school setting The three teachers are currently

working as in-service teachers in three primary schools in a city in central Vietnamand have over 10 years of teaching English as a foreign language to primary pupils assummarized in Table 3.1.

Table 3.1.

Profile of teacher participants

Gender Male Female Female

Qualifications Bachelor's degree in

English LanguageTeaching

Bachelor's degree

in EnglishLanguage Teaching

Bachelor's degree

in EnglishLanguage TeachingYears of

School setting Sao Mai Primary

School Sao Kim PrimarySchool Sao Hoa PrimarySchoolGrade &

periods per

week

Regarding the issue of availability, within the researcher's network of

acquaintances, three VPETs, who used to be her teachers, were willing to participate

in the research after being informed of the research's aims and planned data collection

They voluntarily participated in this study by writing reflective journal entries andbeing interviewed with the researcher's guidance.

The teachers' participation was confidential in any form To ensure their

confidentiality, pseudonyms (Mr Nam, Ms Hoa, Ms Cuc) were used to refer to theteachers, and Sao Mai, Sao Kim, and Sao Hoa were the schools' pseudonyms used inpresenting their data in the research report and related publications

3.3 Data Collection Tools

To seek answers to the two research questions, three instruments were used tocollect adequate and in-depth data, namely interviews, teaching journals, and classobservations

3.3.1 Interviews

Semi-structured interviews were utilized as a data collection tool in this study

to explore teachers’ attitudes toward RJW before and after writing journals for somemain reasons Firstly, even though the interview was guided by a list of

pre-determined questions, the interviewees were allowed to further discuss what theybelieved to be crucial and pertinent to the interview's focuses In addition, the

interviews were conducted in a face-to-face mode, which was believed to be a moreefficient and practical way to obtain information (Kvale & Brinkmann, 2009)

Vietnamese was the language used for interview design and execution, which helpedrespondents feel less under pressure According to research by Marcos and Kesselman(1973), when the interviewee was asked questions in a language other than their home

tongue, the psychological index was greater In keeping within the goals of the

research, the interviewee was also able to comprehend the questions asked as clearlyand accurately as possible The interviews were recorded and lasted around 40

minutes All of the interviews were recorded, transcribed, and coded under definedcategories of data With their consent, each of the teachers were invited to be

interviewed for twice, namely interview 1 and interview 2

Table 3.2.

Interview 1's focuses

Part 1 Their prior knowledge of PD tools Questions 1-4

Their perception of PD's benefits Question 5

Part 2 Their prior experience with RJW Questions 6-7

Their willingness to use RJW Question 8

Their expectations about RWJ benefits Question 9

Their expectations about RWJ challenges Question 10

Interview 2

After completing six reflective teaching journals, the three teachers were

invited for the second interview, which aimed to find out their attitudes towards theirexperience in RJW and explore the influences of RJW on their development andteaching performance The interview was conducted after one class observation foreach teacher to trace any evidence of transformations in their teaching practice

The interview included 5 questions, which were divided into three main parts.The first part aimed to collect data on any transformations that the teacher made in his

or her observed lesson and their possible reasons (Questions 1-2) The second partseeked to find out the teachers' attitudes about RJW after experience writing sixreflective journals over a six-week period (Question 3) The third part explored theinfluences of RJW on teacher development and teaching (Questions 4-5) The focuses

of the interview were summarized in Table 3.3

Table 3.3.

Interview 2's focuses

Part 1 The changes in the lesson observed Question 1