Trang 1 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --- TRUONG THI NGOC LINH COMMUNITY MEMBERS'''' PERCEPTIONS OF SERVICE-LEARNING ACTIVITIES OFPRE-SERVICE TEYL
HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - TRUONG THI NGOC LINH COMMUNITY MEMBERS' PERCEPTIONS OF SERVICE-LEARNING ACTIVITIES OF PRE-SERVICE TEYL TEACHERS 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 Languages and International Studies, Hue University THUA THIEN HUE, 2023 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - TRUONG THI NGOC LINH COMMUNITY MEMBERS' PERCEPTIONS OF SERVICE-LEARNING ACTIVITIES OF PRE-SERVICE TEYL TEACHERS MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR PHAN DO QUYNH TRAM THUA THIEN HUE, 2023 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - TRƯƠNG THỊ NGỌC LINH NHẬN THỨC CỦA CÁC THÀNH VIÊN TRONG CỘNG ĐỒNG VỀ HOẠT ĐỘNG PHỤC VỤ CỘNG ĐỒNG CỦA SINH VIÊN CHUYÊN NGÀNH SƯ PHẠM TIẾNG ANH BẬC TIỂU HỌC 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 ĐỖ QUỲNH TRÂM THUA THIEN HUE, 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 except where due reference is made in the thesis itself Truong Thi Ngoc Linh Date: 6/11/2023 ABSTRACT Service-learning (SL) has emerged as a dynamic educational approach that integrates learning goals with community service in order to provide practical learning experience while addressing community needs Numerous academicians and researchers have investigated how SL benefits students and communities; however, limited research has been done to explore community members’ perceptions of SL This case study aims to examine how community members (CMs) perceive SL activities of pre-service TEYL teachers (PSTs) in the central of Vietnam More specifically, this study attempts to understand CMs’ experiences with SL activities of PSTs, their perceptions of how SL activities contribute to their community, and their perceptions of how their community contributes to the professional development of PSTs To collect data for the study, multiple interviews were conducted with three primary school leaders (Ls) and three primary school teachers (Ts) of three primary schools (PSs) who were directly involved in the SL activities of PSTs The findings from the interviews revealed that (1) CMs played different roles in planning, implementing, and evaluating SL activities of PSTs, (2) SL activities were positively perceived for improving primary school students (Ss) engagement, motivation, and confidence in learning English, (3) CMs received substantial assistance from PSTs and were offered professional learning opportunities, and (4) SL activities were believed to positively impact PSTs’ professional development through context-based learning, and pedagogical knowledge and skill development opportunities The implications derived from the study offer insights into the application of the findings within the context of collaborative university-community partnership, teacher education, and English language teaching (ELT) ACKNOWLEDGEMENTS First and foremost, I would like to extend my appreciation and my sincere gratitude to my supervisor – Dr Phan Do Quynh Tram for her dedication to giving constructive guidance and meticulous feedback during the planning, development and completion of this research paper Despite her hectic schedule, she always willingly gave me elaborate recommendations for refining each part of the research Moreover, her initial orientation was especially helpful, guiding me to identify my topic and methodology for this paper Without her guidance, enthusiasm and wholehearted support, my thesis paper would hardly have been completed Next, I would like to extend my thanks to Tran Thi Thu Suong M.A., Dr Phan Quynh Nhu, and Dr Nguyen Vu Quynh Nhu for introducing me to the primary school leaders This has enabled me to establish contact with the primary school, a crucial step in facilitating the data collection process for my research study Additionally, I extend my heartfelt gratitude to the three primary school leaders and three primary school teachers who enthusiastically participated in the interviews for my research Their invaluable contributions have played a pivotal role in ensuring the completion of my study I am also profoundly thankful to my family and friends for their unwavering encouragement and steadfast support throughout my thesis journey Their belief in me and their substantial assistance were instrumental in helping me surmount challenges and obstacles I faced during my thesis Lastly, my special thanks go to the Faculty of English at Hue University of Foreign Languages and International Studies for giving me a favorable opportunity to conduct this Master’s thesis, which undoubtedly stands as an important milestone in my academic journey Hopefully, the findings of this study can serve as a useful source for further studies in the field of language and education, contributing to improving the quality of teaching and learning languages at HUFLIS in the future TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP ABSTRACT ACKNOWLEDGEMENTS LIST OF TABLES LIST OF ABBREVIATIONS CHAPTER INTRODUCTION 1.1 Rationale 1.2 Research aims and research questions 1.3 Scope of the thesis 1.4 Significance of the research 1.5 Structure of the thesis CHAPTER LITERATURE REVIEW 2.1 Introduction 2.2 Service learning 2.2.1 Definition 2.2.2 Service learning as a multifaceted construct 2.2.3 Benefits of service learning towards university students and the community 10 2.2.3.1 University student benefits 10 2.2.3.2 Community benefits 11 2.3 Service learning in teacher education 12 2.3.1 Service learning as an educational approach 12 2.3.2 Impacts of service learning on pre-service teachers 12 2.3.3 Service learning in language teacher education 14 2.4 Community involvement in service learning 15 2.5 Review of related studies 16 2.5.1 Studies in other countries 16 2.5.2 Studies in Vietnam 20 2.6 Gaps in the literature 21 CHAPTER METHODOLOGY 24 3.1 Introduction 24 3.2 Research design 24 3.3 Research setting 25 3.4 Research participants 25 3.5 Data collection tool 27 3.6 Data collection procedure 28 3.6.1 Pilot study 28 3.6.2 The interviews procedure 29 3.7 Data analysis 30 3.8 Issues of Translation 31 3.9 Reliability and validity 31 3.9.1 Reliability 31 3.9.2 Validity 32 3.10 Ethical Considerations 32 3.11 Summary 33 CHAPTER FINDINGS AND DISCUSSION 34 4.1 Introduction 34 4.2 Findings 34 4.2.1 Community members’ experiences with SL activities of pre-service TEYL teachers 34 4.2.1.1 Different roles of community members in different stages of organizing SL activities 34 4.2.1.2 Community members’ perceptions of SL activities 37 4.2.1.3 Community members’ perceptions of pre-service TEYL teachers 39 4.2.2 Community members’ perceptions of contributions of SL activities of pre-service TEYL teachers to the community 41 4.2.2.1 Contributions of SL activities of pre-service TEYL teachers to primary school teachers 41 4.2.2.2 Community members’ perceptions of contributions of SL activities of pre-service TEYL teachers to primary school students 43 4.2.3 Community members’ perceptions of impacts of SL on professional development of the pre-service TEYL teachers 46 4.2.3.1 Experiencing context-based learning opportunities 46 4.2.3.2 Enhancing pedagogical knowledge and skills 48 4.3 Discussions 51 4.3.1 Community members’ experiences with SL activities of the pre-service TEYL teachers 51 4.3.2 Contributions of pre-service TEYL teachers to the community 54 4.3.3 Impacts of SL on pre-service TEYL teachers’ professional development 56 4.4 Summary 58 CHAPTER CONCLUSION AND IMPLICATIONS 61 5.1 Summary of the findings 61 5.2 Limitations 64 5.3 Implications 67 5.4 Suggestions for Further Research 67 REFERENCES APPENDIX (Vietnamese version) BẢNG CÂU HỎI PHỎNG VẤN APPENDIX (English version) INTERVIEWE QUETSIONS APPENDIX EXAMPLES OF CODING