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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

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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

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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

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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 1 INTRODUCTION 1

1.1 Rationale 1

1.2 Research aims and research questions 3

1.3 Scope of the thesis 4

1.4 Significance of the research 5

1.5 Structure of the thesis 5

CHAPTER 2 LITERATURE REVIEW 7

2.1 Introduction 7

2.2 Service learning 7

2.2.1 Definition 7

2.2.2 Service learning as a multifaceted construct 9

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 3 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 4 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 5 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 1 (Vietnamese version) BẢNG CÂU HỎI PHỎNG VẤN

APPENDIX 2 (English version) INTERVIEWE QUETSIONS

APPENDIX 3 EXAMPLES OF CODING

LIST OF TABLES

Table 1 School leaders’ demographic profiles 27Table 2 English teachers’ demographic profiles 27

LIST OF ABBREVIATIONS

HUFLIS Hue University of Foreign Languages and International Studies

PSTs Pre-service Teachers/ Pre-service TEYL teachers

TEYL Teaching English for Young Learners

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CHAPTER 1 INTRODUCTION

1.1 Rationale

In recent years, academics and researchers across different academic disciplines have shown growing interest in service learning (SL) (Geller et al., 2016) The theory of SL, which Dewey (1938) initially introduced in "Experience and Education" as "experiential learning”, offers learners opportunities to enhance their understanding of concepts and theories in a practical environment The experiential education in SL promotes educational processes in which students are engaged in meaningful problems to address the needs of the community, develop personal knowledge by reflection on lived experiences and prepare themselves for

a community life in the role of responsible citizens (D’Rozario, et al., 2012; Giles & Eyler, 1999; Jacoby, 2015)

In the age of globalization and integration, the significance of tertiary education has been amplified as it plays an important part in enhancing quality labor forces (Marginson & Wende, 2006) Therefore, in higher educational institutions, adoption of SL has emerged as

a modern teaching and learning strategy (Bringle & Hatcher, 1996), which promises great benefits to student learning and development Existing research conducted into SL has revealed that participation in SL activities builds up career prospects, encourages personal, emotional and social growth, enhances active social responsibility and citizenship’ fosters critical thinking and reflection skills, and gains appreciation for human diversity (Barnes & Caprino, 2016; Bernadowski et al., 2013; Cone, 2012; D’Rozario et al., 2012; Glazier et al., 2014; Wade, 1997)

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In the field of ELT, familiarizing SL among EFL teachers from theoretical background to its application in EFL is crucial as it enables them to apply their ELT knowledge to real-life contexts to fostering their hands-on teaching skills (Smolen et al., 2013) Besides, pre-service teachers’ experiences in SL activities can significantly impact their professional development and future teaching practices (Burgess et al., 2010) More importantly, SL makes contributions to bridging the gap between universities and communities (Gelmon et al., 2001) On the one hand, SL helps teacher training education be more effective as pre-service teachers (PSTs) who engage in SL projects acquire crucial abilities that will help them succeed in the workplace (Hansen, 1999), which helps universities meet employment needs of communities On the other hand, SL provides students with the opportunity to contribute to communities as they are prospective teachers

in the future (Rinaldo et al., 2015)

There are a number of studies that put great emphasis on the benefits of SL on students When students participate in SL projects, they are developing important skills helping them function more effectively in the labor market or in graduate school, apply learning to real-life situations, and learn during the time spent reflecting on SL projects (Elzinga, 2001; Gibson et al., 2011; Hansen, 1999) Moreover, the majority of research on

SL heavily focuses on students’ perceptions of SL experiences Meanwhile, there have been few studies exploring perceptions of different stakeholders, especially community members (CMs) who collaborate directly with students through the implementation of SL A number

of researchers (Blouin & Perry, 2009; Mogford & Lyons, 2019; Tryon et al., 2008) have observed that the existing literature has failed to consider the community's viewpoint on SL experiences This may lead to the dearth of objectivity in assessing the effectiveness of SL activities of PSTs as much emphasis has been placed on students’ experiences and

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reflections

Understanding CMs' perceptions of SL activities is of crucial importance as it can inform the design and implementation of future SL initiatives, which helps to create more meaningful and impactful SL activities that benefit both PSTs and the communities they serve Furthermore, exploring CMs’ perceptions of these activities can provide valuable insights into the effectiveness of pre-service teacher training programs Therefore, in order

to objectively assess the benefits of SL on PSTs, more studies should be conducted to explore perceptions of CMs on SL activities of PSTs, which ultimately helps bridge the gap in CMs’ voices and experiences in SL literature and practice

Therefore, the purpose of this study is to explore CMs’ perceptions of SL activities

of PSTs majoring in Teacher Education in general and Primary English Teacher Education

in particular This research can provide insights into the effectiveness of SL activities for PSTs who will be teaching English as a foreign language in PSs The research is entitled:

“COMMUNITY MEMBERS' PERCEPTIONS OF SERVICE-LEARNING ACTIVITIES

OF PRE-SERVICE TEYL TEACHERS”

1.2 Research aims and research questions

This research was aimed at investigating CMs’ perceptions of SL activities of PSTS Specifically, its objectives were:

+ to examine CMs' experiences with SL activities of pre-service TEYL teachers,

+ to investigate CMs' perceptions of how SL activities contribute to the community where PSTs do their SL, and

+ to discover how the community where PSTs do their SL contributes to the education of PSTs

Therefore, the study was conducted to address the following research questions:

3 How does the community where pre-service TEYL teachers do their SL contribute

to the education of pre-service TEYL teachers, from community members’ perspective?

1.3 Scope of the thesis

This study answered the three research questions by using a qualitative research design with a focus on CMs’ perceptions of SL activities of PSTs in a Vietnamese context

A qualitative research design was chosen since one of its significant characteristics is to deepen a detailed understanding of a central phenomenon (Creswell, 2012), and to supply researchers with real, rich and deep data (Larsen-Freeman & Long, 1991) This study was conducted across three local school settings in one city in the center of Vietnam, involving primary school leaders (Ls) and primary school teachers (Ts) - who have collaborated directly with PSTs of HUFLIS on SL projects - as research participants Data were collected via semi-structured in-depth interviews, that comprises open-ended questions (see Appendix) covering all relevant areas to find answers to the three research questions

The scope of the study was further defined by a brief description of the key terms employed in this study In the present study, SL or service learning is used as an educational strategy based on “reciprocal learning” in which both the service providers (PSTs) and the recipients (Ls, Ts, and Ss) stand to benefit from the SL activities (Sigmon, 1979)

“Community members” refer to individuals who are actively engaged with a specific community defined by geographic proximity, shared interests, cultural or social affiliations, and who participate in various community activities, contributing to its development

1.4 Significance of the research

This study is of significance for its potential contributions to gaining insights into CMs’ perceptions of SL activities of PSTs It is particularly significant in explaining the CMs’ perceptions of the contributions that community can provide to PSTs and that PSTs can bring to the community in primary school contexts in Vietnam The findings of this study might help gain insights into how SL activities contribute to the community and how the community contributes to the PSTs’ learning, which ultimately improves SL projects’ effectiveness and ensures that it benefits both the community and the PSTs Moreover, implications can be provided to help universities make necessary and positive adjustments

to better prepare PSTs for their future roles in ELT through these SL collaborations

1.5 Structure of the thesis

This paper is divided into 5 Chapters with various purposes as follows:

Chapter I: Introduction provides readers information of rationale for the topic of

the thesis, research objectives and questions, scope of the thesis as well as significance of the thesis

Chapter II: Literature Review reviews the theoretical background, presenting the

definitions of key terms, integral concepts, involved matters and previous studies related to

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the topic

Chapter III: Methodology describes the methodology by which the research was

carried out, including a justification of the research design adopted and a detailed description

of research setting, research participants, data collection tool, data collection procedure, and data analysis

Chapter IV: Findings and Discussion presents and discusses the findings of this

study from the data collected

Chapter V: Conclusion and Implication summarizes the key findings of the study

and discusses possible implications Limitations of the current study and suggestions for further study are also unveiled in this chapter

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CHAPTER 2 LITERATURE REVIEW

2.1 Introduction

The purpose of this chapter is to present an overview of the literature about SL in general education, SL in teacher education, and community involvement in SL Section 2.2 presents SL general education, elaborating on definitions of SL, SL as a multifaceted construct, and benefits of SL Section 2.3 presents SL in teacher education, focusing on SL

as an educational approach, impact of SL on PSTs, and SL in language teacher education Section 2.4 discusses community involvement in SL Section 2.5 reviewed previous studies

in other countries as well as in Vietnam, investigating CMs’ perceptions of SL Finally, section 2.6 emphasizes the research gap in the literature that the current research aims at filling in

2.2 Service learning

2.2.1 Definition

Service learning (SL) is an educational strategy rooted in the principle of "reciprocal learning," as described by Robert Sigmon (1979) According to his argument, both those who serve and those who receive service “learn” from the experience because learning comes from service activities SL only takes place when both the service providers and the recipients benefit from the activity Community SL differs from other forms of curricular community participation in that it aims to benefit both the provider and the recipient equally and places equal focus on both the service being offered and the learning that will occur Reciprocity is the essential component of SL (Jacoby, 1996; Pompa, 2002)

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However, the term “service-learning” has now widely referred to a wide range of experiential education activities, which Dewey (1938) first introduced as “experiential learning” in “Experience and Education” Indeed, experiential learning is “participative, interactive, and applied” (Gentry, 1990) According to Gentry’s conclusions, experiential learning allows interaction with the environment in “highly variable and uncertain” situations, involving learning on affective, behavioral and cognitive dimensions More importantly, it requires a structured experience with defined learning goals, ongoing supervision, self-assessment based on theory, and continuous process feedback

Moreover, SL is defined as a module-based or course-based, credit-bearing educational experience that combines academic study with community service (Bringle & Hatcher, 1996) Students participate in an organized service activity that addresses identified community needs, and they reflect on the service activity to gain a deeper understanding of the modules or course content, a broader appreciation of the discipline, and an improved sense of personal values and social responsibility

As defined by Bender (2005) and other experts in the field of SL (Bender et al., 2006; Erasmus, 2005), SL:

● is incorporated into and improves academic curricular learning;

● is implemented in and fulfills the needs of the community;

● is coordinated with an institution of higher education and service agency(ies) (and, if possible, community partners);

● comprises structured time and guidelines for students to reflect in written and oral format on the service experience and gain a deeper understanding of the module content;

● gives a broader appreciation of the discipline; and

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● helps foster social responsibility (Bender, 2005; Erasmus, 2005)

Although the definitions of SL have been varied, it is crucial to notice that in addition

to the emphasis on the experiences in which a student has purposeful learning goals and diligently reflects on what he or she is learning through SL projects, SL also focuses on the ways CMs participate in and benefit from SL In this thesis, which aims to investigate CMs’ perceptions of SL activities of PSTs, the understanding of SL aligns with the Sigmon’ (1979) definition of SL as reciprocal learning in which both those who serve (PSTs) and those who receive service (CMs) learn from the experience Moreover, SL activities are integrated into their academic curricula to address real community needs, and the students have the opportunity to gain a deeper understanding of the course content, through “experiential learning” with a structured experience with defined learning goals, ongoing supervision, self-assessment based on theory, and continuous process feedback (Gentry, 1990)

2.2.2 Service learning as a multifaceted construct

SL is a complex construct that is defined by the efforts and goals of several stakeholders The four constituencies that are crucial contributors in the institutionalization

of SL in higher education institutions—the institution, academic staff, university students, and community—should be the center of attention (Bringle & Hatcher, 2000)

In light of this, SL should first be represented at the institutional level through a mission statement, leadership, policy, publicity, budgetary allotments, administration and staff member’ understanding and support of SL, infrastructural facilities, academic staff members’ responsibilities and incentives, and the incorporation of SL with other facets of institutional work

Second, academic staff members need to be informed about developing courses and curricula, activities for academic staff development, expectations for rewards like recognition, and knowledge of and support for SL activities

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Third, university students would discover institutionalization in different ways: service and SL scholarships, modules or courses, credit options, the student culture, and co-curricular transcripts that illustrate service

Fourth, community partnerships would show institutionalization when community agency resources are combined with the academic institution to create diverse, long-lasting collaborations that benefit both academic and community goals

Thus, out of the four constituencies in the institutionalization of SL in higher education institutions, CMs act as a critical stakeholder in SL as a form of university–community engagement to create effective collaborations that bring benefits both university students and their communities This makes it necessary to examine CMs’ perceptions of SL projects to explore how SL activities contribute to university students’ learning and how SL activities contribute to their communities The investigation into the lived experiences of CMs who work with SL students can help to advance best practices that promote fruitful collaborations between the community and universities

2.2.3 Benefits of service learning towards university students and the community

2.2.3.1 University student benefits

The advantages of SL, particularly for students, are clearly documented in a number

of studies First, one of the most salient benefits is that SL has encouraged professional growth Although skills are not always quantified by test results or course grades, undergraduates majoring in economics who participated in SL projects gained crucial abilities that would help them succeed in the workplace (Hansen, 1999) During SL projects, these undergraduates could enhance their analytical thinking to better understand and, more crucially, solve these challenges when they are presented with them Similarly, Simola (2009) explored numerous benefits of SL initiatives to students who attended business

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courses in terms of professional development, including an enhanced understanding of course materials, improved learning through the transparent information sharing and experience, and increased confidence in management skills Second, SL has also proved to greatly facilitate students’ personal growth Wilson (2011) highlighted that SL assignments gave college students studying in America the chance to meet people from different backgrounds, enabling them to develop empathy, responsibility, civic engagement, and self-efficacy Moreover, those who followed the Education Studies undergraduate programme in the UK “experienced a shifting of their world-view through SL”, as explained by Bamber and Hankin (2011) SL initiatives helped undergraduates gain stronger understanding of ethical issues, the environment, and local communities (Simola, 2009)

2.2.3.2 Community benefits

Although the influence and advantages of SL for university students are frequently the subject of research, little has been written on the benefits of students’ involvement in communities, despite the fact that SL-applied studies are advantageous for both students and communities Some researchers who studied the benefits for communities point out some advantages from the perspective of the communities, such as, for instance, how university student involvement in community activities enables communities to offer better-quality services, receive real assistance, be given the opportunity to launch new projects, and receive new insights and ideas on how to solve problems (Lyday et al., 1998; Rama et al., 2000) Additionally, the establishment of collaborations with universities is significantly supported through SL initiatives (Gelmon et al., 2001) More importantly, communities that organize educational activities for their target groups (such as children and young learners) and receive assistance from students in the education field mentioned that university students’ participation improved target groups’ level of learning, bolstered children’s involvement and self-esteem (Balčiūnienė & Mažeikienė, 2008)

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2.3 Service learning in teacher education

2.3.1 Service learning as an educational approach

SL has emerged as a dynamic educational approach that transcends the boundaries

of traditional education, connecting classroom learning with real-world application This paradigm shift emphasizes experiential learning, fostering a deeper understanding of subject matter by immersing learners in practical contexts Particularly relevant to the field of teacher education, SL has gained recognition for its potential to shape PSTs into well-rounded professionals equipped with not only theoretical knowledge but also hands-on skills and community awareness (Eyler & Giles, 1999)

At the core of SL lies the concept of reciprocal learning, where PSTs’ education is intertwined with community needs This approach transcends the notion of education as a unidirectional transfer of knowledge, instead positioning it as a collaborative endeavor (Holland, 2001) The amalgamation of classroom theories with community engagement aligns with the constructivist theory, which emphasizes learning as a process of active knowledge construction (Vygotsky, 1978), immersing PSTs in authentic contexts where they engage with the community, collaborate with peers and experienced teachers, and co-construct knowledge The reciprocal exchange of ideas and experiences fosters a deeper understanding of subject matter and the application of theory into practice

2.3.2 Impacts of service learning on pre-service teachers

PSTs can benefit from SL opportunities by developing their empathy, cultural sensitivity, and respect for diversity, all of which are necessary for effective teaching in diverse classrooms (Eyler et al., 2001) Moreover, SL can improve PSTs’ classroom performance and teaching abilities Participating in SL tends to increase PSTs’ levels of motivation, engagement, and happiness with their educational experiences (Weber, 2017)

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PSTs can use SL to practice their theoretical knowledge in practical settings, hone their problem-solving abilities, and learn effective communication techniques (Burgess et al., 2010) In addition to these personal and professional advantages, SL can also help PSTs achieve their career objectives and aspirations Several PSTs who take part in SL report a desire to continue doing volunteer work and social justice work when they begin teaching (Cress et al., 2013) PSTs might have a better knowledge of the role of education in social change and be motivated to become more involved and active citizens by participating in SL activities (Cress et al., 2001)

Community involvement in teacher education has a profound impact on shaping the PSTs’ learning experiences Community engagement in SL activities aligns with the principles of experiential learning, where individuals learn through direct engagement with the environment (Dewey, 1938), and the principles of situated learning, where learning is situated within authentic contexts (Lave & Wenger, 1991) By participating in SL activities, PSTs have the chance to immerse themselves in authentic teaching settings, where they can apply theoretical knowledge to real-world scenarios (Kesten, 2012; Williams, 2009) In essence, SL goes beyond conventional classroom by integrating community engagement into the learning process This integration nurtures a symbiotic relationship where PSTs engage

in meaningful activities that benefit both their learning journey and the community they serve The philosophy of SL aligns with Dewey’s (1938) assertion that learning is not passive absorption of information but an active process rooted in experience By engaging PSTs in real-life settings, SL empowers them to apply theoretical concepts, critically analyze situations, and develop skills that extend beyond textbooks Some researchers emphasize the importance of SL in helping PSTs to develop important work-related skills (Burgess et al., 2010; Jordaan & Mennega, 2022, Truong et al., 2023) and prepare them for challenges and nuances of actual teaching settings

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2.3.3 Service learning in language teacher education

SL additionally demonstrates to be in line with a recent shift in the theory and practice of second/foreign language teacher education (Johnson, 2006) In this shift, learning

to teach is described as a long-term complex development process that stems from participation in social practices and settings associated with learning, emphasizing how teacher education has changed from cognitive to social processes In the field of L2 learning,

SL has gained growing attention from administrators and language educators because it offers language teachers and learners a chance of contextualizing the target language and facilitating authentic language use (Guariento & Morley, 2001)

SL in ELT has been demonstrated to offer favorable opportunities for language learners, including strengthening their intercultural competency, critical thinking, and language ability (Breen & Littlejohn, 2000; Castro, 2011) Also, working with elementary schools can give future teachers chances to get real-world teaching experience and develop their teaching abilities (Sandy & Holland, 2006) SL in ELT has advantages, however, there are also issues that must be resolved Making sure that SL initiatives are created in a way that helps language learners and the community and that the service offered is valuable and long-lasting is one of the biggest obstacles (Bringle & Hatcher, 1999) Another difficulty is that organizing and coordinating SL may take more time and resources, which can be a barrier for educators and institutions (Butin, 2005)

2.4 Community involvement in service learning

Collaborative relationships between institutions are essential for the effective implementation of SL projects, for collaborative partnerships ensure that SL activities are contextually relevant, impactful, and sustainable (Sandy & Holland, 2006) When universities and communities work together, SL activities can be tailored to address specific

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community needs, ensuring that they contribute meaningfully to community development (Balčiūnienė & Mažeikienė, 2008) Collaborative relationships also foster open communication and shared decision-making This transparent approach ensures that SL activities are co-designed, co-implemented, and co-evaluated by CMs, university educators and university students Such collaboration enhances the authenticity of SL experiences, for university students engage with the community as partners rather than mere observers (Conville & Kinnell, 2010) Moreover, shared learning experiences are central to community-university partnerships in SL activities These partnerships acknowledge that knowledge is co-constructed through meaningful interactions, discussions, and collaborative efforts (Lave & Wenger, 1991) Through shared learning, CMs, university students, and university educators engage in a process of collective knowledge-building that enriches the educational experience for all involved parties

Existing literature suggests that a successful university-community relationship is believed to depend on a variety of factors, one of which is the collaboration between the university and the community (Strand et al., 2003; Vernon and ward, 1999; Kimme Hea & Wendler Shah, 2016) The importance of the community in helping to identify their unique needs has been emphasized by a number of authors (Christopher et al., 2008; Tarantino, 2017; Fear et al., 2011; Strand et al., 2003), as well as the role that community partners play

in planning projects and determining the project outcome for students (Sandy & Holland, 2006) In particular, university-community collaborations are now understood to be connected to SL initiatives for delivering the SL experience to university students and assessing its effectiveness (Bailis, 2002; Dorado & Giles, 2004; Gelmon et al., 1998) Therefore, it is challenging to envision how SL could possibly exist in the absence of community involvement

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The development and implementation of SL programs in teacher education must take into account the needs of both PSTs and CMs, emphasizing the significance of integrating CMs in the planning and delivery of SL activities as well as in assessing the results that matter to communities and PSTs Taking the time to design the project together, letting students learn from the community, and recognizing the contributions community partners contribute to students’ learning are all small steps toward reciprocity As CMs are also required to devote a considerable amount of time to community engagement and SL projects that involve the planning, implementation and evaluation of projects (Conville & Kinnell, 2010; Schwartz & Fontenot, 2007), it is crucially imperative for their voices to be heard in order to assess the effectiveness of SL projects more objectively

2.5 Review of related studies

2.5.1 Studies in other countries

Exploration of CMs’ perceptions of SL has garnered attention in various international contexts, offering insightful glimpses into the dynamics of community engagement

Community partner perspectives on campus-community partnerships were discovered by Marie Sandy and Barbara Holland in 2006 This qualitative study involved focus group research with 99 experienced community partners across eight different California communities employing community-based research strategies to discover community voices about their SL partnerships with various colleges and universities The findings showed that (1) community partners stressed valuing and nurturing the partnership relationship as the highest priority, (2) the community partners profoundly dedicated to educating college students, expressing their hope to offer service-learning experiences of sufficient duration that would be meaningful to college students (3) college students exerted

a positive influence on client outcomes, such as youth, English learners, the elderly,

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homeless, and disabled, and (4) community-campus partnerships had the potential to transform knowledge by bridging the gap between theory and practice However, partners also revealed that faculty’s absence from the community-campus partnership and their students’ SL experiences could result in a profound missed opportunity

Alexis Petri also looked into community voices about SL partnerships in a study conducted in 2015, but with a different focus His study centered on how reciprocity works

in higher education SL from the perspective of community partners in Kansas City, Missouri, American Unlike Sandy and Holland’s study (2006), which focused on SL partnerships with different colleges and universities, Petri’s (2015) study involved 24 individuals working for

a wider range of organizations (schools, health-related nonprofits, issue-focused nonprofits, local governments), and holding a variety of positions within those organizations (classroom teacher, volunteer director, executive director, social worker) To collect the data, study participants were asked about their experiences with higher education SL, revolving around the concept of reciprocity, in semi-structured interviews for one hour The qualitative study adopted constructivist grounded theory to gain insight into the experiences of community partners The findings indicated that (1) the college students benefited from the SL opportunity was connected to community partner outcomes, (2) community partners valued students’ learning outcomes and described a willingness to mentor serious students, (3) the university’s official recognition and support of service-learning was important to the community partners’ sense of an activity being mutually beneficial, and (4) community partners wanted to contribute, in terms of helping universities to do research at their organizations

Another study involving a diverse group of participants and employing structured interviews was carried out in Portland by Paula Gerstenblatt in 2014; however, its

semi-18

aim was to explore the lived experience of CMs working with university SL classes Nine participants of different positions (the school district superintendent, high school principal, two high school teachers, city councilman, local newspaper editor, and three civically active residents), who worked with university students on a variety of projects, were interviewed about their experiences working with university students in these SL projects The findings indicated that (1) the relationships with university students encouraged CMs to engage in community projects, (2) students working in the community inspired CMs to try new things, generate new ideas, and be more proactive, (3) working with the university students promoted community learning, contributing to CMs’ professional learning, and (4) CMs expressed appreciation and a hope that university students would continue similar projects

as they exerted long lasting impact on students in the community

Another study conducted in South Africa by Martina Jordaan and Nita Mennega in

2022 also examined CMs’ experiences of higher education SL in a community engagement module However, their study centered on exploring the self-perceived role of the community partner of a higher education SL and community engagement module Similar

to Gerstenblatt’s research (2014), the participants were drawn from a range of organizations (from pre-schools, primary schools and secondary schools to non-profit organizations, zoos and animal sanctuaries), but with a larger number (36 community partners in total), and were actively involved in the community-based project module of the University of Pretoria The two researchers employed both questionnaires and interviews to collect the data The findings indicated that (1) the community partners share a common interest in the university students’ education, seeing themselves as mentors, giving them guidance but also enough freedom to be able to take the initiative, (2) community projects gives the university students the opportunity to develop important work-related skills such as project planning and

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teamwork, and (3) the involvement of the university is key to a successful partnership in which clear communication must be establish between the community partner and the lecturer on what is expected for different projects and they can become co-educators in education, forming long-term reciprocal relationships

A different aspect of SL from CMs’ perspectives was investigated in Rinaldo and his colleagues’ study in 2015 Indeed, they examined the value of SL projects to community partners in America Similar to the studies of Jodaan and Mennega (2022), Gerstenblatt (2014), and Petri (2015), the participants in this study were key community partners from different organizations (three in business, two in art, two in family studies, one in architecture, and one in nutrition), and interviews were conducted to collect the data The findings indicated that (1) there were five distinct stages in community partners’ engagement with SL projects (a initial contact between community partners and university instructors –

b establishing expectations for the plan – c engaging university students by introducing the organization and its needs – d implementing the project – e wrapping up) and they emphasized the importance of consistent faculty involvement and early engagement through orientations for effective and valuable experiences, and (2) community partners highlighted their perceptions of direct benefits such as volunteer support and expertise, as well as its impact on achieving organizational missions and aiding students’ learning and development, while also noting challenges such as students’ time management and planning issues

2.5.2 Studies in Vietnam

SL has gained popularity around the world, particularly at a time when the need to link education and modern society seems more imperative than ever Vietnam is not impervious to global trends, and our educational system is making every effort to incorporate more and more community SL courses into its curricula Thereby, significant efforts have

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been made in Vietnam to implement tertiary education reforms; yet, there are still challenges that must be resolved For example, according to Nguyen and Vu (2015), learning is not strongly correlated with practice in the curricula of several colleges around Vietnam Hence, closing the knowledge gap between students’ academic understanding and real-world application has become a main consideration for academic faculty, curriculum developers, and policy makers At Hue University of Foreign Languages and International Studies (HUFLIS), SL “has found its way into learning and teaching activities at the English Department of Hue University of Foreign Languages since August 2016” (Le et al., 2017); however, SL has yet been considered to be an official component of the course specialized

in ELT as currently, SL and its applications are still a new field for most EFL teachers in Vietnam

In the Vietnamese context, studies about SL are still limited; moreover, although there are a few relevant studies, they mainly focus on investigating Vietnamese EFL teachers’ and students’ perceptions and attitudes of SL For example, Truong and his colleagues (2020) carried out research exploring how teachers and students perceive SL and their practices of a SL-integrated course at a university of foreign languages in central Vietnam The study involved 61 teachers and 201 students, employing both quantitative and qualitative approaches The findings demonstrated that, in terms of perceptions of SL, role

of the school, benefits for teachers, benefits for students, and feasibility of SL integration, both teachers and students showed strong support for SL They also strongly supported the use of SL as a tool to foster students’ professional, personal, and academic growth In a different study, Truong and his colleagues (2023) looked into the undergraduate students’ attitudes following their implementation of an SL-integrated teaching practicum unit at some EFL community classes, using a qualitative approach Participants included 78 fourth-year

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English pedagogy students, and they were assigned to contact community learners of English, observe classes, design lesson plans, do micro-teachings, and finally write reflections The findings from the reflections showed that all of the students had favorable attitudes towards SL and the teaching practicum unit, which made positive impacts on their personal growth, captivity for classroom management, profession, and community-related aspects

Regarding studies examining community member’s perceptions of SL, there is little research conducted to explore this issue in the Vietnamese context

2.6 Gaps in the literature

It can be noticed that existing research in international contexts has provided valuable insights into community engagement in SL, most of which involved community partners from a wide range of organizations and of different disciplines The diversity of organizations and disciplines might have led to varying expectations, experiences, and perceived value Previous studies have taken a broader perspective or focused on different educational fields, leaving the field of teacher education thoroughly unexplored Moreover,

in Vietnamese contexts, little is known on the perceptions of CMs on SL activities of PSTs

in the field of ELT Therefore, a notable gap remains regarding the perceptions of CMs specifically in the realm of PSTs’ SL activities in the field of ELT

Despite the prevalent use of qualitative methods in previous studies (Gerstenblatt, 2014; Jodaan and Mennega (2022), Rinaldo et al., 2015; Truong et al., 2023), the current research embraced interviews as a means of generating rich and in-depth insights (Berg, 2007) As little research looking into CMs’ perceptions of SL activities of PSTs, using interviews with open-ended questions to collect data in this study helped me to create rich and nuanced discussions with CMs, and unearth the complexities and the multifaceted nature

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of CMs’perceptions Moreover, by engaging in one-on-one interactions, I was able to delve into the subtleties of participants’ viewpoints, eliciting insights that might not emerge through quantitative methods alone (Alshenqeeti, 2014) By conducting interviews, the study aimed to uncover the ways in which interactions with pre-service TEYL teachers shape CMs’ perspectives, offering a contextualized understanding within the ELT domain

Thus, this study aimed to fill the existing research gap by investigating CMs’ perceptions within the context of SL activities led by pre-service TEYL teachers, using semi-structured interviews By narrowing the focus, this research endeavored to provide insights that are directly applicable to the unique characteristics of this specialized area More specifically, this study examined CMs’ perceptions of SL activities of PSTs, in the light of

“reciprocal learning” theory of Sigmon (1979), emphasizing SL as an educational strategy that benefits both those who serve and those who receive service Therefore, it focused on CMs’ perceptions of how SL contributed to both PSTs and the community, with a focus on shared learning This study also explored CMs’ experiences with SL activities of PST, focusing on their roles in different stages of organizing SL activities and their perceptions of

SL activities and PSTs These aspects of CMs’ experiences needed to be examined as CM’s active involvement in planning, implementing, and evaluating SL activities plays an important role in supporting the organizing of the activities (Conville & Kinnell, 2010; Schwartz & Fontenot, 2007) These explorations might help provide insights into how to improve the SL projects’ effectiveness, appropriately addressing community needs and contributing to the education of the PSTs

In summary, the key focus of the study is to explore: i) the CMs’ experiences with

SL activities of PSTs; ii) how SL activities contribute to the community where PSTs do their

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SL, from CMs’ perspective; and iii) how the community where PSTs do their SL contributes

to the education of PSTs, from CMs’ perspective

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CHAPTER 3 METHODOLOGY

3.1 Introduction

This chapter elaborates on the justifications for the research methodology used to collect data in order to find out the answers to all the research questions It presents the research design, research setting, research participants, data collection tool, data collection procedure and data analysis Besides, issues of translation, reliability and validity, and

ethical considerations are subsequently presented

3.2 Research design

The research was conducted exclusively qualitatively, employing semi-structured interviews in which the interviewer asked open-ended questions in order to investigate how CMs perceive SL activities of PSTs A qualitative approach was adopted with a view to gaining a profound insight into how CMs perceive SL activities of PSTs This approach was chosen since one of its significant characteristics is to examine a problem and deepen a detailed understanding of a central phenomenon (Creswell, 2012), and to supply researchers with real, rich and deep data (Larsen-Freeman & Long, 1991) The use of open-ended questions in semi-structured interviews could facilitate the collection of rich, authentic, and context-specific data as CMs were enabled to freely articulate their experiences, opinions, and feelings in, which are not constrained by predefined response options As a result, the researcher can capture the full range and depth of their perceptions of SL activities organized

at their schools by PSTs Moreover, as little research exists on CMs’ perspectives of SL, qualitative research can be useful for offering a greater degree of flexibility, in which “the data collection and analysis process can be adapted as new ideas or patterns emerge”, in

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order to “uncover novel problems or opportunities that researchers wouldn’t have thought of otherwise” (Bhandari, 2023) Therefore, this flexibility could help the researcher explore unforeseen aspects of CMs’ perceptions as well as the ever-evolving dynamics of SL in the specific context of this study

3.3 Research setting

The study focused on three local PSs in Hue City These schools have cooperated with HUFLIS to organize SL activities for the last two or three years Each year, groups of PSTs of HUFLIS, who major in TEYL, volunteering to participate in SL projects have been sent to these schools in the first semester to support PSs to organize English-related activities (extracurricular activities) aimed at fostering an English learning environment for Ss of Grades 3, 4, 5 under the guidance of Ls and Ts of the three PSs PSTs were asked to design extracurricular activities whose topics were in line with the unit Ss were learning in the textbook or aligned with weekly topics of the PSs This project often lasted 7-8 weeks Each week, PSTs would visit Ps two or three times to hold different English-related activities for

Ss during twenty-minute breaks, or private sessions on Friday afternoon, or formal classes Maximum commitment time per PST would be 2-3 hours per week PSTs were assessed in terms of community service attitudes and teaching performance The assessment included self- and peer-assessment and assessment conducted by Ts This project has been conducted with the hope of bringing PSTs to SL so as to try out knowledge and gain practical experience, as well as serve the community

3.4 Research participants

Participants were drawn from Ls and Ts of the three PSs in Hue city where groups PSTs of HULIS have voluntarily carried out English-related activities for the Ss in recent years

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Initially, the researcher proactively contacted Ls of several local PSs via emails which were provided by teacher educators (TEs) who have worked directly with Ls of the PSs in planning SL projects in recent years The email provided detailed information of the research, including the objectives of the study, the nature of participation, and the expected time for interviews, and asked for permission to conduct interviews with Ls and Ts for their perceptions of SL activities of PSTs Three Ts responded to the email, expressing their willingness to take part in the research After that, the three Ls, who were familiar with the

SL projects and the roles of individual Ts, were informed that they would select one English teacher who had a substantial degree of involvement with SL activities and was willing to participate in the study This approach could ensure that participants were chosen based on their direct experience and insights related to the SL activities and the collaborative work with PSTs This approach also ensured that the recruitment process respected the Ls and Ts’ autonomy, allowing them to decide whether they were willing to participate They were not coerced or obliged to take part in the study

Three female Ls and three female Ts were recruited, ranging from 30 to 55 years in age Ls’ experience in school leadership varied from 9 to 15 years while Ts’ experience in teaching English varied from 6 to 25 years Ls and Ts of the three PSs were the main collaborators and supervisors of the PSTs during SL activities The research particularly focused on a small group of participants (six participants in total), which could help generate in-depth information of how CMs perceive SL activities of PSTs as more attention should

be devoted to achieving a deeper understanding of the research problem than to the number

of participants (Jones, 2002) and insights generated from qualitative inquiry have more to

do with information-rich cases than with sample size (Morow, 2005)

Background information of six participants is provided as follows

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Table 1

School leaders’ demographic profiles

experience

Table 2

English teachers’ demographic profiles

experience

3.5 Data collection tool

The data collection tool used for the study was semi-structured interviews which investigated CMs’ perceptions of SL activities of PSTs The semi-structured interviews were conducted because they allow valuable information to be gained by offering the opportunity for the interviewer to probe and expand the interviewee’s responses (Alshenqeeti, 2014) By

of SL activities and their perceptions of SL activities and PSTs The second set consisted of three questions aimed to examine CMs’ perceptions of contributions of SL activities on the community, with a focus on CM’s professional learning The third set consisted of three questions aimed to discover CMs’ perceptions of impacts of SL on PSTs, with a focus on their professional development During the interviews, follow-up questions were also consistently raised to let CMs elaborate more on hidden issues

3.6 Data collection procedure