An investigation into teachers promotion of student centered learning in efl speaking classes at ethnic minority boarding high schools

Trang 1 QUY NHON UNIVERSITY HUYNH THI TUYET SUONG AN INVESTIGATION INTO TEACHERS’ PROMOTION OF STUDENT-CENTERED LEARNING IN EFL SPEAKING CLASSES AT ETHNIC MINORITY BOARDING HIGH SCHOOLS

INTRODUCTION

Rationale

In the landscape of modern education, student-centered learning has gained significant recognition as an effective pedagogical approach that empowers students to assume responsibility for their learning and actively participate in the educational process (Corley, 2010) In the sphere of English as a Foreign Language (EFL) education in Vietnam, conventional teaching methods have predominantly prevailed, emphasizing rote memorization and teacher-centered instruction Nonetheless, with the escalating global demand for proficient English communication skills, a shift towards student-centered approaches has become imperative This shift entails reorienting the focus from teaching to learning and creating learning opportunities wherein the learner evolves from a passive recipient of knowledge into an "active participant in learning and co-constructor of knowledge" (Meece, 2003, p

111) The role of the instructor has transformed from being a primary source of knowledge to becoming a facilitator who designs and oversees suitable opportunities and contexts In such settings, students assume responsibility for achieving self-defined group objectives This transformation necessitates a departure from content-intensive curricula towards curricula centered around learners Content-intensive curricula often constrain the development of vital skills such as critical thinking, decision-making, problem-solving, and self- and peer-assessment (Diekelman, 2002; Ironside, 2004; Tanner, 2004) These competencies can be more effectively cultivated through student-centered teaching approaches, applicable across all levels of education, including higher education

The implementation of student-centered learning is particularly salient in the context of English as a Foreign Language instruction In Vietnam, the teaching and learning of English have been underscored by the National Foreign Language 2020 Project, which emphasizes confident and proficient use of English by most Vietnamese students The project calls for innovative approaches that transcend traditional teaching methods, urging educators to actively engage students in the learning process

The English Subject Curriculum (issued along with Circular No 32/2018/TT-BGDĐT dated December 26, 2018 by the Minister of Education and Training) stipulates that English is a compulsory subject in the general education curriculum from grade 3 to grade 12 As one of the foundational subjects in the curriculum, English serves not only to help students develop their English communication skills but also contributes to the cultivation and enhancement of broader competencies These competencies are essential for more effective living and working, excelling in other subjects, and engaging in lifelong learning The English language curriculum in general education ensures that students' learning activities assume a central role in the teaching process Students' English communication skills are nurtured through active, self-directed, and creative learning activities Teachers serve as organizers and guides in the teaching process, encouraging students' active participation in language practice activities to the fullest extent, gradually enhancing their self-learning capabilities

Ethnic minority boarding high schools (EMBHS) in Gia Lai province represent a distinctive educational context These institutions cater to students from diverse ethnic backgrounds, each characterized by distinct linguistic and cultural traits The integration of student-centered learning in EFL speaking classes at these schools presents additional complexities, necessitating educators to address the specific needs of these learners While the advantages of student-centered learning are well-recognized, its successful implementation within the specialized domain of EFL speaking classes in ethnic minority boarding high schools remains underexplored This study aims to bridge this gap by delving into the perceptions, practices, challenges, and factors influencing teachers' efforts to promote student-centered learning Consequently, an investigation into how teachers navigate these intricacies to foster student-centered learning is imperative for advancing educational practices in these schools.

Aim and Objectives of the Study

The primary aim of the research is to comprehensively investigate and understand how EFL teachers promote student-centered learning within the context of English as a Foreign Language speaking classes at ethnic minority boarding high schools in Gia Lai province, Vietnam This is carried out by delving into teachers' perceptions, strategies, challenges, and influencing factors to provide valuable insights that contribute to enhancing the implementation of student-centered pedagogies in this specific educational setting and offer a nuanced understanding of the intricate interplay between student-centered learning principles and the diverse needs of ethnic minority students

Ultimately, the study aspires to bridge the gap between theoretical principles of student-centered learning and their practical application in EFL speaking classes at ethnic minority boarding high schools Through its findings, the study seeks to provide actionable recommendations for educators, policymakers, and educational institutions, thereby contributing to the advancement of student-centered pedagogy in the pursuit of improved learning outcomes and holistic development for ethnic minority students

The research is underpinned by precise objectives that provide guidance for the investigation into the facilitation of student-centered learning by teachers within EFL speaking classes at Ethnic Minority Boarding High Schools (EMBHS) in Gia Lai province These specific objectives serve as focal points, systematically directing the inquiry to address the research questions and attain a comprehensive grasp of the phenomenon at hand

This study is oriented towards the following specific objectives:

- To scrutinize the perspectives of EFL teachers regarding the concept of student-centered learning

- To delve into the instructional practices employed by EFL teachers in the promotion of student-centered learning within EFL speaking classes at EMBHS in Gia Lai province, Vietnam

- To pinpoint and analyze the factors that exert an influence on EFL teachers' efforts to promote student-centered learning in EFL speaking classes at EMBHS in Gia Lai province.

Research Questions

Based on the aims and the objectives of the study, the following research questions are poised to guide the study:

1 How do EFL teachers at EMBHS in Gia Lai province perceive the concept of student-centered learning in EFL speaking classes?

2 What are the practices adopted by EFL teachers to promote student- centered learning in EFL speaking classes at EMBHS in Gia Lai province?

3 What factors influence EFL teachers' promotion of student-centered learning in EFL speaking classes at EMBHS in Gia Lai province?

Scope of the Study

The study is delimited within specific parameters to ensure a focused and manageable investigation The scope outlining the boundaries of the research and clarifying the context in which the study is conducted, encompasses the following aspects:

The study is conducted exclusively within two ethnic minority boarding high schools in Gia Lai province

The study focuses on high school education, specifically within the tenth-grade English syllabus of EMBHS Choosing the tenth grade serves as a strategic starting point for assessing the early impact of student-centered learning on students' language proficiency This marks the first implementation of Tieng Anh 10-Bright

The study is primarily concerned with the teaching and learning of English as a Foreign Language (EFL), particularly in the context of EFL speaking classes

The study involves EFL teachers who are actively engaged in teaching EFL at ethnic minority boarding high schools in Gia Lai province The study focuses on EFL teachers’ perspectives and practices they adopt to promote student-centered learning in EFL speaking classes

The research is conducted in the second term of the academic year 2022/2023 The data collection and the data analysis are confined to this specific period to maintain research feasibility.

Significance of the Study

Significantly, the study contributes to the ongoing discourse on student- centered learning within the realm of English as a Foreign Language education By investigating how teachers promote student-centered learning in the specific context of ethnic minority boarding high schools, the study adds depth to the theoretical understanding of effective pedagogical approaches It provides insights into the alignment between student-centered principles and the nuances of cultural and linguistic diversity, enriching the theoretical framework that underpins modern education methodologies

Practically, the findings of the study offer practical implications for educators engaged in EFL teaching at ethnic minority boarding high schools

By uncovering the strategies and practices employed by teachers to promote student-centered learning, the research equips educators with concrete examples of how to create engaging and effective classroom environments Educators can adapt these insights to their own teaching contexts, enhancing student engagement, communication skills, and overall learning experiences Secondly, the study's practical implications extend to curriculum designers and educational authorities The research's exploration of strategies that resonate with ethnic minority students' cultural and linguistic backgrounds provides guidance for the development of culturally responsive teaching materials and methods This ensures that educational resources are tailored to the specific needs and characteristics of the student population Thirdly, educational institutions and organizations responsible for teacher training and professional development can benefit from the study's insights By understanding the challenges faced by EFL teachers in implementing student-centered learning, these entities can design targeted training programs that address specific needs and enhance educators' capabilities in fostering student-centered environments

Ultimately, the practical significance of the study lies in its potential to improve learning outcomes for students Through the effective implementation of student-centered approaches, students are empowered to take ownership of their learning, developing critical thinking, collaboration, and problem-solving skills The research's practical insights aim to foster lifelong learners who are equipped for success in both academic and real-world contexts

In summary, the study's significance is two-fold: it contributes to theoretical discussions surrounding student-centered learning in EFL education, while also offering practical implications that can positively impact educators, curriculum designers, teacher trainers, and most importantly, the learning experiences and outcomes of students in ethnic minority boarding high schools

The thesis has been meticulously structured to facilitate a coherent and comprehensive exploration of the research topic Each chapter has been strategically designed to build upon the preceding one, ensuring a smooth and logical progression through the research process, methodology, findings, and implications The organizational framework of this study is presented as follows:

Chapter 1, Introduction, serves as the gateway to the dissertation and offers an overview of the research's background, objectives, research questions, significance, scope, and organization It sets the stage for the subsequent chapters and provides readers with essential context

Chapter 2, Literature Review, delves into the extensive body of relevant literature on various aspects related to our research, including student- centered learning, EFL teaching methods, the pivotal role of teachers in promoting student-centered learning, the educational experiences of ethnic minority students, and a review of previous studies conducted in similar contexts

Chapter 3, Research Methodology, is dedicated to a comprehensive description of the research methodology employed in this study It offers insight into the research method, research setting, and data collection instrument, that guided our research process

Chapter 4, Findings and Discussion, built upon the foundation laid in previous chapters, presents the research findings obtained from EFL teachers at ethnic minority boarding high schools It then proceeds to analyze and interpret these findings within the broader context of the literature review This chapter explores emerging patterns, themes, and relationships identified in the collected data

Chapter 5, Conclusions and Implications, serves a dual purpose Firstly, it discusses the theoretical, practical, and policy implications of the study's findings, shedding light on how this research contributes to the enhancement of student-centered learning in EFL speaking classes Secondly, it summarizes the key findings, reiterates the significance of the research, and reflects upon the overall research process Additionally, this chapter acknowledges the limitations of the study and suggests potential avenues for future research in this domain

This structural framework ensures that the reader is systematically guided through the research journey, from its inception to its implications and future prospects, fostering a holistic understanding of the subject matter.

THEORETICAL BACKGROUND AND

Conceptual Framework

Student-centered learning is an approach to teaching and learning that focuses on the needs, interests, and abilities of students In student-centered learning, the teacher acts as a facilitator, guiding and supporting students as they take ownership of their learning Student-centered learning has been shown to have a positive impact on students' motivation, engagement, and achievement (Linfeng Zhang et.al, 2019; Mokhtari & Reichard, 2002)

Student-centered learning places learners at the forefront of the educational process, encouraging active participation, critical thinking, and autonomy The following key principles of student-centered learning are explored:

Learner Autonomy: Discusses the importance of empowering students to take ownership of their learning journey Learner autonomy involves students setting goals, making decisions, and reflecting on their progress, fostering a sense of responsibility and self-direction

Active Engagement: Explores how student-centered learning promotes active engagement through interactive activities, discussions, problem-solving tasks, and experiential learning Active engagement enhances comprehension and retention of subject matter

Collaborative Learning: Explores the value of collaborative learning experiences, where students work together on projects, discussions, and peer teaching Collaboration cultivates communication skills, teamwork, and diverse perspectives

Inquiry-Based Learning: Discusses the importance of inquiry-based learning, where students inquire, investigate, and seek answers to questions This approach fosters curiosity, critical thinking, and problem-solving skills

Personalization: Examines the significance of tailoring learning experiences to students' individual needs, interests, and learning styles Personalization acknowledges the diversity of learners and enhances engagement

Authentic Assessment: Discusses assessment methods that align with student-centered learning, such as project-based assessments, presentations, and portfolios Authentic assessments evaluate students' application of knowledge in real-world contexts

Teacher as a Facilitator: Explores the evolving role of the teacher from an authoritative figure to a facilitator who guides and supports students' learning journeys Teachers create a conducive environment for exploration and critical thinking

Higher Order Thinking Skills: Examines the development of higher- order thinking skills, including analysis, synthesis, and evaluation Student- centered learning encourages students to apply knowledge to solve complex problems

Reflection and Metacognition: Discusses the importance of self- reflection and metacognition, where students evaluate their learning processes and enhance their self-awareness and learning strategies

Real-World Relevance: Explores the incorporation of real-world contexts into learning experiences, making content meaningful and applicable to students' lives and future endeavors

By comprehensively examining these principles, this section provides a robust foundation for understanding the core tenets of student-centered learning These principles will serve as a lens through which the subsequent chapters analyze the promotion of student-centered learning in EFL speaking classes at ethnic minority boarding high schools.

EFL Teachers' Role in Promoting Student-Centered

EFL teachers play a critical role in promoting student-centered learning in EFL speaking classes EFL teachers need to create a supportive and safe learning environment, encourage student participation and collaboration, and provide opportunities for student self-reflection and evaluation EFL teachers also need to develop their own pedagogical skills and adopt teaching strategies that promote student-centered learning (Astalini et.al., 2019)

EFL teachers play a crucial role in promoting student-centered learning in EFL classrooms Here are some ways in which EFL teachers can promote student-centered learning:

Creating a supportive classroom environment: EFL teachers can create a supportive classroom environment that encourages students to actively participate in the learning process This can involve establishing a positive and inclusive classroom culture, providing opportunities for students to share their ideas and opinions, and valuing and respecting each student's contributions

Facilitating collaborative learning: EFL teachers can facilitate collaborative learning by designing group work activities that encourage students to work together to achieve a common goal This can involve setting up group projects, providing clear guidelines and expectations, and providing feedback to support students' collaborative efforts

Providing feedback and guidance: EFL teachers can provide feedback and guidance to support students' learning This can involve providing regular feedback on students' work, helping students to identify areas for improvement, and providing guidance on how to improve their language skills

Encouraging autonomy and self-regulated learning: EFL teachers can encourage autonomy and self-regulated learning by providing opportunities for students to take ownership of their learning This can involve providing choice and flexibility in learning activities, encouraging students to set their own learning goals, and providing guidance on how to develop effective learning strategies

Using a variety of teaching strategies: EFL teachers can use a variety of teaching strategies to promote student-centered learning This can involve using active learning strategies, such as inquiry-based learning and problem- based learning, providing opportunities for student-led discussions, and incorporating technology and multimedia resources to support students' learning

Overall, EFL teachers can promote student-centered learning by creating a supportive classroom environment, facilitating collaborative learning, providing feedback and guidance, encouraging autonomy and self-regulated learning, and using a variety of teaching strategies.

Speaking Skills

English as a Foreign Language (EFL) education encompasses the acquisition of four essential language skills: writing, reading, listening, and speaking The latter skill, speaking, involves diverse interpretations depending on the perspective of each teacher or author It is primarily focused on fostering learners' capacities to effectively communicate through oral discourse However, the precise emphasis and methods for developing this skill can vary widely, influenced by individual teaching styles and educational philosophies

According to Bygate (1987), "oral expression" encompasses the correct selection of language forms, their proper arrangement, native-like pronunciation, and effective communication of meanings understandable to the listener Bygate further emphasizes that speaking is an essential skill employed in everyday interactions, highlighting its significance as a crucial ability for learners to attain fluency in the classroom setting

Expanding upon earlier definitions, Hedge (2000) adds another layer of significance to speaking According to Hedge, speaking is "a skill by which they [people] are judged while first impressions are being formed" (p 261) This underscores the importance of speaking as a pivotal skill in foreign language learning Speaking not only conveys language proficiency but also serves as a medium through which learners express their thoughts and opinions, making it a vital component of the language acquisition process

The importance of speaking skills in language learning cannot be overstated Effective speaking skills are fundamental to successful communication, not only in language classrooms but also in real-life situations They enable individuals to express themselves, engage in meaningful conversations, and understand and respond to others Speaking skills are central to building confidence in using the language and are a critical component of overall language proficiency

According to Hughes (2002), the significance of spoken language within the language teaching process experienced a notable evolution during the beginning and end of the nineteenth century This transformation was instigated by the introduction of teaching methodologies that were designed to specifically address the instruction of spoken language

Harmer (2001) discusses the numerous classroom speaking activities employed in oral expression courses, with a primary focus on language function rather than solely on grammar and vocabulary Notably, he introduces several key activities, including communication games devised to promote interaction among students, allowing them to collaboratively solve puzzles These activities may be inspired by sources like TV games or radio shows For instance, one such game is "describe and draw," where one student describes an image, and another student endeavors to draw it based on the description

Another activity Harmer highlights is information gap activities In these exercises, two speakers possess distinct pieces of information that, when combined, create a complete image or concept This type of activity challenges students to bridge gaps when information is missing, necessitating the use of vocabulary and their knowledge to exchange insights with their peers It is worth noting that many foreign language classes incorporate these activities, emphasizing the sharing of information among students in the context of oral courses (Harmer, 1998)

Engaging in discussion activities is often considered the most valuable and captivating form of oral practice in the classroom Such activities provide students with the opportunity to exchange opinions, share experiences, and express their viewpoints, thereby enhancing their communicative skills in the target language (Harmer, 2001) Littlewood (1981) supports this perspective, highlighting that discussions empower learners to express their personalities and experiences through a foreign language Therefore, "discussion" is viewed as an authentic language experience where students utilize their linguistic abilities to participate meaningfully in oral communication activities

Assessment encompasses various activities employed in the classroom, serving the purpose of evaluating the teaching and learning processes These activities are conducted by the teacher or even by the students themselves to provide essential feedback As Rost (2002) highlights, assessment is an integral component of instruction, guiding the design of appropriate teaching methods and enabling feedback on learner performance It plays a crucial role in gauging progress and ensuring effective teaching and learning outcomes Assessing speaking skills in the classroom is crucial for gauging students' progress and providing constructive feedback Several assessment methods are commonly used:

• Oral Exams: These evaluate a student's ability to speak on a given topic or respond to questions, focusing on pronunciation, vocabulary usage, and fluency

• Presentations: Individual or group presentations assess a student's public speaking skills, including their capacity to deliver coherent and engaging content while maintaining good communication skills

• Peer Evaluations: Involving peers in assessing each other's speaking skills fosters a supportive learning environment and encourages students to provide constructive feedback to their fellow learners

• Rubrics: Rubrics are used to create an objective and standardized method of assessing speaking skills They break down the components of effective speaking, making it clear to both students and instructors what is expected in terms of pronunciation, fluency, vocabulary, and overall communication

Speaking serves as a primary means for language learners to attain their educational objectives Researchers in the field of applied linguistics have consistently underscored the pivotal role of speaking in language acquisition, advocating for teachers to place a strong emphasis on it through continuous assessment and practice This entails involving learners in a variety of speaking activities aimed at enhancing their speaking abilities and performance To achieve this, teachers should motivate their students to confront their challenges and make them central to the classroom dynamic by fostering group work and cooperative activities.

Ethnic Minority Boarding High Schools in Vietnam

Ethnic minority boarding high schools in Vietnam are designed to provide education opportunities for students from ethnic minority communities in remote areas These schools face unique challenges, such as limited resources, language barriers, and cultural differences The EFL speaking classes in these schools may also face additional challenges, such as students' limited exposure to English outside the classroom and the need for culturally sensitive teaching practices (Duong, 2018)

Overall, the literature suggests that student-centered learning is an effective approach to teaching and learning, particularly in EFL speaking classes EFL teachers play a critical role in promoting student-centered learning, and the challenges faced by ethnic minority boarding high schools in Vietnam may require additional consideration and adaptation of teaching practices This study aims to investigate EFL teachers' promotion of student- centered learning in EFL speaking classes at ethnic minority boarding high schools in Gia Lai province, Vietnam, and contribute to the literature on this important topic.

Previous Research Related to the Study

Previous research has addressed several aspects of student-centered learning environments

One of the studies related to the area was “Factors influencing the Implementation of Student-centered Learning in the Department of Occupational Therapy, a case of KMTC Nairobi Campus” carried out by Noel Tanui, 2012 Its purpose was to promote student-centered learning in the department of occupational therapy In the results of this study the teachers stated that student-centered learning broaden the student knowledge, helps them to come up with study programs, make the students to be independent learners They continue to state that in student-centered learning enable them to get knowledge not only passing knowledge to them, also it is one way where student read more and understand widely

Another study entitled “Integrating student-centered learning to promote critical thinking in high school social studies classrooms” was conducted by Elaine Sayre in 2013 This study aimed to explore the effectiveness of integrating student-centered methods in high school social studies classrooms as a means of promoting critical thinking skills All students were given the same pretest and posttests Students were divided into three groups: one was taught using student-centered methods, one was taught using teacher-centered methods, and one was the control group and was not directly taught by anyone The results of the study showed that all groups made some degree of increases from their pre-test to their post-test, but the average change for the student-centered group was more than the teacher-centered group, and double that of the control group What these scores are showing is that student- centered teaching did promote changes in a test that was composed of mostly higher-order thinking questions The fact that the average change of the student-centered group was more than that of the other two groups proves my hypothesis that student-centered teaching can promote critical thinking in the high school social studies classroom

In addition, Sudiran and Vieira (2017) conducted an investigation

“Learner-Center Materials Development in Initial Language Teacher Education” focused on the creation of learner-centered materials within the context of English language teaching The study involved four key participants, including a university tutor, a school supervisor, and two trainee teachers The research methodology encompassed data collection through interviews, classroom observations, and an analysis of practicum portfolios The findings of the study suggested that the trainee teachers displayed a strong belief in and a desire to create learner-centered materials and promote autonomy-oriented teaching approaches However, the results also revealed certain challenges and constraints that these trainees encountered These constraints were linked to their prior educational experiences, the unpredictable nature of classroom practice, and the prevailing pedagogic cultures within the school environment

Furthermore, Linh and Yen (2022) did a research entitled “EFL teachers’ strategies and challenges in promoting high school students’ autonomy in vocabulary learning” The study's goal was to pinpoint EFL teachers' tactics for encouraging EFL high autonomy of school kids in acquiring vocabulary Additionally, this study aimed to identify the difficulties faced by EFL high school teachers in fostering EFL students' independence with vocabulary learning In order to learn about the tactics, instructors have employed in the recent research as well as the difficulties they confront, a questionnaire and an interview were used in this study The study's conclusions showed that English language teachers typically encouraged independent learning among their students The findings showed that teachers had to deal with issues such pupils' inability to learn independently, rules and restrictions put in place in schools, and teachers' lack of basic techniques to encourage independent learning

Previous studies on student-centered learning and EFL teaching in similar contexts reveal insights into the implementation and outcomes of student-centered approaches These studies provide valuable findings, limitations, and gaps that inform the current research However, there has been no research into investigating teachers’ promotion of student - centered learning in EFL speaking classes in ethnic minority boarding high schools This is the reason why the researcher conducted this study for the purpose of promoting student-centered learning in EFL speaking classes in ethnic minority boarding high schools.

Summary

Chapter 1 provides a comprehensive exploration of key concepts related to student-centered learning, EFL teaching methods, the role of teachers in promoting student-centered learning, ethnic minority students in education, and previous studies in similar contexts.

RESEARCH METHODOLOGY

Research Methods

To accomplish the goals and purposes of the research, the researcher uses the following techniques

This study employs a mixed-methods approach, combining both quantitative and qualitative methodologies to address the research questions The quantitative data are collected through a survey questionnaire, while qualitative data are gathered via classroom observation, open-ended interviews aimed at exploring teachers' viewpoints regarding the enhancement of a student-centered learning environment

This research exclusively concentrated on two ethnic minority boarding high schools (EMBHS) located in Gia Lai province, Vietnam These institutions share similarities in structure, each comprising 13 classes and employing a teaching staff of four English language instructors

However, the study adopted a dual approach due to practical considerations In one of these EMBHS, a comprehensive investigation was conducted utilizing various data collection methods, including observations, questionnaires, and interviews In contrast, the second EMBHS, situated at a considerable distance, only allowed for the administration of questionnaires The choice to use questionnaires at the remote school was influenced by logistical constraints but provided valuable insights nonetheless

These selected educational institutions are instrumental in understanding the dynamics of student-centered learning in the context of ethnic minority boarding high schools in Gia Lai province, encompassing both practical implementation and the incorporation of technology-facilitated data collection

The participants central to this study consisted of eight proficient English as a Foreign Language (EFL) instructors, each engaged in the pedagogical processes at ethnic minority boarding high schools (EMBHS) located within Gia Lai province These educators were carefully selected based on their academic qualifications, teaching experience, and an expressed willingness to contribute to the research The chosen participants represent a cross-section of the teaching faculty within the research context

The selection of EFL instructors as participants was informed by their pivotal role in facilitating student-centered learning within the context of ethnic minority boarding high schools These educators, with their diverse backgrounds and experiences, played a fundamental role in shaping the research's understanding of student-centered learning and its implications in EFL-speaking classes

The informants for this study were 8 EFL teachers who have been teaching English at Ethnic Minority Boarding High Schools in Gia Lai province The demographic data of the informants is summarized in Table 3.1

Number of Years of English Teaching 10-15 years 1 12,5% N= 8

The informants for this study were mainly female (87,5%) and male (only 12,5%) teachers who had received English language training at various universities In this study, 87,5 % of teachers who participated have ages between 40 and 50 years old And 75 % of teachers have degree as bachelor and

75 % of teachers as master With regards to teaching experience, most of the teachers (87,5%) had rendered between 15-30 years in teaching and only 12,5% of the teachers have been teaching for a period of 10-15 years as shown in Table 3.1

The "Tieng Anh 10 Bright" Curriculum

The cornerstone of English language education in these schools is the

"Tieng Anh 10 Bright" textbook, designed to align with the national curriculum standards This curriculum framework encompasses four fundamental language skills: listening, speaking, reading, and writing Rooted in the Common European Framework of Reference for Languages (CEFR), it places a strong emphasis on grammar, vocabulary, and language skills Here is a more detailed breakdown:

• Curriculum Units: The "Tieng Anh 10 Bright" curriculum is structured around eight thematic units, each immersing students in a different topic Within these units, four distinct lessons cater to the development of specific language skills, ensuring a holistic language learning experience

• Practical Language Use: This curriculum goes beyond theoretical knowledge by integrating language use in real-world situations It encourages students to apply English in practical scenarios, preparing them for effective communication

• Speaking Proficiency: Of particular relevance to this study, the curriculum includes dedicated speaking lessons within each unit These lessons aim to enhance students' proficiency in spoken English, equipping them with skills to make presentations, participate in discussions, and express personal viewpoints

• Collaborative Activities: To foster interaction and cooperation among students, the curriculum incorporates various speaking tasks, such as pair work, group activities, and role-plays These activities not only improve speaking skills but also promote teamwork and critical thinking

• Language Functions: In addition to pronunciation and intonation, the curriculum addresses essential language functions, such as making suggestions and providing advice, to enhance students' communicative competence

In summary, the "Tieng Anh 10 Bright" curriculum serves as the cornerstone of English language education in these ethnic minority boarding high schools It is meticulously designed to cultivate students' language skills and communicative abilities while accommodating grammar, vocabulary, and practical language use The curriculum structure integrates thematic units and diverse speaking activities, laying the foundation for cooperative and interactive learning.

Data Collection Instrument

This section described the data collection instruments that were used in the study This study employed a mixed-method research design of qualitative and quantitative approach in order to find the answers for the three research questions Three types of instruments were used to collect data for the study: questionnaires, classroom observation, and interviews

A survey questionnaire was selected as the research instrument for this study due to several compelling reasons These reasons are outlined below: Cost and Time Efficiency: A questionnaire was chosen for its cost- effective and time-efficient data collection process This method allows researchers to gather data from a potentially large number of respondents without significant financial or time investments As noted by Richards

(1992), questionnaires are particularly valuable for capturing affective information related to teaching and learning, such as beliefs, attitudes, motivation, and preferences This efficiency is especially beneficial when aiming to gather a substantial amount of data within a relatively short timeframe

Standardization for Analysis: Data collected through questionnaires can be easily summarized and analysed because all respondents answer the same set of questions (Saris & Gallhofer, 2014) This standardization simplifies the data analysis process, enabling researchers to identify patterns and trends in the responses

Wide Range of Information: Questionnaires provide a means to gather information about various characteristics of research participants, including thoughts, feelings, attitudes, beliefs, values, perceptions, personality traits, and behavioural intentions (Johnson & Christensen, 2000) According to Beaty et al (2020), questionnaires are especially useful when seeking to understand students' opinions and perspectives on different subjects Therefore, in this study, the questionnaire was expected to yield insights into various aspects of students' behaviour and pre-speaking activities

Anonymity and Open Expression: The questionnaire offers students the opportunity to express their opinions and needs openly without fearing embarrassment or consequences, as their names are not required on the questionnaire sheet This anonymity can encourage more candid responses and contribute to the validity of the data collected

The quantitative phase involved distributing a structured survey questionnaire to a sample of EFL teachers from ethnic minority boarding high schools in Gia Lai The survey was administered through both online platforms and in-person sessions The researcher adopted the survey questionnaire from SAADAOUI Mokhtaria with the title “Improving EFL Students’ Speaking Skill Via Student-centered Learning” The questionnaire comprised sections focusing on demographic information, current teaching practices, student-centered approaches, and factors influencing instruction, as follows:

Demographic Information: Participants were asked about their gender, age, educational qualifications, and the number of years of English teaching experience This information provided context regarding the background of the teachers involved in the study

Teaching Practices: Participants were queried about their current teaching practices, including the methods and approaches they typically use in their English speaking classes

Student-Centered Approaches: Teachers were asked about their perceptions of student-centered learning and whether they integrated student- centered approaches into their teaching

Factors Influencing Instruction: The questionnaire included questions related to the factors that influence teachers' instruction, shedding light on the challenges and facilitators they encounter in implementing student-centered learning

Open-ended Questions: The questionnaire featured open-ended questions that allowed participants to provide qualitative insights regarding their experiences, challenges, and opportunities associated with student- centered learning in their specific context

Overall, the questionnaire served as a valuable tool to gather a wide range of information from the participants, combining both quantitative and qualitative data to address the research questions comprehensively The quantitative data were analysed statistically, while the qualitative responses provided richer, contextualized insights into the experiences of EFL teachers in EMBHS in Gia Lai, Vietnam Detailed information related to the questionnaire can be found in Appendix 1

Gaies (1991) states that "What we see when we observe teachers and learners in action is not the mechanical application of methods and techniques, but rather a reflection of how teachers have interpreted these things" (p 14) Hancock (1998) emphasized in his work that "because of the richness and credibility of information it can provide, observation being a desirable part of data gathering instrument" (p 89) Therefore, observation in the actual classroom teaching and learning process was used as a collecting data instrument to obtain more information A checklist was used to keep track of what was being observed A checklist is a list of different aspects of a lesson that teachers complete while watching a lesson Checklists provide a clear focus for observation; however, they can only be used for certain aspects of a lesson, such as easy-to-count features, and should focus on only one or two aspects of the lesson There are several published checklists that can be used in classroom observations (e.g., Wajnryb, 1992), but these may need to be modified to meet the needs of the teachers Alternatively, the teacher and his or her cooperating teacher can create their own checklists

In this research, the researcher played a role as a non-participant observer It means that the observer is not directly involved in the situation being observed (Gay, 2000) The researcher observed four classes The classroom observation was applied in order to explore teachers' perceptions toward the implementation of SCL in EFL speaking classes in real situations The observations focused on teacher-student interaction in relation to SCL, classroom conditions, the student population in the classroom, activities of teachers and students, the students' autonomy, collaboration, and critical thinking and how they solved them while recording all classroom activities, both verbal and nonverbal The recording was required to assist researchers in obtaining accurate data

Classroom observations were conducted during the second semester of the academic year 2022-2023 The observation checklist used by the researcher was adapted from official guidelines as specified in Dispatch No 5512/CV-BGDĐT and 4455/ CV-BGDĐT This checklist was employed to ensure standardized and comprehensive observations of the classes Detailed information related to the observation process can be found in Appendix 2

The interview was conducted to gain the data about High school EFL teachers’ perspective on promoting student-centered learning environment This instrument helped the researcher to get deep information about the high school EFL teachers’ perspective Richards (2003) claims that the interview is an important tool of qualitative inquiry and provides framework flexibility to probe In addition to the quantitative data obtained through the questionnaire, interviews are conducted to get detailed qualitative data, as it is commonly known that the purpose of the interview is to give a reliable account of the information gathered from the questionnaire already (Mackey & Gass, 2005) The interview is the stage following on from the questionnaire but is based on a selection of typical research subjects The interviews were conducted one- on-one, providing a comfortable and confidential environment for the participants to share their views openly Open-ended questions were designed to encourage participants to express their thoughts, experiences, and insights related to student-centered learning and teaching speaking skills The interviews were audio-recorded with the participants' consent to ensure the accuracy of data capture

In this research, four teachers were selected to participate in the semi- structured interviews to gain insights into their views of SCL to teach speaking skills The interviews were semi-structured, meaning that while there was a set of predefined questions, there was flexibility for the interviewees to provide detailed responses The questions were designed to encourage participants to elaborate on their experiences and opinions The interview questions covered various key aspects of SCL in the context of English speaking classes

Questionnaire Analysis

The present section is devoted to the analysis of the data collected from the teachers’ questionnaire In all, eight EFL teachers from EMBHS answered this questionnaire, the questions were explained to them The questionnaire consisted of thirteen questions and each one will be treated separately as follows

4.1.1 Section One: Demographic Information (Questions 1-4)

Table 4.1 illustrates the gender distribution of the participating teachers

Gender Number of Teachers Percentage

Among the participating teachers, there were only 1 male teacher with 12,5% and 7 female teachers with 87,5% This gender distribution highlights the predominance of female educators in the sample, which is a common trend in the teaching profession in many contexts

Table 4.2 displays the age distribution of the participating teachers

Age Range Number of Teachers Percentage

The data highlights that among the teachers in the sample, 12.5% fell within the 30-40 years age range, while the majority, constituting 87.5% of the sample, belonged to the 41-50 years age range None of the teachers were in the 51-60 years age range This age distribution provides insights into the demographic composition of the participating teachers and may have implications for teaching practices and perspectives related to student- centered learning in EFL speaking classes

Table 4.3 illustrates the educational qualifications of the participating teachers

Educational Qualification Number of Teachers Percentage

The data reveals that within the sample, 75% of the teachers held a Bachelor's degree, while 25% possessed a Master's degree No teachers in the sample held a Ph.D or Doctorate This breakdown of educational qualifications provides important context to understand the academic background of the participating teachers, which may influence their perspectives and approaches to student-centered learning in EFL speaking classes

Table 4.4 presents the distribution of teaching experience among the participating teachers

Teaching Experience Number of Teachers Percentage

The data demonstrates that within the sample, 12.5% of the teachers had 10-15 years of teaching experience, while 87.5% had been teaching for 15-30 years None of the teachers had more than 30 years of teaching experience This distribution of teaching experience helps in understanding the diverse range of experience levels among the participating teachers, which can impact their implementation of student-centered learning in EFL speaking classes

4.1.2 Section 2: Current Teaching Practices (Questions 5-6)

4.1.2.1 Question 5: How often do you teach EFL speaking classes?

Table 4.5 illustrates the frequency with which teachers conduct EFL speaking classes

Frequency of teaching EFL speaking classes

The data indicates that all teachers, constituting 100% of the sample, teach EFL speaking classes several times a week None of the teachers

Frequency Number of Teachers Percentage

Rarely 0 0 mentioned teaching these classes on a daily or rare basis This information provides insight into the regularity of EFL speaking classes in the educational context under study

4.1.2.2 Question 6: How do you define student-centered learning in the context of EFL speaking classes? (Open-ended)

The responses to Question 6 varied in terms of clarity and depth of understanding among the surveyed teachers Out of the 8 teachers, 2 provided somewhat vague or ambiguous definitions of student-centered learning These responses lacked specificity and did not clearly articulate the core principles of this teaching approach For instance, one teacher mentioned, "Student- centered learning is when students are more in control of their learning," but didn't elaborate on how this control is facilitated or what specific strategies are employed

In contrast, the remaining 6 teachers offered more detailed and comprehensive definitions of student-centered learning in the context of EFL speaking classes These definitions often included key principles such as learner autonomy, active engagement, collaborative learning, and inquiry- based approaches For example, one teacher stated, "In student-centered learning, students take an active role in the learning process, engage in collaborative activities, and have the autonomy to explore topics of interest."

4.1.3 Section 3: Student-Centered Approaches (Questions 7-9)

4.1.3.1 Question 7: Key Principles or Characteristics of Student-

Table 4.6 presents the teachers' understanding of the key principles or characteristics of student-centered learning

Key Principles or Characteristics of Student-Centered Learning

Understanding of Student-Centered Learning Number of Teachers Percentage

Out of the 8 teachers surveyed, 5 teachers (62.5%) selected all the provided key principles or characteristics of student-centered learning, indicating a comprehensive understanding of this approach These teachers recognized the multifaceted nature of student-centered learning, which includes principles such as learner autonomy, active engagement, collaborative learning, inquiry-based learning, critical thinking, flexibility and personalization, real-world relevance, feedback and reflection, use of technology, the role of the teacher as a facilitator, and the use of multiple assessment methods Their responses suggest a holistic approach to student- centered learning, encompassing various strategies and principles to enhance the educational experience

Conversely, 3 teachers (37.5%) chose only some of the key principles or characteristics provided This indicates a more selective or partial understanding of student-centered learning It's worth noting that these teachers may emphasize specific aspects of student-centered learning while not fully embracing all its dimensions

4.1.3.2 Question 8: Student-Centered Activities Used

Table 4.7 provides information about the extent to which teachers utilize student-centered activities

Extent of Student-Centered Activities Used Number of Teachers Percentage

Comprehensive Use (Selected All Activities) 6 75

Selective Use (Selected Some Activities) 2 25

Out of the 8 teachers surveyed, 6 teachers indicated that they use all the provided student-centered activities, showcasing a comprehensive approach to incorporating student-centered strategies into their teaching These teachers employ a wide range of activities, including group discussions, pair work, student-led presentations, debate activities, role plays, and collaborative projects This suggests a strong commitment to fostering active student engagement, collaboration, and participation in the classroom, aligning with the principles of student-centered learning

On the other hand, 2 teachers selected only some of the student- centered activities listed This indicates a more selective approach, where these teachers may focus on specific activities that align with their teaching style or the needs of their students Their responses suggest that while they embrace certain student-centered practices, they may not utilize the full spectrum of activities available

4.1.3.3 Question 9: What do you believe are the benefits of implementing student-centered learning approaches?

Table 4.8 presents the teachers' perceptions of the benefits associated with implementing student-centered learning approaches

Benefits of Student-Centered Learning

Benefits of Student-Centered Learning Number of Teachers Percentage

Preparation for Real-World Challenges 4 50

The responses to Question 9, which inquired about the benefits of implementing student-centered learning approaches, shed light on teachers' perspectives regarding the advantages of this pedagogical method

Enhanced Engagement: The majority of teachers (75%) emphasized that student-centered learning leads to enhanced engagement among their students They reported that when students are actively involved in their learning process, they tend to be more motivated and enthusiastic about participating in class activities This suggests that teachers see engagement as a significant advantage of student-centered approaches, leading to more productive and interactive classrooms

Improved Critical Thinking: Approximately 62.5% of teachers identified improved critical thinking as a benefit of student-centered learning They explained that this approach encourages students to think critically, analyze information, and solve problems independently This insight suggests that teachers perceive student-centered learning as a means to nurture higher-order thinking skills, which are crucial for academic success and real-world application

Positive Learning Environment: A notable percentage (50%) of the teachers highlighted the creation of a positive learning environment as a benefit They described how student-centered learning fosters a classroom atmosphere characterized by mutual respect, cooperation, and active participation This underscores the importance of the classroom environment in the learning process and how student-centered approaches contribute to a conducive atmosphere for learning

Enhanced Communication Skills: Approximately 62.5% of the teachers also recognized improved communication skills as a key advantage of student-centered learning They explained that this approach enables students to practice and enhance their language and communication skills through active participation and interaction Improved communication skills are particularly important in EFL speaking classes, and teachers acknowledge that student-centered methods facilitate this development

Interview Analysis

In this section, the researcher presents a detailed analysis of the insights gathered from the semi-structured interviews conducted with EFL teachers The analysis provides a deeper understanding of their perspectives on student- centered learning (SCL) in English speaking classes and its applicability within the context of ethnic minority boarding high schools in Gia Lai

4.3.1 Interpretations of Student-centered Learning

Diverse Perceptions: The interviews highlighted a diverse range of interpretations of SCL among the teachers in ethnic minority boarding high schools in Gia Lai Some teachers perceived SCL as a pedagogy emphasizing collaborative learning, where students actively engage in group activities and interact with their peers to construct knowledge collectively Others viewed SCL as promoting autonomy and self-directed learning, where students take ownership of their educational journey, make choices, and set their learning goals

The first teacher’s response: "SCL means putting students at the center, letting them drive their learning journey."

The second teacher’s response: “In my understanding, student-centered learning in English speaking classes means shifting the focus from the teacher being the central figure in the classroom to placing students at the core of the learning process.”

These diverse interpretations suggest that SCL is not a one-size-fits-all concept Instead, it is understood and applied differently by teachers in this context While this diversity allows for flexibility in teaching approaches, it may also pose challenges in achieving consistency in SCL implementation across classrooms

4.3.2 Key Principles and Characteristics of Student-centered Learning

The key principles identified by teachers revolved around fostering collaboration, tailoring learning experiences to individual needs, and transitioning from a teacher-centered to a student-centered paradigm

Collaborative Learning: Many teachers identified collaborative learning as a fundamental principle of SCL They emphasized the importance of students actively engaging with their peers, sharing ideas, and working together to construct knowledge This perspective aligns with the notion that SCL promotes social interaction and cooperative learning

Autonomy and Ownership: Another frequently mentioned characteristic of

SCL was autonomy Teachers expressed a belief that students should take ownership of their learning process, making decisions, setting goals, and directing their own learning path This view highlights the desire for students to become self-directed learners

The first teacher’s response: “Absolutely, from my perspective, student-centered learning in English speaking classes is characterized by several key principles: Active Engagement: This approach requires students to actively participate in the learning process They are encouraged to speak, listen, and interact with their peers rather than being passive recipients of information

The second teacher’s response: “From my perspective, the key principles of student-centered learning in English speaking classes include learner autonomy, active engagement, and flexibility”

The recognition of collaborative learning and autonomy as key principles of SCL indicates a commitment among teachers to pedagogical approaches that empower students to actively participate in their education It reflects a desire to move away from traditional teacher-centered methods

4.3.3 Strategies for Promoting Student-centered Learning

Teachers employed various strategies to promote active engagement and collaboration among students Group discussions, peer learning, and interactive activities were commonly cited as effective methods to encourage participation

Group Activities: Many teachers reported using group activities and discussions as a primary strategy to promote SCL These activities were seen as effective ways to encourage collaboration, peer interaction, and collective problem-solving

Peer Teaching: Some teachers discussed the use of peer teaching, where students take on the role of teachers to explain concepts to their classmates

This approach not only fosters collaboration but also reinforces students' understanding of the material

Project-Based Learning: A subset of teachers embraced project-based learning, allowing students to explore topics in-depth through extended projects This strategy aligns with the autonomy-focused interpretation of SCL, as it empowers students to choose and manage their projects

Teachers' responses: "I find that activities like group discussions and projects not only improve speaking skills but also create a collaborative learning environment."

"I believe that fostering active engagement and collaboration is at the heart of student-centered learning in English speaking classes To achieve this, I employ various activities and strategies: Group Discussions, Pair Work, Role-Playing, Collaborative Projects, Peer Assessment, Interactive Learning Resources, Real-Life Scenarios”

The strategies mentioned by teachers reflect their dedication to creating a student-centered learning environment These strategies align with their interpretations of SCL and demonstrate a purposeful effort to implement SCL in their classrooms

4.3.4 Challenges in Implementing Student-centered Learning

Teachers acknowledged several challenges in implementing SCL, including time constraints within the curriculum, adapting to diverse student needs, and navigating the expectations of a more traditional educational environment

"One challenge is the limited time we have There's pressure to cover content, and sometimes it feels like SCL requires more time than we have."

“ Ethnic minority students may have cultural differences that influence their learning styles and expectations Some cultures may value more traditional, teacher-centered approaches Bridging these cultural gaps and adapting teaching methods accordingly can be challenging."

These challenges underscore the complexities of implementing SCL in the context of ethnic minority boarding high schools Addressing resource limitations, language barriers, and cultural diversity is crucial for the successful adoption of SCL and ensuring equitable education for all students

4.3.5 Institutional Support and Professional Development

Inconsistent Support: While some teachers reported receiving support and resources from their schools, the interviews revealed disparities in professional development opportunities These disparities suggest that not all teachers have access to the same level of support

Teacher Training Needs: Teachers expressed a need for comprehensive training, particularly in SCL methodologies They desired training that addresses the specific challenges and opportunities within their unique context

Teacher's Response: “"I attended a workshop on student-centered approaches, and it gave me some ideas However, ongoing support and resources would be beneficial."

Discussion

In this section, the researcher gathered demographic data from the participating teachers The majority of respondents were female (87.5%), with only one male teacher (12.5%) This gender distribution is common in the teaching profession in Vietnam Most teachers (87.5%) fell within the age range of 41-50, indicating a relatively experienced group Furthermore, 75% of the teachers held a Bachelor's degree, while 25% had a Master's degree This educational qualification distribution reflects the general qualifications of EFL teachers in the region The majority of teachers (87.5%) had over 15 years of teaching experience, signifying a highly experienced group

All eight teachers reported that they teach EFL speaking classes several times a week This suggests a consistent focus on EFL speaking classes among the participants However, when asked to define student-centered learning, two teachers provided vague or unclear responses This variation in understanding may indicate the need for further professional development in this area for some teachers

When asked about the key principles or characteristics of student-centered learning, a majority of teachers (62.5%) selected all the listed principles This indicates a strong alignment with the principles of student-centered learning Additionally, 75% of teachers reported using all the listed student-centered activities in their classes This high utilization suggests that teachers are actively incorporating various student-centered strategies into their teaching practices

Regarding factors influencing the decision to incorporate student-centered learning, the most commonly selected factor was student proficiency levels (87.5%), followed by teacher beliefs and philosophy (62.5%) This suggests that teachers consider students' language proficiency and their personal teaching philosophies when deciding to implement student-centered approaches However, further exploration is needed to understand the specific beliefs and philosophies that guide teachers in this context

In terms of support and resources, all teachers reported receiving curriculum guidance, while 62.5% mentioned receiving professional development support These resources appear to be significant in facilitating the implementation of student-centered learning However, the specific nature and effectiveness of these supports require further investigation

The challenges identified by teachers when implementing student-centered approaches were diverse The most frequently mentioned challenge was limited resources (62.5%), including teaching materials and technology student resistance (37.5%) was also noted as significant challenges Time constraints (12.5%), class size (12.5%) and and assessment alignment (12.5%) were less frequently cited but still noteworthy These challenges provide valuable insights into the practical difficulties teachers face in promoting student-centered learning

In summary, the findings suggest that teachers in this context have a generally positive orientation toward student-centered learning However, they encounter various challenges, particularly related to resource limitations and student resistance These challenges may inform the development of targeted support and professional development programs to enhance the implementation of student-centered approaches in EFL speaking classes at ethnic minority boarding high schools in Gia Lai province, Vietnam

The observation data revealed several important aspects related to preparation and planning Firstly, all observed teachers demonstrated a clear structure that guided the flow of the lesson while allowing flexibility for student input This finding indicates that teachers are mindful of balancing structure with opportunities for student involvement This practice aligns with the principles of student-centered learning, as it empowers students to take ownership of their learning process However, it's noteworthy that some of the observed teachers did not involve students in this aspect, suggesting potential areas for improvement

In terms of the teacher's role, it was observed that all teachers acted as facilitators, guiding discussions and activities rather than delivering monologues This finding is indicative of a student-centered teaching approach, where the teacher's role is to facilitate and support students in their learning journey Additionally, all teachers provided timely and specific feedback focused on improving speaking skills This aligns with the principles of formative assessment, where feedback plays a crucial role in enhancing learning Furthermore, all teachers were flexible in adjusting the lesson based on students' responses and needs This adaptability is a key characteristic of student-centered teaching, allowing lessons to be responsive to students' interests and progress Lastly, all teachers encouraged a positive and inclusive classroom environment that valued all students' contributions This contributes to a supportive and respectful learning atmosphere, fostering collaboration and engagement among students

The observation data also shed light on students' involvement in the learning process In all observed classes, students had opportunities to self- assess their progress and identify areas for improvement This practice encourages metacognition and reflective thinking, which are essential components of student-centered learning Furthermore, all classes had moments when students led discussions, presented their ideas, or facilitated activities This indicates that students were actively engaged in the learning process, taking on roles beyond passive recipients of information Additionally, all classes provided students with resources and tools for independent learning beyond the classroom This promotes learner autonomy, allowing students to explore and deepen their understanding outside of formal class hours Moreover, all classes involved students working together in pairs or groups to complete tasks or solve problems Collaborative learning was a common practice, enhancing peer interaction and cooperative skills Lastly, all classes had instances of students providing constructive feedback to their peers' speaking performances This peer feedback process encourages active participation, critical thinking, and the development of communication skills

Assessment practices in the observed classes were also noteworthy All the classes assessed students based on their active participation, communication skills, and critical thinking This aligns with the objectives of student-centered learning, where the focus extends beyond rote memorization to encompass higher-order thinking and effective communication Additionally, all classes considered both fluency and accuracy in language use during assessment This balanced approach recognizes the importance of language proficiency while valuing fluency and meaningful communication Lastly, all classes provided opportunities for students to self-assess and reflect on their speaking performance Self-assessment and reflection are integral components of student-centered learning, promoting metacognitive awareness and continuous improvement

In conclusion, the observations indicate that the teachers in this study demonstrated a strong commitment to student-centered learning principles in their EFL speaking classes They effectively balanced structure with student input, acted as facilitators, and actively involved students in various aspects of the learning process Assessment practices also aligned with student-centered learning objectives These findings suggest a positive teaching environment that fosters active student engagement, collaboration, and critical thinking However, there may be areas for improvement in some specific practices, such as involving students in setting learning goals Overall, these observations provide valuable insights into the successful implementation of student-centered learning in EFL speaking classes in ethnic minority boarding high schools in Gia Lai province, Vietnam

Through a synthesis of the research findings and an in-depth discussion, this chapter contributes to a comprehensive understanding of the research topic The insights gained provide valuable information for educators, policymakers, and researchers interested in promoting effective student- centered learning practices within the context of EFL education in ethnic minority boarding high schools

In this section, the researcher discusses the findings from the interviews with teachers in the context of promoting student-centered learning (SCL) in English speaking classes at ethnic minority boarding high schools in Gia Lai The responses provided valuable insights into how teachers perceive and implement SCL, the challenges they encounter, and the support they receive

Understanding of Student-centered Learning (Question 1)

The responses indicated that teachers have a good understanding of the concept of student-centered learning They view it as an approach that places students at the center of the learning process, emphasizing active participation, collaboration, and critical thinking This understanding aligns with the principles of SCL, where students take ownership of their learning, and teachers facilitate rather than dictate

Key Principles of Student-centered Learning (Question 2)

Demographic Information

Discussion of Observation Findings

The observation data revealed several important aspects related to preparation and planning Firstly, all observed teachers demonstrated a clear structure that guided the flow of the lesson while allowing flexibility for student input This finding indicates that teachers are mindful of balancing structure with opportunities for student involvement This practice aligns with the principles of student-centered learning, as it empowers students to take ownership of their learning process However, it's noteworthy that some of the observed teachers did not involve students in this aspect, suggesting potential areas for improvement

In terms of the teacher's role, it was observed that all teachers acted as facilitators, guiding discussions and activities rather than delivering monologues This finding is indicative of a student-centered teaching approach, where the teacher's role is to facilitate and support students in their learning journey Additionally, all teachers provided timely and specific feedback focused on improving speaking skills This aligns with the principles of formative assessment, where feedback plays a crucial role in enhancing learning Furthermore, all teachers were flexible in adjusting the lesson based on students' responses and needs This adaptability is a key characteristic of student-centered teaching, allowing lessons to be responsive to students' interests and progress Lastly, all teachers encouraged a positive and inclusive classroom environment that valued all students' contributions This contributes to a supportive and respectful learning atmosphere, fostering collaboration and engagement among students

The observation data also shed light on students' involvement in the learning process In all observed classes, students had opportunities to self- assess their progress and identify areas for improvement This practice encourages metacognition and reflective thinking, which are essential components of student-centered learning Furthermore, all classes had moments when students led discussions, presented their ideas, or facilitated activities This indicates that students were actively engaged in the learning process, taking on roles beyond passive recipients of information Additionally, all classes provided students with resources and tools for independent learning beyond the classroom This promotes learner autonomy, allowing students to explore and deepen their understanding outside of formal class hours Moreover, all classes involved students working together in pairs or groups to complete tasks or solve problems Collaborative learning was a common practice, enhancing peer interaction and cooperative skills Lastly, all classes had instances of students providing constructive feedback to their peers' speaking performances This peer feedback process encourages active participation, critical thinking, and the development of communication skills

Assessment practices in the observed classes were also noteworthy All the classes assessed students based on their active participation, communication skills, and critical thinking This aligns with the objectives of student-centered learning, where the focus extends beyond rote memorization to encompass higher-order thinking and effective communication Additionally, all classes considered both fluency and accuracy in language use during assessment This balanced approach recognizes the importance of language proficiency while valuing fluency and meaningful communication Lastly, all classes provided opportunities for students to self-assess and reflect on their speaking performance Self-assessment and reflection are integral components of student-centered learning, promoting metacognitive awareness and continuous improvement

In conclusion, the observations indicate that the teachers in this study demonstrated a strong commitment to student-centered learning principles in their EFL speaking classes They effectively balanced structure with student input, acted as facilitators, and actively involved students in various aspects of the learning process Assessment practices also aligned with student-centered learning objectives These findings suggest a positive teaching environment that fosters active student engagement, collaboration, and critical thinking However, there may be areas for improvement in some specific practices, such as involving students in setting learning goals Overall, these observations provide valuable insights into the successful implementation of student-centered learning in EFL speaking classes in ethnic minority boarding high schools in Gia Lai province, Vietnam

Through a synthesis of the research findings and an in-depth discussion, this chapter contributes to a comprehensive understanding of the research topic The insights gained provide valuable information for educators, policymakers, and researchers interested in promoting effective student- centered learning practices within the context of EFL education in ethnic minority boarding high schools.

Discussion of Interview Findings

In this section, the researcher discusses the findings from the interviews with teachers in the context of promoting student-centered learning (SCL) in English speaking classes at ethnic minority boarding high schools in Gia Lai The responses provided valuable insights into how teachers perceive and implement SCL, the challenges they encounter, and the support they receive

Understanding of Student-centered Learning (Question 1)

The responses indicated that teachers have a good understanding of the concept of student-centered learning They view it as an approach that places students at the center of the learning process, emphasizing active participation, collaboration, and critical thinking This understanding aligns with the principles of SCL, where students take ownership of their learning, and teachers facilitate rather than dictate

Key Principles of Student-centered Learning (Question 2)

Teachers identified key principles of SCL from their perspective These principles include active student engagement, fostering collaboration among students, adapting teaching methods to student needs, and promoting critical thinking These principles reflect the core tenets of SCL, emphasizing the shift from teacher-led to student-led learning

Strategies to Promote Active Engagement and Collaboration (Question 3)

Teachers shared various strategies to promote active engagement and collaboration among students These strategies encompassed group discussions, peer teaching, project-based learning, and interactive activities These approaches resonate with the essence of SCL, which encourages students to work together, share ideas, and construct knowledge collectively

Challenges in Implementing Student-centered Learning (Question 4)

Teachers also highlighted several challenges they face when implementing SCL in the context of ethnic minority boarding high schools These challenges include limited resources, language barriers among students, and the need to balance SCL with curriculum requirements The lack of adequate training and the constraints of traditional teaching methods were also mentioned as impediments

On a positive note, teachers reported receiving some support and resources to promote SCL This support includes professional development workshops, access to teaching materials, peer collaboration opportunities, a flexible curriculum, and efforts to engage parents However, teachers expressed the need for more comprehensive training and greater access to technology

The findings from these interviews underscore the dedication of teachers to embrace student-centered learning despite the challenges they encounter The understanding of SCL principles and the strategies employed to foster active engagement and collaboration demonstrate a commitment to creating a learner-centric environment

The challenges identified, such as limited resources and language barriers, highlight the need for targeted interventions and support from educational authorities Adequate training in SCL methodologies and increased access to technology can empower teachers to overcome these challenges more effectively

The support and resources provided by the school and educational authorities represent positive steps toward promoting SCL However, continuous improvement in these areas is essential to ensure that teachers have the tools and knowledge they need to implement SCL successfully

In summary, the interviews reveal a promising trajectory toward SCL in English speaking classes at ethnic minority boarding high schools in Gia Lai Teachers' dedication, combined with ongoing support and resource enhancement, can contribute to the gradual transformation of these classrooms into vibrant hubs of student-centered learning.

CONCLUSIONS AND IMPLICATIONS

Conclusions

5.1.1 Perceptions of Student-centered Learning

The study revealed that the majority of EFL teachers at ethnic minority boarding high schools (EMBHS) in Gia Lai province have a clear and positive understanding of student-centered learning They view it as an instructional approach that prioritizes student engagement, participation, and autonomy in the learning process This understanding aligns well with the principles of student-centered learning and suggests that teachers have a solid foundation for its implementation

5.1.2 Implementation of Student-centered Approaches

The findings indicate that the teachers in these settings actively implement student-centered approaches in their EFL speaking classes The most commonly used student-centered activities include group discussions, pair work, student-led presentations, debate activities, role plays, and collaborative projects This demonstrates a commitment to diversifying teaching methods to actively engage students in the learning process

5.1.3 Benefits of Student-centered Learning

A wide range of benefits associated with the implementation of student- centered learning are recognized These benefits include enhanced student engagement, increased knowledge retention, improved critical thinking skills, better communication abilities, greater ownership of learning, preparation for real-world challenges, fostering creativity, strengthening teacher-student relationships, and contributing to a positive learning environment These outcomes align with the goals of modern education and underscore the value of student-centered approaches

The study identified several factors that influence teachers' decisions to incorporate student-centered learning These factors include student proficiency levels, classroom size, the availability of resources (time, materials, technology), curriculum requirements, student motivation, and teacher beliefs and philosophy The consideration of these factors demonstrates a nuanced approach to instruction that accounts for the unique needs and contexts of the learners

The teachers reported receiving varying degrees of support and resources from their schools and educational authorities to facilitate student-centered learning This support primarily included professional development opportunities, curriculum guidance, and access to materials While these resources are valuable, some teachers noted that support could be more consistent and tailored to their specific contexts and challenges

Challenges faced by teachers when implementing student-centered approaches included limited classroom time, large class sizes, constraints in accessing technology and materials, and the need to adapt to varying student proficiency levels and motivations Additionally, some teachers encountered resistance stemming from the dominant pedagogical culture within their schools.

Limitations

Despite the valuable insights gained from this study on promoting student- centered learning in EFL speaking classes at EMBHS in Gia Lai province,

Vietnam, there are several limitations that should be acknowledged These limitations can provide context for interpreting the findings and offer directions for future research Here are the main limitations:

The study's sample size was relatively small, consisting of eight EFL teachers from a specific region in Vietnam This limited sample size may restrict the generalizability of the findings to a broader context Future research should aim for larger and more diverse samples to ensure a more comprehensive understanding of the topic

The sample primarily included teachers who were willing to participate in the study, which might introduce selection bias These teachers may have a stronger interest or experience in student-centered learning compared to those who chose not to participate This could potentially skew the results towards more positive perceptions and practices

The study relies on self-report data obtained through questionnaires and interviews While this data collection method is valuable for exploring teachers' perspectives, it may be subject to response bias Teachers might provide socially desirable responses or overestimate their use of student- centered approaches

The study focused primarily on teachers' perceptions and practices, with limited insight into students' perspectives Including the viewpoints of students would provide a more comprehensive understanding of the effectiveness and impact of student-centered learning in these classrooms The study was conducted in a specific region (Gia Lai province) and among ethnic minority boarding high schools The unique context of these schools, including cultural and regional factors, may limit the generalizability of the findings to other educational settings

Due to time constraints, the study adopted a cross-sectional design, providing a snapshot of teachers' practices and perceptions at a particular point in time Longitudinal studies that track changes over time would offer a more dynamic perspective on the implementation of student-centered learning

The study assumed a certain level of English language proficiency among the participating teachers Variations in language proficiency could influence the depth and quality of their responses, potentially affecting the findings Respondents might have provided answers that align with perceived social norms or expectations, leading to potential biases in the reported practices and challenges

The observation data collected to assess classroom practices relied on the observer's subjective judgment While efforts were made to maintain objectivity, there may still be some degree of subjectivity in the analysis The study focused exclusively on Gia Lai province, limiting its applicability to other regions in Vietnam or different countries with diverse educational contexts.

Suggestions for Further Studies 64 REFERENCES

Building upon the findings and limitations of this study, several suggestions for further research in the field of student-centered learning in EFL speaking classes at EMBHS in Gia Lai province, Vietnam Future research in this area should aim to address these limitations by incorporating larger and more diverse samples, considering student perspectives, and conducting longitudinal studies to capture changes over time These efforts will contribute to a more comprehensive understanding of student-centered learning in diverse educational contexts

Conduct longitudinal studies to track the implementation and impact of student-centered learning over an extended period This would provide insights into how teachers' practices and attitudes evolve and the long-term effects on student outcomes

Incorporate the perspectives of students in research to gain a deeper understanding of their experiences with student-centered learning Investigate how students perceive the benefits, challenges, and effectiveness of this approach

Compare the implementation of student-centered learning in different regions of Vietnam or among various ethnic minority groups Understanding regional and cultural variations can help tailor teaching strategies to specific contexts

Investigate the effectiveness of teacher training programs in promoting student-centered approaches Evaluate the impact of professional development on teachers' readiness and ability to implement these strategies Explore the role of technology in facilitating student-centered learning Investigate how the integration of digital tools and online resources impacts classroom dynamics and student engagement

Combine qualitative and quantitative research methods to gain a more comprehensive understanding of the factors influencing the adoption of student-centered learning Use surveys, interviews, and classroom observations to triangulate findings

Extend the research to include cross-cultural comparisons with other countries or regions This can shed light on how cultural factors influence the adoption and adaptation of student-centered approaches

Investigate the development of assessment tools and feedback mechanisms tailored to student-centered learning Explore how teachers evaluate students' performance in such environments and how feedback contributes to improvement

Examine the inclusivity of student-centered learning approaches in ethnically diverse classrooms Investigate strategies for ensuring that all students, regardless of their background, benefit from this teaching method

Analyze educational policies and curricula to assess the alignment with student-centered learning principles Investigate how policy changes can better support the integration of these approaches

Explore the impact of student-centered learning on students' language proficiency, both in terms of fluency and accuracy Compare outcomes with traditional teaching methods

Investigate the role of parents and local communities in supporting or hindering the implementation of student-centered learning Explore ways to engage these stakeholders effectively

Examine the benefits of collaborative planning and teaching among EFL teachers in promoting student-centered learning Investigate how teamwork contributes to innovative practices

Explore the role of teachers' beliefs and attitudes in shaping their readiness to adopt student-centered approaches Investigate strategies for changing mindsets and promoting pedagogical innovation

Investigate how educational authorities allocate resources to support student-centered learning Analyze the availability of materials, technology, and professional development opportunities

These suggestions provide a starting point for researchers interested in advancing the understanding of student-centered learning in EFL contexts Conducting research in these areas can contribute to the development of effective teaching practices that enhance the language learning experience for students in diverse educational settings

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This questionnaire is designed with the aim to investigate different aspects of how EFL teachers promote student-centered learning in EFL speaking classes at ethnic minority boarding high schools in Gia Lai province, Vietnam All the data collected in this questionnaire are only for the purpose of the research Your answers will be kept confidential

Please take a few minutes to complete this form I am grateful for your contribution

5 How often do you teach EFL speaking classes?

6 How do you define student-centered learning in the context of EFL speaking classes? (Open-ended)

Please express your thoughts by putting an X in the box that best describes you

7 In your opinion, what are the key principles or characteristics of student- centered learning?

8 Which of the following student-centered activities do you use in your EFL speaking classes? (Select all that apply)

9 What do you believe are the benefits of implementing student-centered learning approaches?

• Preparation for Real-World Challenges 

10 What factors influence your decision to incorporate student-centered learning in your EFL speaking classes? (Select all that apply)

• Available resources (time, materials, technology) 

11 What support or resources do you receive from the school or educational authorities to facilitate student-centered learning in your EFL speaking classes?

12 What challenges do you encounter when implementing student-centered approaches in EFL speaking classes? (Open-ended)

13 Please provide any additional comments, insights, or suggestions related to promoting student-centered learning in EFL speaking classes (Open- ended)

Thank you for your assistance!

The purpose of this observation is to access the implementation of SCL in EFL speaking classes and also to find out the factors affecting EFL teachers' promotion of student-centered learning in teaching and learning process The activities will be marked in the category of YES/NO on the basis of whether they happen or not in the classroom

Numbers of students in the class: ………

Content Criteria Yes No Notes

1 Are the students involved in setting learning goals or objectives for the lesson?

2 Is the lesson plan designed to encourage student interaction and participation?

3 Are activities aligned with students' interests, needs, and proficiency levels?

4 Is there a clear structure that guides the flow of the lesson while allowing flexibility for student input?

5 Is the teacher acting as a facilitator, guiding discussions and activities rather than delivering monologues?

6 Does the teacher provide timely and specific feedback that focuses on improving the students’ speaking skills?

7 Is the teacher flexible in adjusting the lesson based on students' responses and needs?

8 Does the teacher encourage a positive and inclusive classroom environment that values all students' contributions?

9 Do students have opportunities to self- assess their progress and identify areas for improvement?

10 Are there moments when students lead discussions, present their ideas, or facilitate activities?

11 Are students provided with resources and tools for independent learning beyond the classroom?

12 Do students work together in pairs or groups to complete tasks or solve problems?

13 Are there any instances of students providing constructive feedback to their peers' speaking performances?

14 Are students encouraged to express and defend their opinions using logical reasoning?

15 Are students assessed based on their active participation, communication skills, and critical thinking?

16 Does the assessment consider both fluency and accuracy in language use?

17 Are students given opportunities to self-assess and reflect on their own speaking performance?