exploring young efl lecturers perceptions and practices on professional development activities at hanoi university of industry

MINISTRY OF INDUSTRY AND TRADE HANOI UNIVERSITY OF INDUSTRY VU THI LICH EXPLORING YOUNG EFL LECTURERS’ PERCEPTIONS AND PRACTICES ON PROFESSIONAL DEVELOPMENT ACTIVITIES AT HANOI UNIVERSIT

MINISTRY OF INDUSTRY AND TRADE HANOI UNIVERSITY OF INDUSTRY

MINISTRY OF INDUSTRY AND TRADE HANOI UNIVERSITY OF INDUSTRY

VU THI LICH

EXPLORING YOUNG EFL LECTURERS’ PERCEPTIONS AND PRACTICES ON PROFESSIONAL DEVELOPMENT

ACTIVITIES AT HANOI UNIVERSITY OF INDUSTRY

Major: English Linguistics Code: 8220201

DECLARATION BY THE AUTHOR i

Scope of the study 3

Significance of the study 4

CHAPTER 2: LITERATURE REVIEW 5

2.1 Definition and purpose of professional development activities 5

2.2 Types of professional development activities 7

2.2.1 Traditional professional development activities 8

2.2.2 Non-traditional professional development activities 9

2.3 Lecturer’s perceptions on professional development activities 9

2.4 Young EFL lecturers 12

2.5 The significance of professional development activities for lecturers 13

2.6 Related studies 16

CHAPTER 3: METHODOLOGY 19

3.1 Research setting 19

3.2 Research methods 19

3.4 DATA COLLECTION INSTRUMENTS 22

4.1.1 Results from document analysis 30

4.1.2 Results from questionnaires 33

4.1.3 Results from interviews 43

4.2 Discussion of the research results 47

4.2.1 Young EFL lecturers’ perceptions on current PD activities at Hanoi University of Industry 47

4.2.2 Professional development activities preferred by young EFL lecturers 50

4.2.3 Barriers that these young EFL lecturers may confront in participating in professional development activities 53

CHAPTER 5: CONCLUSION AND IMPLICATION 57

5.1 An overview of the research 57

5.3 Limitations and suggestions for further studies 59

REFERENCES 60

APPENDICES 66

APPENDIX 1: QUESTIONNAIRE 66

APPENDIX 2: INTERVIEW 71

DECLARATION BY THE AUTHOR

I affirm that the thesis on the topic “Exploring young EFL lecturers’ perceptions and practices on professional development activities at Hanoi University of Industry” is my personal research

All data used and analyzed in the thesis and research results were researched and analyzed by myself objectively, honestly, with clear origins and have not been published in any previous studies I take full responsibility for any inaccuracies in the information used in this research

Date: ……… Name: ……… Signature: ………

Thirdly, I sincerely appreciate the young English lecturers at School of Languages and Tourism - Hanoi University of Industry who have enthusiastically assisted me during the research process

Finally, I feel incredibly fortunate to have great support and encouragement of my family and friends They have been the ones to encourage me during difficult times in my research

LIST OF ABBREVIATIONS

PD EFL SD

Professional development English as a Foreign Language Standard Deviation

LIST OF TABLES

Table 4 1 Participants’ information (N=37) 33 Table 4 2 Young ESL teachers’ perceptions on PD activities 34 Table 4 3 School administration’s support for the professional development of young ESL lecturers 35 Table 4 4 The proportion of young ESL lecturers’ participation in PD activities at the university 37 Table 4 5 PD activities preferred by young ESL teachers 39 Table 4 6 The proportions of young ESL lecturers who agree that the listed factors present barriers to their professional development 41

ABSTRACT

This study aimed to explore the perceptions and practices of young EFL lecturers regarding professional development activities at Hanoi Industrial University The research employed a mixed-methods approach, including document analysis, surveys, and semi-structured interviews The results indicated that young teachers highly value the importance of professional development activities in enhancing teaching skills and research capabilities The study also highlighted the preference of young teachers for such activities, which is useful for educational managers to devise policies to involve more participation from young teachers Furthermore, the research clarified the perceived barriers that young lecturers face when engaging in professional development activities While young EFL lecturers highly appreciate the role of professional development activities in improving teaching and research abilities and fostering connections with peers, they encounter various barriers in participation such as lack of institutional support, conflicts with work schedule, personal commitments outside of work These findings aim to assist educational managers in developing supportive policies for young teachers, providing them with greater motivation to confidently pursue their teaching and research careers

CHAPTER 1: INTRODUCTION 1.1 Rationale

Changes in various aspects influencing the teaching and learning process in higher education context, such as students' characteristics in 21st century, availability of sophisticated technology, and knowledge envolment in the field of English education, have required young English lecturers to keep updating their knowledge and skills continuously throughout their careers Day (1999) stated that professional development itself consists of all natural learning experiences and those conscious and planned activities which are intended to give benefits to the individual, group or school and which contribute to the quality of teaching and learning in the classroom It is the process by which, individually or collaboratively, teachers review, renew and extend their commitment as agents of change to the moral purposes of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking, planning and practice with students and colleagues through each phase of their teaching lives

The contemporary educational landscape necessitates a perpetual evolution and augmentation of knowledge As stated by Guskey and Sparks (1996), lecturers bear a distinct professional responsibility to remain well-informed of the evolving knowledge framework, a prerequisite for achieving maximal efficacy Therefore, it becomes imperative to afford teachers regular avenues for the refinement of their pedagogical proficiencies (Guskey & Huberman, 1995) In effecting a continuous amelioration of both knowledge and competencies, it becomes paramount for instructors to engage in apt professional development initiatives that align with the prescribed benchmarks

The study's rationale is grounded in the belief that understanding what young EFL lecturers perceive about current PD activities and what professional

development activities preferred by young EFL lecturers can lead to more informed curriculum design, innovative pedagogical approaches, and ultimately, enhanced student learning outcomes The research is focused on young EFL lecturers because they often bring new perspectives, motivation, and creative abilities in applying technology and teaching methods Young lecturers will become experienced lecturers in the future Researching them can provide information to better prepare them for upcoming challenges Understanding how they tackle challenges and develop their careers can optimize training and support processes, ensuring they become excellent guides in the future, contributing to enhancing educational quality

Engaging in PD activities can boost young EFL lecturers' confidence in their teaching abilities As they gain new skills and knowledge, they become more competent and self-assured educators, which positively impacts their interactions with students and colleagues Young EFL lecturers often work with students from diverse cultural backgrounds PD activities can provide insights into intercultural communication, allowing educators to navigate cultural differences more effectively and create inclusive learning environments

A supportive and engaging professional development environment can positively influence faculty satisfaction and retention Understanding the barriers and challenges that young lecturers face in participating in PD activities is crucial for designing interventions that address these concerns This rationale aligns with the goal of creating an academic environment where young lecturers feel valued, supported, and motivated to continue their careers within the university

1.2 Aims and objectives of the study

The primary aim of this research is to investigate and uncover the perceptions of young EFL lecturers at Hanoi University of Industry on professional

development activities The study seeks to find out what PD activities these EFL young prefer to join in for enhancing their teaching and research skills This will help to provide valuable insights into the specific PD initiatives that resonate with early-career educators, enabling them to effectively cultivate their pedagogical and scholarly abilities In addition to exploring the perceived benefits, this research also aims to uncover the barriers or challenges that young lecturers encounter when participating in professional development activities at the Hanoi University of Industry By identifying and understanding these obstacles, the study intends to provide actionable recommendations for the university administration to enhance the accessibility and effectiveness of PD opportunities

(3) What are the perceived barriers that these young EFL lecturers face in participating in professional development activities?

1.4 Scope of the study

This research was carried out in the school year 2023-2024 and specifically target the context of the Hanoi University of Industry During this academic period, the study aimed to investigate and analyze the professional development activities among young lecturers within the university By examining this specific time frame and institutional setting, the research could

capture a comprehensive understanding of the perceptions, practices, barriers, and motivations that shape young lecturers' engagement in professional development initiatives

1.5 Significance of the study

Understanding young EFL lecturers’ perceptions of PD activities is crucial for promoting effective pedagogy By identifying specific workshops, seminars, and training programs that resonate with early-career lecturers, the study contributes to the improvement of classroom strategies, innovative instructional techniques, and student engagement Being informed of the most beneficial professional development activities for enhancing young EFL lecturers’ teaching and researching skills helps provide lecturers and university administrators with targeted insights to tailor professional development initiatives that align with young lecturers' teaching aspirations, ultimately fostering a more dynamic and impactful learning environment

The study's exploration of barriers that young lecturers face in participating in PD activities provides valuable insights for university administrators and policy makers By understanding the hindrances that early-career lecturers encounter, the university can strategically design PD programs that address these obstacles This alignment between PD offerings and young lecturers' needs can result in more effective and accessible professional development opportunities, enhancing overall faculty satisfaction and retention

CHAPTER 2: LITERATURE REVIEW

2.1 Definition and purpose of professional development activities

Professional development manifests in a multitude of forms, encompassing both collaborative and individualized pathways, spanning continuing education, pre-service and in-service training, collaborative group initiatives, team-based curriculum development, as well as peer-based cooperation and support networks Thomas Guskey (2000) provides a concise definition of professional development, describing it as the systematic processes and activities specifically devised to elevate the professional knowledge, skills, and attitudes of educators, thereby facilitating their ability to enhance the education and development of students Similarly, Torff and Sessions (2008) offer a complementary definition, characterizing professional development initiatives as "comprehensive programs of activities strategically created to augment the collective professional expertise of groups of educators."

According to Niemi (2015), professional development is often perceived by many researchers as a series of training events that occur as teachers engage in their work within schools following their graduation from teacher education institutions This is acknowledged as the fundamental aspect of various educational reforms (Fore et al., 2015) Additionally, as noted by Gencturk (2021) and Tan (2014), effective PD programs are essential for providing teachers with the necessary knowledge and skills to enhance the quality of their instruction and improve student learning outcomes

A typical PD program aims to enrich teachers' knowledge and practice, leading to potential improvements in student learning outcomes, as highlighted by Luft et al (2014) in their research Teacher learning within PD programs is facilitated through the incorporation of features that encourage collaborative

work in an active setting, tailored to the specific contexts of their classrooms and focusing on disciplinary areas (Carney et al., 2016; Guzey et al., 2014) Professional development assumes a critical role in shaping the career trajectory of in-service educators (Shawer, 2010) The imperative for teachers to engage in PD stems from their obligation to maintain the currency and refinement of their knowledge and competencies (Richards & Farrell, 2005) This principle is universally adhered to by language instructors as well The landscape of language instruction faces inherent challenges stemming from the continual changes and reforms in educational paradigms, curriculum trends, national assessments, evaluative methodologies, student requirements, and technological integration Furthermore, while teachers receive foundational insights into language pedagogy during their pre-service training, this knowledge often proves inadequate, necessitating a continuous update in their awareness, methodologies, and engagement with emerging advancements in the domain Consequently, PD emerges as an efficacious means to bridge the chasm between educators' existing proficiency and the imperative to enhance and contemporize their capabilities

The concept of professional development has been delineated by various scholars (Richards & Ferrell, 2005; Shawer, 2010) Broadly construed, PD embodies an enduring trajectory of learning encompassing a spectrum of endeavors through which educators in active service can refine their professional aptitudes and enhance their knowledge over the course of their careers, thereby contributing to the enhancement of the educational experience and outcomes for students

The foundational instruction imparted by teacher training institutions is commonly understood as a fundamental grounding in the art of teaching Nonetheless, the pre-service training alone often proves insufficient to facilitate

a seamless transition into the teaching profession, given the inherent variations among schools in terms of contextual factors, organizational dynamics, pedagogical methodologies, interpersonal dynamics among staff, community engagement, and evaluative modalities (Sharma, 2012; Tickle, 1994) As a consequence, the integration of PD initiatives could potentially encompass a comprehensive teacher induction process, serving to acclimate and adequately equip novice educators to navigate their respective instructional milieus In concordance with the observations of Darling-Hammond (2004), PD serves as an instrumental instrument to align teachers with institutional expectations, furnish them with a nuanced comprehension of the latest advancements in pedagogical paradigms, and cultivate proficiency in contemporary teaching practices

In conclusion, professional development initiatives are considered a crucial strategy for upholding teaching excellence and preserving a top-tier faculty These initiatives are tailored to cater to the preferences and requirements of both experienced and novice teachers They possess the capacity to steer lecturers toward fresh and demanding roles, introduce them to cutting-edge information within their field, and facilitate productive self-reflection, collaboration with peers, and research conducted within their own classrooms These programs ideally concentrate on key areas such as action research, mentorship, coaching, peer observation, and opportunities for reflection, which can be administered on an individual basis, in pairs, or within group settings

2.2 Types of professional development activities

Teacher professional development programs have gained significant attention in the field of education due to their potential to enhance teaching skills and promote effective classroom practices In the pursuit of improving teaching quality, educators and policymakers have categorized these programs into two

primary groups: traditional and nontraditional This categorization hinges on the duration of the professional development activities, a factor that plays a pivotal role in distinguishing between the two approaches (Ozer, 2008) The international literature on this subject reveals that traditional professional development predominantly consists of brief workshops and conferences, while nontraditional methods encompass mentoring, coaching, and peer observation This distinction has prompted numerous researchers to explore the effectiveness and impact of these divergent approaches, shedding light on their respective strengths and limitations

2.2.1 Traditional professional development activities

Traditional professional development, as the name suggests, is characterized by its brevity and typically involves activities such as workshops, seminars, and conferences These programs are designed to provide teachers with succinct training, often condensed into short, one-off events The rationale behind this approach is to minimize disruptions to the regular teaching schedule, as educators can ill-afford lengthy absences from their classrooms (Birman et al., 2000) Consequently, the brevity of traditional professional development activities has come under scrutiny, with a growing body of research questioning their efficacy in promoting meaningful changes in teaching practices

Several researchers have noted the inadequacies of traditional professional development, emphasizing the limited impact it has on enhancing teaching skills Boyle et al (2004), Collinson (2000), Easton (2008), and Kelleher (2003) have collectively arrived at a consensus that, despite their convenience and time efficiency, traditional programs fall short of bringing about substantial improvements in teaching The brevity of these programs is identified as a key factor contributing to their ineffectiveness Birman et al (2000) argue that the abbreviated nature of traditional professional development limits teachers'

opportunities and effectiveness in instigating changes in their pedagogical practices Abadiano and Turney (2004) further contend that the inherent short duration of these programs renders them ineffective and unproductive, raising concerns about their ability to fulfill the goal of improving teaching quality 2.2.2 Non-traditional professional development activities

In contrast, Birman et al (2000) have engaged in discourse regarding the comparative efficacy of non-traditional professional development activities, which encompass practices such as peer observation and mentorship, as opposed to conventional PD approaches Birman et al posit that non-traditional PD methods demand a greater investment of time and, as a result, tend to yield higher productivity when contrasted with their conventional counterparts Moreover, they argue that non-traditional activities exhibit heightened effectiveness primarily due to their extended temporal framework, which engenders a more profound focus on content, creates opportunities for active learning, and fosters coherence

The assertion further posits that non-traditional activities are better attuned to the learning proclivities of educators, as suggested by Ball (1996), and have a more pronounced impact on the transformation of pedagogical practices, as indicated by Darling-Hammond (1995, 1996)

2.3 Lecturer’s perceptions on professional development activities

Numerous scholarly inquiries have explored the perceptions of ESL lecturers concerning their engagement in professional development These investigations have consistently affirmed the favorable impact of professional development activities on the pedagogical practices of educators For instance, a study conducted by Giraldo in 2013 revealed the salutary effects of professional development programs on in-service teachers and their instructional performance The research findings elucidated that in-service

educators exhibited heightened responsiveness to issues entailing grammar instruction, student motivation, and learning strategies

Another study, undertaken by Abbasi in 2015, delved into the perspectives of English language educators with respect to professional development The study's outcomes evinced an overwhelming agreement among the participating English language educators regarding the significance of professional development The majority of educators expressed a proclivity for self-initiated professional development, underscoring the importance of personal agency in selecting and experimenting with novel pedagogical ideas and techniques during their professional growth Similarly, collaborative professional development activities garnered enthusiastic participation from educators, encompassing the exchange of experiences, collaborative problem-solving with colleagues, soliciting professional guidance, and the cooperative development of teaching materials, strategies, and activities Nonetheless, a subset of participants viewed peer observation as a less essential facet of professional development, perceiving it as evaluative rather than developmental

Furthermore, an important investigation undertaken by Rashid, Yahaya, A Rahman, and Yunus in 2016 in Malaysia examined educators' informal learning through social networking technology The research outcomes revealed a proclivity among educators to share pedagogical knowledge on their digital timelines and to receive constructive feedback from both peers in the field of education and individuals outside the teaching profession

It is noteworthy that the prevailing body of research on teacher professional development has predominantly centered on the domain of general English language teaching and learning, with limited attention granted to the professional development of lecturers specializing in English for Specific Purposes Consequently, this forthcoming study aspired to investigate the self-

initiated professional development endeavors of ESP educators in the sphere of higher education, with a specific focus on ascertaining ESP educators' perceptions of self-initiated professional development and the specific self-initiated professional development activities they undertake to augment their professional teaching practices

Nurhayati (2018) underscores the substantial benefits accrued by ESL college lecturers when they assume the role of empowered lecturers The culmination of lecturers' professional development necessitated the cultivation of a professional identity, the pursuit of career development, the acquisition of academic or intellectual and subject matter expertise, the development of factual ability or professional skills, the attainment of qualifications, and the adept employment of information and communication technology

In alignment with these views, Greenwell and Zygouris-Coe (2012) asserted that lecturers require comprehensive and appropriate professional development to proficiently address the literacy requisites of their students and the content-related demands of their respective disciplines Professional development, as they contend, should be earnestly pursued because it bestows mutual benefits upon educators and students alike In their argument, the imperative for professional development is rooted in both the advancement of educators' pedagogical capacities and the enhancement of students' academic achievements

In sum, the discussed research endeavors substantiated the constructive influence of professional development on lecturer' practices and underscored the significance of self-initiated development, the advantages of collaboration, and the role of technology in augmenting professional development These perceptions indicated that ESL lecturers are generally aware of the benefits of professional development, and they value self-initiated growth and

collaboration However, there is variability in their attitudes towards certain PD activities, such as peer observation, which can be viewed as both beneficial and potentially problematic Overall, ESL lecturers show a commitment to continuous improvement in their teaching practices and recognize the role of technology in supporting their professional development The prevailing body of research primarily focuses on general English language education, thereby necessitating a heightened emphasis on ESP lecturers' professional development The professional development of lecturers is identified as a multifaceted undertaking that demands the cultivation of diverse competencies, ranging from a professional identity to technological proficiency, all in service of fostering improved pedagogical outcomes The overarching consensus in the literature is that professional development is a critical catalyst for the advancement of lecturers and the academic achievement of students

2.4 Young EFL lecturers

In terms of higher education, Hancock and Walsh (2011) indicated that a "young lecturer" pertains to an emerging academic at the nascent phase of their vocation, having recently assumed a faculty role, often at the level of assistant lecturer or assistant professor This stage marks the initial juncture of their pedagogical and research pursuits Ylijoki and Mäntylä (2003) corroborated this perspective, characterizing a "young lecturer" as an early-career academic who has newly embarked on their tenure within higher education, engaging as a faculty member while traversing the preliminary stages of their instructional and scholarly journey

Kim & Roth (2011) provided an explanation regarding individuals referred to as young lecturers or novice teachers in various studies that address challenges faced in their professional roles They subsequently offered a precise characterization of the term "novice teacher" or "lecturer," denoting someone

who has taught for fewer than five years Moreover, Cady et al (2002) contend that young teacher or lecturer tends to concentrate on "survival" in their teaching, reflecting a limited teaching background

Drawing upon previous research definitions and contextualizing within the setting of Hanoi University of Industry, I have formulated a definition for young lecturers in the study as individuals with less than five years of teaching experience, regardless of their age, who are presently engaged in teaching as visiting lecturers at the institution

2.5 The significance of professional development activities for lecturers

Kwakman (2001) underscored the profound significance of professional development for educators, stressing that it serves as an indispensable catalyst for elevating the overall quality of education This sentiment is echoed by Birman et al (2000), who emphasize the pivotal role played by professional development programs in equipping teachers with the tools and knowledge necessary to excel in their roles Borko (2004) goes even further, asserting that the professional development of teachers is nothing short of essential in the collective effort to enhance our educational institutions

Furthermore, Ozer (2004) underscores the need for in-service training, emphasizing its crucial role in maintaining a continuous trajectory of professional development among teachers Demirtas (2010) extends this argument by pointing out the limitations of pre-service training programs, positing that in-service training programs are indispensable for bridging the gap and ensuring that teachers acquire the competencies necessary for effective teaching Professional development plays a crucial role in advancing organizational practices, ultimately resulting in better outcomes for all stakeholders According to Chadha (2021), who investigated the participation of new lecturers in ongoing professional development initiatives, there

appeared to be a disconnect between the needs of novice lecturers and the offerings available from management Additionally, Cabezas, Martínez, and Ruiz (2014) suggest that there is still significant room for improvement in the professional development of new staff members within higher education institutions

The significance of professional development in the educational landscape is not limited to individual educators but extends to the broader context of school improvement Sparks and Loucks-Horsley (1989) illuminate the perspective of state legislators and school district administrators, who view staff development as a cornerstone of efforts to enhance student learning This viewpoint is consistent with the assertion made by Starkey et al (2009), who perceive in-service teacher education as an extension of pre-service teacher education, thereby ensuring that both new and experienced teachers remain equipped with the latest knowledge and skills essential for their effectiveness in the classroom Rogers et al (2007) emphasize the importance of professional development programs for veteran teachers, portraying them as a means of self-renewal in the teaching profession Hence, these initiatives are not confined to novices but serve as a lifelong resource for educators to refine their existing skill sets and acquire new ones

In alignment with these perspectives, Hirsh (2001) adds her voice to the chorus, contending that the professional development of teachers represents the most effective avenue for elevating the quality of teaching This collective body of research paints a compelling picture of the enduring relevance and critical role played by professional development in shaping the trajectory of teaching quality

As articulated by Rogers et al (2007), the enduring relevance of professional development in education is undeniable It is not merely a transient trend but a

persistent force that will continue to exert a profound impact on the quality of teachers and, by extension, the quality of education for the foreseeable future For new lecturers, engaging in professional development fosters collaboration, whether through structured programs or informal exchanges (Postholm, 2018) This continual growth positively impacts their practices, knowledge, and abilities, enabling them to update their expertise and adapt their teaching to meet the evolving needs of their students Professional development also aids lecturers in understanding their students' requirements better, allowing them to address them effectively As a result, novice lecturers develop teaching strategies, enhance their content knowledge, and refine classroom management skills, ultimately enhancing both student academic performance and the overall standing of the educational institution (Ghani & Ghani, 2021)

All of the above points have helped me form a clear conclusion about the importance of professional development activities for EFL lecturers Professional development holds a paramount role in the ongoing journey of teachers to enhance their expertise and efficacy within the education system It is widely acknowledged in the educational realm that once lecturers embark on their careers, they should proactively engage in various professional development activities This commitment to continuous growth and improvement is underpinned by a multitude of scholarly voices in the field It is a vital component of the educational landscape, offering a pathway for both novice and veteran educators to enhance their capabilities, stay abreast of the latest developments in their field, and ultimately contribute to the improvement of the education system as a whole As the research and expert opinions cited here affirm, professional development will remain a cornerstone of teacher quality and educational excellence for generations to come

In conclusion, professional development for teachers is an indispensable cornerstone of education, as highlighted by research and expert perspectives It plays a pivotal role in enhancing education quality, equipping teachers with essential competencies, and addressing the limitations of pre-service training through in-service programs Moreover, it contributes significantly to broader school improvement efforts by ensuring teachers are well-prepared to nurture student learning Professional development is not limited to novice educators but serves as a lifelong resource for both new and experienced teachers, fostering self-renewal and adaptation to evolving educational needs Ultimately, it stands as the most effective means of improving the quality of teaching, and its enduring relevance in the educational landscape is beyond dispute, shaping the trajectory of teacher quality for the foreseeable future

2.6 Related studies

Several studies have explored professional development for language teachers in the world and in Vietnam Pinskaya et al (2016) conducted a study on professional development and training for young teachers in Russia The study examined the formal education of young educators in Russia, encompassing their deployment, initiation, growth, encountered instructional challenges, and contentment with peer and administrative input Young lecturers confront hurdles in professional communication, and hindrances to engaging in development programs, alongside a deficiency in problem-solving aptitude and contemporary pedagogical familiarity The researchers concluded that the enhancement of young teachers' professional progress necessitates increased opportunities, particularly involving active learning techniques and collaborative group learning

In addition, Sumarsono carried out a study in 2015 at the University of Muhammadiyah Malang, Indonesia, with the intention of examining

professional development issues for novice EFL lecturers To study the issues, in-depth interviews and document analysis were used It was discovered that the Language Center's policies call for it to serve as a hub for professional development, attract new lecturers, and hire a large percentage of its lecturers from the English Department as former students

Mahmoudi & Özkan (2015) conducted a study to investigate which PDP (e.g., courses/workshops, education conferences or seminars, qualification program) might bring more benefits to teachers The second objective was to explore whether there are differences in the perception of PD from the perspective of novice and experienced teachers The results showed that both novice and experienced teachers benefited from professional development activities, but there were differences in types Also, their perceptions of professional development activities seemed to differ between the two groups of teachers In the context of Vietnam, professional development is considered an essential element in improving teachers' competencies which, in turn, enhance students' learning outcomes In 2020, Mai conducted a study examining the professional development needs of 17 EFL lecturers The study sought to uncover insights into their development requirements through questionnaires and semi-structured interviews involving four participants The study identified common areas for enhanced training, primarily in teaching (including language skills instruction, classroom management, and adapting lessons for mixed-ability classes) and personal development (such as reading professional materials, engaging in community activities, observing peers' teaching, and attending workshops) These findings emphasized the lecturers' awareness of their needs and provided valuable guidance for designing effective training programs The study highlighted the importance of addressing these areas to improve teaching quality

Dau (2020) drew insights from a culturally relevant research perspective Vietnamese lecturers are influenced by cultural expectations and controlled rules that require them to be ethical models and competent individuals, which shape their professional development Lecturers tend to be confident in their role as change agents, actively engaging in activities to fulfill the increasing demands placed on them The creation and implementation of national policies demonstrate substantial top-down impositions, with institutional control of professional development providing serious obstacles to lecturers' ability to be authors of their own professional growth

Based on the findings from the above studies, this study is a synthesis of the outstanding issues, which are young EFL lecturers' perspectives and practices of PD activities at Hanoi University of Industry This gap is significant as it pertains to recruiting and training capable educators, motivating new teachers, and promoting professional growth within the university The study aims to uncover the policies, practices, needs and challenges of professional development for young EFL lecturers at Hanoi University of Industry

CHAPTER 3: METHODOLOGY 3.1 Research setting

The research setting for this study is Hanoi University of Industry, an institution with a rich and extensive history in the field of education and training Situated in Hanoi, Vietnam, the university has garnered a notable reputation for its commitment to cultivating a diverse range of disciplines and academic pursuits Of particular significance is the institution's steadfast dedication to the professional growth of its young lecturers With a robust framework of policies in place, the university has fostered an environment conducive to the comprehensive development of its teaching and scholarly capabilities These policies are thoughtfully designed to empower and support early-career academics in their pursuit of excellence within the realm of higher education The university's enduring legacy in training is emblematic of its proactive approach to nurturing talent and fostering innovation Through its array of policies aimed at enhancing the skills and competencies of young lecturers, Hanoi University of Industry stands as an exemplar of a dynamic and forward-looking educational institution This research setting offers a compelling backdrop to investigate the multifaceted dimensions of professional development among emerging academics, underscored by the institution's enduring commitment to excellence and advancement in the academic arena

3.2 Research methods

A mixed methods approach is a research methodology that combines both qualitative and quantitative research techniques, involving various philosophical assumptions and the integration of these approaches within a single study (Creswell, 2014) In this particular study, I adopted a mixed methods approach Initially, I conducted quantitative analysis to examine participants' perspectives on professional development activities at Hanoi

University of Industry, the frequency of their involvement in PD activities and the barriers influencing their participation Subsequently, I employed qualitative analysis to gain a deeper understanding of specific aspects related to participants' perceptions and practices of PD activities, as well as the barriers they encountered in engaging in these activities By elaborating on and cross-validating the data and findings generated by each method, the researcher effectively addressed the research question

Mixed methods research originated from a study by Campbell and Fisk in 1959 and gained recognition due to the awareness of biases inherent in both quantitative and qualitative methodologies, with the potential to offset each other's biases (Creswell & Clark, 2018) Initially developed in the social sciences, mixed methods have found applications in various fields, including medicine and other sciences (Wisdom & Creswell, 2013) The approach has evolved over time to accommodate a wide range of research inquiries

The mixed methods approach offers several advantages It mitigates the limitations of both quantitative and qualitative research and provides a more comprehensive understanding of the research problem than either approach alone It also helps in resolving discrepancies between quantitative results and qualitative findings However, researchers employing mixed methods should be mindful of the complexities involved in planning and conducting such studies, which require more resources and time compared to single-method studies Additionally, interpreting data within the mixed methods framework can be intricate and time-consuming, especially when dealing with data and interpretations of an abstract nature (Hughes, 2016)

3.3 Participants

The participants of this research comprise a cohort of young lecturers who are actively engaged in teaching English within an academic setting These

individuals represent early-career faculty members, embodying both genders and encompassing a balanced mix of males and females The common denominator among these participants is their limited professional experience, with each individual possessing a maximum of five years of teaching and academic engagement (Kim & Roth, 2011) This carefully curated group of young lecturers serves as a valuable source of insights, their collective experiences shedding light on the early stages of their careers and offering a comprehensive understanding of their pedagogical journeys within the realm of English instruction

The research participants in this study consist of 37 young ESL lecturers who are actively engaged in teaching at Hanoi University of Industry These young lecturers, categorized as both visiting lecturers and primary lectures, bring a wealth of knowledge and experiences to the academic environment One distinctive characteristic of this group is their relatively limited teaching experience, which does not exceed a maximum of five years This particular selection criterion was deliberate, as it allows us to focus on educators in the nascent stages of their teaching careers

For young ESL lecturers, this research acknowledges their potential and enthusiasm for professional growth The choice to enter the teaching profession is often accompanied by a commitment to continuous improvement, and young educators, in particular, have the opportunity to actively participate in professional development activities to enhance their teaching skills and further enrich the educational experience for their students By targeting this specific group of visiting lecturers at Hanoi University of Industry, this research aims to shed light on the dynamics of their professional development choices and the impact of these choices on their teaching practices and the overall learning environment

3.4 DATA COLLECTION INSTRUMENTS

The data collection process employed in this study adopts a mixed-methods approach, encompassing both qualitative and quantitative instruments to comprehensively examine the impact of university policies on the professional development of young lecturers

3.4.1 Document analysis

According to Robinson (1991), evaluation documents can take the form of original planning documents, as well as statements that outline needs, aims, and objectives derived from syllabi and teaching materials These documents play a pivotal role in supplying valuable information and are considered an indispensable component of any evaluation endeavor Consequently, in this study, the primary method of data collection employed was document analysis As advocated by Patton (1987), document analysis offers a robust and methodical source of background information for the evaluation process, contributing to the objectivity of qualitative research projects

The primary objective of this research delves into an examination of issued documents with a dual purpose: the exploration of teacher support policies and the assessment of teaching quality Within these documents, there exists a valuable guidepost for fledgling educators, articulating the precise benchmarks requisite for their professional advancement Through a meticulous dissection of these documents, the researcher unearths profound insights into the manner in which educational institutions shepherd and mold the evolution of educators, with a central aim of guaranteeing that emerging EFL instructors conform to the established criteria for proficient pedagogy This guideline is applicable for evaluating and rating the quality of civil servants and contract laborers as per the Government's Decree No 111/2022/NĐ-CP dated December 30, 2022, which regulates contracts for

school-certain types of work in administrative agencies and public institutions working at the University In this guideline, the researcher only considered the criteria for classifying lecturers This research is centered on the utilization of educational materials disseminated by institutions for two key objectives: the scrutiny of teacher support policies and the appraisal of teaching excellence These documents serve as a vital compass for young EFL lecturers, delineating the specific milestones they must achieve in their journey toward professional growth Through a comprehensive analysis of these documents, the researcher gains a deep understanding of the mechanisms by which schools guide and shape the development of educators The ultimate goal is to ensure that young EFL lecturers are brought in line with the well-defined standards for effective teaching

3.4.2 Survey questionnaire

The survey questionnaire I conducted followed a structured approach, using a 5-point Likert scale to gather responses It was divided into three main sections that are essential to the scope of my research I carefully crafted a comprehensive set of questions to explore the perspectives and practices of professional development activities for young English lecturers at Hanoi University of Industry

To design this survey, I drew inspiration from previous scholarly works by Mai (2020) and Pinskaya et al (2016), as well as insights from Sumarsono's (2016) research conducted at a university in Indonesia The inclusion of these test items in my study is based on two primary reasons Firstly, they have been proven to be valid and reliable through their application in previous studies involving extensive participant samples Secondly, they are appropriate for addressing the research inquiries relevant to my investigation In the context of my research, it is important to note that the section of the questionnaire that

explores the perceptions and practices of young lecturers has been adapted from a previous study's questionnaire

Mai's (2020) study investigated the preferences of educators regarding their preferred professional development activities Similarly, Pinskaya's research focused on the participation patterns of young lecturers in professional development By incorporating the key findings and test items from these influential studies, I was able to create a questionnaire that is specifically tailored to the context of Hanoi University of Industry

I also acknowledge the valuable contribution of Pinskaya's (2016) work, which explored the barriers faced by young lecturers when engaging in professional development activities To ensure comprehensive coverage of this important aspect, I included select test items from Pinskaya's research in my questionnaire This decision was made to systematically probe the obstacles faced by young lecturers as they strive to enhance their professional skills Another important aspect of my research questionnaire is the inclusion of young lecturers' perspectives on professional development activities To enrich my research instrument, I referenced test items and analyses from the discussion section of Suramoso's (2016) research conducted in Indonesia This strategic inclusion provides nuanced insights into educators' viewpoints on professional development activities, enhancing the comprehensiveness and scholarly rigor of my study

Taking into account these meticulous considerations, the resulting questionnaire was organized into three distinct sections, each with a specific focus The first section explores young lecturers' perspectives on professional development activities, shedding light on their perceptions and preferences The second section aims to determine the frequency of educators' participation in professional development activities and identify which specific activities

generate greater interest Finally, the third section is dedicated to understanding the barriers that young educators face when engaging in professional development activities

This three-pronged approach ensures that the questionnaire aligns seamlessly with established academic standards, allowing for a comprehensive exploration of the various dimensions of professional development activities at Hanoi University of Industry

In addition, a quantitative method is incorporated through the administration of survey questionnaires With the selection of 37 young EFL lecturers who are working at Hanoi University of Industry, these questionnaires serve as an avenue to gauge the perceptions of young lecturers regarding the research work's efficacy in enhancing their professional development The quantifiable responses garnered through the surveys enable statistical scrutiny, facilitating the identification of trends and patterns that illuminate the broader impact of the research endeavor By analyzing these barriers, the survey aims to pave the way for targeted improvements and tailored support

The survey consists of five main parts: The first part is individual questions about gender and years of experience teaching English The next part is to understand teachers' perspectives on professional development activities The third part is a survey on the level of involvement of young instructors in professional development activities, followed by an exploration of young instructors' preferences for professional development activities The final part helps the researcher understand the barriers young instructors may encounter when participating in PD activities All questions in this survey are closed-ended because closed-ended questions help participants respond easily and quickly, as well as aid researchers in classification and analysis, (Isaac, 1982)

3.4.3 Semi-structured interview

Interviews, often described as "inter-views," involve a dynamic exchange of perspectives among two or more individuals on a subject of common interest This perspective underscores the vital role of human interaction in the process of knowledge generation and underscores the influence of social context on research data (Cohen et al., 2007)

One of the key advantages of interviews lies in the opportunities they offer for inquiry, clarification, and encouragement The interviewer has the flexibility to seek additional information when a topic is unclear and foster a conversational atmosphere Likewise, interviewees can seek clarification from the interviewer on any questions they find puzzling

In this research, I employ individual semi-structured interviews as a means of gathering qualitative data on selected variables within the mixed method design Out of the total participants, four out of 37 are selected through random sampling to participate in these interviews This strategic approach is undertaken with the aspiration of delving deeply into teachers' needs on professional development activities I firmly believe that this instrument offers the most optimal avenue to gain comprehensive insights into the nuances of lecturers' attitudes toward PD activities

3.5 RESEARCH PROCEDURES

Prior to commencing the research survey in the quantitative phase, obtaining authorization and consent from the university's administration is a mandatory step This ensures that the research adheres to institutional guidelines and ethical standards To streamline the process and manage costs efficiently, survey questionnaires are distributed via digital platforms such as Email, Zalo, and Facebook, catering to participants' preferences Along with these questionnaires, a cover letter is enclosed, featuring crucial contact details for

the researcher The inclusion of contact information serves the purpose of establishing transparency and promoting open communication with the participants

Upon collecting all the survey questionnaires during the qualitative phase, the research proceeds to the next stage, which involves face-to-face interviews with a select group of five participants After collecting quantitative data, the researcher carefully read and studied the preliminary results of the quantitative data, thereby finding some points that needed to be clarified in the research and included those points in the interview section These chosen individuals receive interview invitations through email, which serves a dual purpose Firstly, it extends a formal invitation and confirms the details of the upcoming interview Secondly, it provides participants with preparatory information, enabling them to feel adequately ready for the interview process The qualitative phase, incorporating these interviews, is aimed at enriching the depth and nuance of the data collected during the quantitative phase

Invitations for these face-to-face interviews are scheduled to be dispatched to participants until the end of February 2024, ensuring that participants have ample time to prepare and align their schedules accordingly This meticulous planning and communication strategy are intended to facilitate a smooth transition from the qualitative phase to the quantitative phase, while maintaining the highest standards of ethical research conduct

3.6 DATA ANALYSIS

3.6.1 Document analysis

Through the methodical analysis of official documents, encompassing policy guidelines, program outlines, and institutional reports, I can analyze the detailed framework designed to nurture and enhance the professional growth of young EFL lecturers This in-depth examination allows me to glean

comprehensive insights into the overarching objectives set forth by educational institutions, the strategic initiatives employed to achieve these goals, and the judicious allocation of resources in support of these endeavors Such an exhaustive review not only offers a profound understanding of the educational landscape but also empowers me with the knowledge essential for advocating for and enhancing the professional development of young EFL lecturers at Hanoi University of Industry

3.6.2 Survey questions

SPSS24 software is used to code and analyze all questionnaire data SPSS24's wide array of tools and functions transforms the data analysis process of survey questionnaires, making it a fundamental asset for the author aiming to derive valuable insights and draw meaningful conclusions from their survey data The alpha coefficient for the 37 items of the questionnaire is 0.845, suggesting that the items have high internal consistency of tests and measures

3.6.3 Semi-structured interviews

To protect the identities of the interviewees and maintain confidentiality, a coding system is utilized The valuable insights garnered from these interviews will be utilized to answer the research questions

The conversations are recorded and then transcribed into written form by the researcher Following that, the qualitative data is transformed into interview transcriptions and subjected to thematic analysis The interview consisted of two parts: first, it will analyze in depth the young lecturer's perspective on professional development activities at the university Next is a question about the difficulties young lecturers encounter when participating in those professional activities This section helps researchers understand more about the difficulties they are facing and thereby understand the effective solutions they use to balance participating in research activities and teaching work

3.7 ETHICAL CONSIDERATION

First and foremost, participants must be fully informed about the purpose, significance, and methods of the investigation, as well as the intended use of the research, the issues requiring their participation in the study, and the potential risks they might encounter Consent also implies the participant's agreement to the methods used for recording information, such as audio recording, video recording, and note-taking, during the investigative process From another perspective, the principle of voluntarism, without coercion, also reflects the respect for human rights, individual rights, the right to self-determination, and the dignity of the participants, as noted by some authors as a fundamental principle (Center for Innovation in Research and Teaching [CIRT], 2018) acknowledged by the laws of most countries worldwide

Secondly, the information provided by participants in the survey must be kept confidential This also means that the requirements of the survey must respect the privacy and personal rights of participants as recognized by the law

Thirdly, at all times and in all places during the survey, the focus must be on safeguarding the interests of the participants in terms of physical, material, mental, and social aspects (Academy of Social Sciences [ASS], 2015) Protecting the participants means ensuring that they are not exposed to risks, threats, or psychological harm during the investigation

CHAPTER 4: RESULTS AND DICUSSION

This chapter outlines the findings derived from the data analysis, questionnaires, and interviews conducted during the research It proceeds to delve into a comprehensive discussion of the key discoveries Structured into two sections, Section 4.1 investigates the data obtained from documents, questionnaires, and interviews, while Section 4.2 interprets the research outcomes in alignment with the research inquiries, clarifying the primary findings

4.1 Research results

4.1.1 Results from document analysis

At the end of each academic year, Hanoi University of Industry issues a guideline file for assessing and ranking the quality of its staff, including faculty members, for recognition of their performance throughout the academic year.The evaluation and ranking of faculty performance play a crucial role in maintaining the academic standards and integrity of educational institutions This study delves into the evaluation process employed by Hanoi University of Industry, focusing on its guidelines for assessing and ranking faculty members' quality Through an analysis of the guidelines for the academic year 2022-2023, this research investigates the criteria, categorization, and implications of faculty evaluations Particularly, it explores the distinct levels of faculty evaluation, ranging from Excellent Performance to Unsatisfactory Performance, and elucidates the criteria for each level Furthermore, the study discusses the implications of faculty evaluations on recognition, rewards, and adherence to university regulations, emphasizing the importance of this process for maintaining academic excellence and integrity The scope and applicability include both public employees and contracted employees under the Government's Decree No 111/2022/ND-CP dated December 30, 2022 To