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

INTRODUCTION

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

To achieve these objectives, the study addresses the following research questions:

(1) What are young EFL lecturers’ perceptions of current PD activities at Hanoi University of Industry?

(2) What specific professional development activities do these young EFL lecturers prefer to join in for enhancing their teaching and research skills?

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

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

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.

LITERATURE REVIEW

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.

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

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).

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.

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 Mọntylọ (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.

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.

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 & ệzkan (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.

METHODOLOGY

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.

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)

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.

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

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 school- 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 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

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)

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.

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.

DATA 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

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

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.

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.

RESULTS AND DICUSSION

Research results

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 align with the purpose and scope of this study, the focus was solely on analyzing information relevant to lecturers The guideline also highlighted criteria for evaluating lecturers, comprising four main factors: job performance results, professional ethics, sense of responsibility, and fulfillment of other duties (law enforcement, participation in political activities organized by the university) Faculty members are categorized into A, B, C, or D based on their job completion and violations during the academic year, determining their evaluation These points influence the evaluation of faculty members, indicating whether they have excellently fulfilled their assigned tasks There are four levels of faculty evaluation based on job completion volume: Excellent Performance, Good Performance, Satisfactory Performance, and Unsatisfactory Performance There are distinct differences among these four evaluation levels:

For the Excellent Performance level, faculty members must complete the teaching and scientific research workload as specified All months are ranked as A, with no months ranked as B Additionally, they must meet one of the following criteria: leading a topic or scientific project from the university level upwards, being the chief editor of a textbook that has been accepted and meets the requirements, being the author of at least one scientific article published in scientific journals of national or international conferences, having articles on management work, academic research approved and posted on the university's website

For the Unsatisfactory Performance level, if a faculty member meets any of the following criteria, they will be ranked as Unsatisfactory: completing less than 100% of the workload, having one month ranked as D or having two or more months ranked as C, or being disciplined during the academic year Another point to clarify is that if a faculty member is ranked at this level, they have violated the regulations on population policies - family planning as stipulated in point 1, Article 45 of the Working Regulations of the university (issued with Decision No 69/QD-DHCN dated February 10, 2020) This is a particularly important criterion, especially for young faculty members

For young lecturers, particularly, executing tasks proficiently showcases their seriousness and dedication to their work, a trait that proves invaluable in their journey towards a sustainable career This commitment not only fosters professional growth but also establishes a solid foundation for long-term success Moreover, for visiting lecturers, exceptional achievements can pave a smoother path towards becoming permanent faculty members By demonstrating outstanding performance, they enhance their prospects of transitioning into full-time roles, enabling them to cultivate stable careers and delve deeper into academic research

The guideline serves as a guiding light for young English lecturers, offering invaluable insights into navigating their professional journeys It acts as a roadmap, steering them towards the right direction in their careers, despite the sometimes slow and steady progress Through the criteria outlined in the guideline, young lecturers gain access to detailed information, equipping them with a comprehensive understanding of the mechanisms governing career advancement This not only empowers them to make informed decisions but also enables them to capitalize on opportunities for growth and development

In essence, the guideline serves as a beacon of guidance, illuminating the path for young lecturers as they navigate the complexities of academia It empowers them to make strategic choices, laying the groundwork for a successful and fulfilling career path By adhering to its principles and leveraging the resources it provides, young lecturers can chart a course towards professional excellence and scholarly achievement, ensuring their continued growth and contribution to the field of education

The statistical table presents information about the gender and teaching experience of a group of young ESL instructors As for gender, there is a clear division, with 86.5% female teachers and 13.5% male teachers This may reflect gender disparities in the teaching of English as a second language Regarding teaching experience, the majority of teachers (40.5%) have less than

1 year of experience, especially those new to the teaching field Meanwhile, 24.3% have experience from one to two years and 29.7% have experience from

2 to 3 years There are fewer teachers with more than 3 years of experience, with only 2.7% for both 3-4 years and 4-5 years This shows that the majority of teachers in this group are new to the profession or have moderate experience

Table 4 2 Young ESL teachers’ perceptions on PD activities

Items Mean SD Disagree Neutral Agree

I find induction programs help me easily adapt with working procedure and culture at school; to help me do my job as a professional teacher

I am guided by the experienced or expert lecturers when joining PD activities

PD activities provide me opportunities to develop new instructional techniques and methods of teaching

PD activities refine my practice and develop myself both professionally and personally

PD activities are also useful for me to examine and reflect my belief in teaching practices

PD activities provide insight, technical strategy, and procedure of writing teaching materials

The results show that PD activities receive positive evaluations from young lecturers, with mean value lie in the fourth range (3.41 – 4.20) on the Likert scale The average score has the highest value of 4.16 in item 6, showing that many participants appreciate participating in PD activities that help them understand more strategies and compile teaching materials with 83,8% agreement In addition, young lecturers also expressed a high level of agreement (81%) with participating in PD activities that help them easily adapt to workplace processes and culture However, younger instructors showed lower levels of agreement on the question about being mentored by experienced instructors, with the lowest mean value being 3.73 It can be seen that the training program and PD activities received high appreciation from participants, indicating that they met their needs and expectations The standard deviation values range from 0.743 to 1.054 Most of the SD indices are below 1, indicating there is consistency among the responses The low standard deviation values suggest that the responses are closely clustered around the mean value for most items This also implies that the mean values have slight fluctuations, and the differences in respondents' answers are small Table 4 3 School administration’s support for the professional development of young ESL lecturers

Items Mean SD Disagree Neutral Agree

I receive scheduled time for activities that took place during regular working hours at this school

I receive a salary supplement for activities outside working hours

I receive non-monetary support for activities outside working hours (reduced teaching, days off, study leave, etc.)

Overall, there was strong consensus (78.4%) that junior ESL instructors receive scheduled time for activities that occur during normal school business hours This shows active support from school administrators in providing time for professional development within the regular work schedule There was a lower level of agreement (56.8%) about providing additional pay for activities outside of work hours This suggests that a significant portion of respondents felt that they did not receive additional compensation for professional development activities conducted outside of regular working hours The average values vary significantly, ranging from 3.27 to 4.22, along with standard deviations ranging from 0.917 to 1.252, indicating considerable diversity in the data, and the number of respondents for each variable also varies greatly The item with the highest average value is 4.22, indicating that young teachers agree that they receive scheduled time for professional development activities With an SD of 0.917, it shows low variability, reflecting consistency in respondents' answers

Table 4 4 The proportion of young ESL lecturers’ participation in PD activities at the university

Never Sometimes Often Joining educational workshops, podcasts, webinars, and conferences, induction programs

Participation in a network of teachers formed specifically for the professional development of teachers

Individual or collaborative research on a topic of interest to you professionally

Undertaking teacher inquiry/ action research 21.6% 54.1% 24.3%

Mentoring and/or peer observation and coaching, as part of a formal school arrangement

Observing other teachers’ classes and providing feedback 5.4% 54.1% 40.5%

Joining textbook selection and curriculum development 32.4% 35.1% 32.4%

Exchanging teaching materials with colleagues 2.7% 43.2% 54.1%

It can be seen from the table above that the activity with the highest level of participation is the activity of exchanging teaching materials with colleagues in professional meetings (54.1% regularly, 43.2% occasionally) This shows a fairly high level of interaction between lecturers In addition, participating in educational seminars, podcasts, webinars and conferences also accounts for a fairly high participation rate: 40.5% regularly participate and 56.8% participate occasionally This implies that young lecturers are very interested and regularly update their knowledge through online and offline activities On the other hand, activities related to publishing and writing have a high rate of never participating, clearly shown in items three and nine, article/review publishing activities have up to 35, 1% (approximately 1/3 of survey participants) never participated This reveals how complex and time-consuming it is to get involved in publishing articles and compiling textbooks In summary, the table shows a diversity in the level of participation of participants in different PD activities While some activities receive great attention, others require more investment and encouragement to increase participation levels

Table 4 5 PD activities preferred by young ESL teachers

Young ESL lecturers Not much preferred

Joining educational workshops, podcasts, webinars, and conferences, induction programs

Participation in a network of teachers formed specifically for the professional development of teachers

Individual or collaborative research on a topic of interest to you professionally

Undertaking teacher inquiry/ action research

Mentoring and/or peer observation and coaching, as part of a formal school arrangement

Observing other teachers’ classes and providing feedback

Joining textbook selection and curriculum development

Exchanging teaching materials with colleagues

As shown in the table, the most popular PD activities by young lecturers include observing lessons and exchanging teaching materials with other colleagues (accounting for 69.5%) indicating that young lecturers focus on collaboration in exchanging professional knowledge and that receiving feedback from other colleagues is extremely important In addition, exchanging teaching materials and participating in textbook selection are also highly appreciated, with 59.5% of lecturers liking it very much This shows an emphasis on sharing resources and participating in the process of shaping instructional content Activities such as participating in educational seminars, podcasts, webinars and conferences were also highly rated, with 64.9% of lecturers favoring a section, showing appreciation for accessing new knowledge and internships training Activities such as individual or collaborative research and publishing articles, reviews, and textbooks have less favorable ratings than other activities, with an unfavorable rate of 32.5 percent in the item three The overall summary illustrates that young lecturers appreciate activities in which they can collaborate, access new knowledge and receive feedback from colleagues However, in-depth research and publishing articles/textbooks have not yet attracted many young lecturers, with just 27% of preference

Table 4 6 The proportions of young ESL lecturers who agree that the listed factors present barriers to their professional development

Items Mean SD Disagree Neutral Agree

I do not have the prerequisites

Professional development is too expensive/unaffordable

Lack of institutional support discourages me from participating in PD activities

Professional development conflicts with my work schedule

Personal commitments outside of work make it challenging for me to participate in PD activities

There is no relevant professional development offered

There are no incentives for participating in such activities

This table provides insight into young ESL lecturers' perceptions of barriers to their professional development From the table, it can be observed that the mean values fall within the second and third ranges on the Likert scale (from 2.97 to

3.65), none of the mean values exceed 4, indicating a moderate level of agreement among respondents for each item As a result, the standard deviation values, which range from 1.1108 to 1.404, are relatively high, indicating significant response variability around the mean values Firstly, it's notable that across all factors listed, there is a significant proportion of respondents who agree that each factor presents a barrier to their professional development with the agreement percentages range from 35.2% to 62.2%, indicating that young EFL lecturers perceive clearly these significant barriers This widespread agreement underscores the complexity of the issues facing these educators and the need for targeted interventions to support their development

One of the highlights is that 62.2% of teachers agree that personal commitments outside of work make it difficult to participate in professional development activities This poses a challenge if teachers face demanding personal lives and wish to participate in training courses or development programs

Discussion of the research results

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

From the results obtained, it can be observed that young English teachers have an extremely positive perception of professional development programs at Hanoi University of Industry Surmarsono's research (2015) also underlined the fact that professional development activities provide lecturers with contemporary ELT methodology and classroom management skills, allowing them to effectively manage classes and achieve teaching objectives

Young lecturers appreciate the importance of induction programs in helping them adapt to work processes and cultural nuances within their educational institutions This emphasizes the crucial role of structured onboarding processes in supporting new teachers as they navigate the complexities of their roles and responsibilities, fostering ownership and laying the groundwork for their professional development journey

Furthermore, significant agreement regarding guidance provided by experienced teachers or experts throughout PD activities underscores the important role of expert guidance and support in shaping the professional development trajectory of young English teachers as second language educators Guidance not only provides practical instruction but also serves as inspiration, motivation, and encouragement, aiding teachers in exploring innovative teaching methods and sharpening their pedagogical approaches

In an ever-evolving educational landscape, continuous learning and professional development are imperative for teachers to maintain effectiveness and relevance PD activities offer a conducive environment to explore emerging trends, best practices, and educational innovations, equipping teachers with the necessary tools and strategies to create engaging and meaningful learning experiences for their students

The findings clarified the relationship between personal and professional as well as strengthened the confidence and self-awareness in the teaching career of young lecturers Effective education extends beyond imparting content knowledge; it encompasses holistic development, including self-awareness, empathy, patience, and emotional intelligence PD activities promote these aspects of teacher development, fostering a supportive and conducive learning environment ultimately beneficial to both teachers and their students Moreover, reflective practice allows teachers to examine their assumptions, biases, and teaching decisions, fostering a culture of continuous improvement and clarity By engaging in reflective dialogue and inquiry, teachers deepen their understanding of educational principles, identify areas for growth, and cultivate a reflective stance towards their professional practice

Additionally, widespread agreement on the utility of PD activities in providing information, technical strategies, and processes for developing teaching materials highlights the indispensable role of instructional material development in effective teaching and learning Well-designed teaching materials cater to diverse learning styles, encourage active engagement, and organize students' learning journeys This indicates that PD activities provide guidance and resources to develop high-quality teaching materials, empowering teachers to create rich and impactful learning experiences that resonate with their students

In interviews conducted after data collection, all four teachers emphasized the important role of professional development activities in helping them maintain and update their subject knowledge They recognized that in today's educational environment, ongoing learning and keeping pace with new trends are crucial to keep themselves from becoming obsolete and to enhance the quality of their teaching and research All four teachers highlighted the importance of expanding relationships with colleagues and networking within the field of education They realized that professional development activities not only help them enhance their knowledge and skills but also provide opportunities to connect and collaborate with others in the same field They acknowledged that continuous learning and personal development not only bring personal benefits but also contribute to the development of the education sector as a whole Pride in professional development, expanding relationships with colleagues, and maintaining and updating subject knowledge are important factors for them in their teaching and research careers

In summary, analyzing the perspectives of young English teachers on PD activities has revealed a rich landscape characterized by strong emphasis on induction programs, guidance, skill development opportunities, reflective practice, and teaching material development These results highlighted the complexity and comprehensiveness of professional development in the teaching profession, emphasizing the connection between personal development, educational innovation, and student-centered practices By recognizing and addressing the diverse needs and preferences of young English teachers, education stakeholders can foster a culture of continuous, collaborative, and excellence-focused learning, thereby enhancing the quality of English teaching and enriching students' learning experiences

4.2.2 Professional development activities preferred by young EFL lecturers The results from the survey table and semi-structured interviews provided a detailed insight into the preferences of young EFL teachers regarding various

PD activities Consequently, the researcher could explore valuable information that helps elucidate the dynamic nature of professional development and learning in the field of EFL education

From the outset, it becomes evident that young EFL teachers demonstrate a strong passion for interactive and collaborative PD experiences Participating in educational workshops, podcasts, webinars, and conferences, along with engagement in induction programs, emerges as the most preferred activity among respondents It highlights a proactive approach towards seeking opportunities for exposure to new ideas, methodologies, and best practices within the field The high percentage of respondents indicating these activities reflects a collective desire for continuous learning and professional growth through active engagement with peers and experts in the field This is also evident in the interviews, where the majority of participants express that activities such as workshops provide significant benefits, aiding in practical application and expanding networks with colleagues

Similarly, qualification programs attracted significant interest from young EFL teachers It can be seen that young lecturers recognized the importance of acquiring specialized skills and credentials to enhance teaching effectiveness and career advancement It also reflected a commitment to professional excellence and a proactive approach towards investing in one's own development as an educator Furthermore, individual or collaborative research on topics of professional interest is perceived as highly preferred among young EFL teachers The result shows a strong desire among educators to engage in reflective practice and scholarly inquiry to deepen their understanding of teaching and learning processes, as well as to contribute to the advancement of knowledge within the field of EFL education

Undertaking teacher inquiry/action research also garners significant interest, with over half of the respondents This finding partly supported the result in study of Mai (2021) which clarify the recognition of the value of action- oriented research and inquiry-based approaches in promoting continuous improvement and innovation in teaching practice

Mentoring, peer observation, and coaching within formal school arrangements are perceived with considerable favorability among young EFL teachers highlighting the importance placed on collaborative learning and support mechanisms within institutional contexts Young EFL lecturers have great agreement of the benefits of peer collaboration, feedback, and mentorship in enhancing teaching effectiveness and professional growth These results were also similar to those in the study by Mahmoudi & ệzkan (2015), which both indicate that activities favored by teachers result in a higher level of regular participation

Observing other teachers' classes and providing feedback emerges as highly valued among young EFL teachers Simultaneously, exchanging teaching materials with colleagues is also regarded with considerable favorability among young EFL teachers These results are consistent with the finding that professional development activities help young lecturers expand their networks with colleagues It also underscored the importance placed on peer learning, observation, and constructive feedback in improving teaching practice and promoting continuous professional development These findings were in line with Mai's study (2020), all indicating that young lecturers believe this activity to be beneficial and authentic because they can share ideas on effective teaching methodology and techniques as well as learn good teaching examples from their colleagues

Conversely, activities such as publishing reviews, articles, and textbooks appear to receive less enthusiasm among young EFL teachers This trend suggests a lower inclination towards engaging in scholarly or academic endeavors that involve research, writing, and publication Possible reasons for this trend could include perceived challenges associated with scholarly writing, limited familiarity with academic publishing processes, or competing demands on teachers' time and resources

CONCLUSION AND IMPLICATION

An overview of the research

This study was conducted with the aim of understanding the perspectives and practices of young lecturers regarding professional development activities at Hanoi University of Industry The research has highlighted the importance of professional development activities for young lecturers These activities not only help them gain valuable experience in knowledge transmission but also facilitate connections with their peers These relationships provide them with opportunities to learn from experienced individuals The young lecturers participating in the study have shown a positive attitude towards the benefits of professional development activities

The preference of young lecturers for PD activities is also evident Highly academic activities such as curriculum development or research often do not attract young lecturers, who may feel that they lack sufficient experience and knowledge Conversely, activities such as classroom observation or knowledge exchange with colleagues receive significant appreciation

Professional development activities mostly attract young lecturers, who are in the early stages of their careers and thus may have limitations in teaching experience, research, and classroom management However, when participating in these activities, young lecturers encounter various barriers, primarily due to conflicts between personal schedules and the timing of professional development activities

From the research, it can be observed that the participation rate of young lecturers in activities such as writing books or engaging in research is not high Therefore, educational administrators need to introduce additional supportive policies for teachers to encourage more active participation Methods that can be mentioned include recognizing and honoring the contributions of young lecturers actively involved in professional development activities or emphasizing their achievements and successes within the institution, such as through awards, publications, or opportunities to participate in conferences In addition, to help new lecturers quickly familiarize themselves with the school environment and culture, encouraging collaborative learning opportunities among young lecturers is essential Organizing peer mentoring programs where experienced members can share knowledge with younger colleagues creates a supportive environment for skill development and knowledge exchange

For lecturers, it is also important to arrange time or work schedules to participate in beneficial professional development activities at the school All participants in the study are at the beginning stages of their careers, so young lecturers need to actively participate in professional development activities, especially those with a professional and academic focus such as research, writing, and document preparation To address time conflicts for young lecturers, several suggestions have been proposed, such as using spare moments during the day or week to conduct research or participate in professional development activities This may include utilizing time between classes, lunch breaks, or weekends Additionally, administrators can provide financial support or incentives to encourage participation in professional development activities This may include funding for attending conferences, workshops, or participating in advanced training programs related to their teaching and research interests.

Limitations and suggestions for further studies

The research still has several limitations Firstly, it is limited in scope to a single university, and the sample consists only of young lecturers with a maximum teaching experience of five years due to time constraints Additionally, the number of lecturers participating in the interviews is limited, so the recorded results may not fully represent all young lecturers working at the university

To ensure more comprehensive results for future research, researchers could expand the sample size, for example, by conducting studies based on the level of work experience of the lecturers Instead of limiting the sample to young lecturers with a maximum teaching experience of 5 years, include a broader range of participants with varying levels of experience This could involve including mid-career and senior lecturers to gain insights into how perspectives and practices evolve over time

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QUESTIONNAIRE

A survey on exploring young EFL lecturers’ perceptions and practices on professional development activities at Hanoi University of Industry

2 How long have you been teaching English at Hanoi University of Industry?

3 To what extend you agree that joining PD activities helps young ESL lecturers in their career development as:

Please circle one choice for each of the following statements

I find induction programs help me easily adapt with working procedure and culture at school; to help me do my job as a professional teacher

I am guided by the experienced or expert lecturers when joining PD activities

PD activities provide me opportunities to develop new instructional techniques and methods of teaching

PD activities refine my practice and develop myself both professionally and personally

PD activities are also useful for me to examine and reflect my belief in teaching practices

PD activities provide insight, technical strategy, and procedure of writing teaching materials

4 To what extend you agree that school administration provides favorable support for the professional development of young ESL lecturers as:

Please circle one choice for each of the following statements

I receive scheduled time for activities that took place during regular working hours at this school

I receive a salary supplement for activities outside working hours

I receive non-monetary support for activities outside working hours (reduced teaching, days off, study leave, etc.)

5 How often do you participate in listed professional development activities below?

Please circle one choice for each of the following statements

Joining educational workshops, podcasts, webinars, and conferences, induction programs

Participation in a network of teachers formed specifically for the professional development of teachers

Individual or collaborative research on a topic of interest to you professionally

Undertaking teacher inquiry/ action research

Mentoring and/or peer observation and coaching, as part of a formal school arrangement

Observing other teachers’ classes and providing feedback

Joining textbook selection and curriculum development

Exchanging teaching materials with colleagues

6 Which professional development activities do you prefer to participate in?

Please circle one choice for each of the following statements

Joining educational workshops, podcasts, webinars, and conferences, induction programs

Participation in a network of teachers formed specifically for the professional development of teachers

Individual or collaborative research on a topic of interest to you professionally

Undertaking teacher inquiry/ action research

Mentoring and/or peer observation and coaching, as part of a formal school arrangement

Observing other teachers’ classes and providing feedback

Joining textbook selection and curriculum development

Exchanging teaching materials with colleagues

7 To what extend you agree that the listed factors below present barriers to young ESL lecturers' professional development as:

Please circle one choice for each of the following statements

I do not have the pre-requisites (e g qualifications, experience, seniority)

Professional development is too expensive/unaffordable

Lack of institutional support discourages me from participating in PD activities

Professional development conflicts with my work schedule

Personal commitments outside of work make it challenging for me to participate in PD activities

There is no relevant professional development offered

There are no incentives for participating in such activities

INTERVIEW

1 Why do you think participating in PD activities is important for your teaching and research career?

2 Which PD activities can facilitate the application of new knowledge and skills into your teaching and research?

3 What specific barriers have you encountered when participating in PD activities at the university?

4 How do you balance your time to engage in PD activities without impacting your teaching responsibilities?