[LUẬN VĂN THẠC SĨ] High-school teachers’ attitudes toward english as a lingua franca (EFL) and classroom teaching practices in Ba Ria - Vung Tau Province

Introduction

Background of the study

The prediction made by Kachru (1983) that the continuous spread of English led to the huge increase in non-native English speakers in the world (p 3) proved to be true by Harmer (1985) when he claimed that “native speakers” are “increasingly out - numbered by people who have English as a second or third language and use it for international communication” (p.13) Until now, there is an indispensable truth that English these days is “a mother tongue for many people in the world” (Harmer,

1985, p.13) and the most common studied foreign language for the time being Additionally, the development of economy and technology create more and more opportunities for communication all over the world, which raised the obligatory need for a mutual language for people from different nations all over the world The term

“English as a lingua franca” (ELF) was introduced by Tonkin (2003) under the emergence of a common language for different first language speakers (Seodlhofer, 2005a)

And the spread of English as a lingua franca leads to a great many changes in language teaching and learning Seidlhofer (2005a) suggested incorporating ELF in language education in order to facilitate the globalization of English in many aspects Since then, there have been a great many studies on ELF in wide range of aspects relating to language teaching and learning at different levels In the context of international education, ELF is regarded as a tool for communication and medium instruction in multi-national contexts where lectures and students are from different countries In the context of Vietnam, this is a country of ‘the expanding circle’

(Kachru, 1985, 1992), where English is not an official language, ELF is still really necessary for communication and interaction in EFL classrooms in particular and in daily life in general in order to help Vietnamese generations to be more fluent and confident in English communication

Furthermore, since being a member of ASIAN, along with WE's recognition among ASEAN regional groups, Vietnam government have taken a lot of actions to promote “mutual intelligibility” (Kirkpatrick, 2007, p.193) through ELF The importance of English has been enhanced through the project “Teaching and Learning of Foreign Languages in the National Education System, 2008-2020” (Decision No 1400/QĐ-TTg, 2008), and then updated on December 22 nd , 2017 named “Teaching and Learning of Foreign Languages in the National Education System, 2017 - 2025” (Decision No 2080/ QĐ-TTg, December 22, 2017) for students to use English independently, communicate confidently, study, work in an integrated environment, multilingual, multicultural, turn foreign languages into strengths Especially, students should explore more English varieties outside the classroom for more effective communication with non-native speakers Moreover, the ability to communicate successfully should be the main goal of the learner, instead of acquiring the proficiency and standards of native speakers

In the context of Ba Ria Vung Tau Province, the “National Foreign Languages Project, period 2017 - 2025” encouraged the changes in language teaching methodology, especially at high school levels, Ba Ria Vung Tau Education and Training Department held training courses for all the high school teachers and appealed them to apply innovative and creative ways of teaching in order to motivate students to communicate and interact with each other in EFL classrooms Therefore, the majority of high school teachers are aware of ELF and its roles in language education However, most of the students and their parents, even teachers preferred native language to this kind of non-native language because native language is always luxurious language in their mind set Apparently, there should be more research on teachers’ attitude toward ELF and incorporation of ELF in the EFL classrooms in order to draw an overall picture of ELF in the context of language teaching in Vietnam.

Statement of the problem

Relating to ELF and the incorporation of ELF in the classrooms, a large number of studies on ELF in academic contexts were conducted in the western countries (Bjorkman, 2011a) The findings of those research revealed that the majority of teachers expressed strong preference on native language than non-native language in spite of Bjorkman’s (2011a) a modern view of language teaching is that teachers should pay attention to teaching comprehensibility in English first and help students to be exposed to different varieties of English as ELF

In the context of Vietnam, the research done by Ton and Pham (2010) made a suggestion for the real interaction in ELF in the EFL classrooms because this helped students to be familiar to different types of voices or English accents, which is really important for communication in authentic contexts According to Crystal (2002), the purpose of learning English is to build up students’ communicative competence and communicative skills in English in daily life instead of spending too much time on native language In reality, the norm British English or American is always considered a selected or desired standard language, which attracted a lot of attention and efforts from all learners of English Obviously, it is normal to try to imitate British English or American English in order to have a more appealing speech in front of other people; however, it is better for learners to use English in their own way but still express their meaning and conduct the goals in communication in English

More importantly, the administrators of Ba Ria Vung Tau Province paid much attention to English language teaching and learning The government held English eloquence contests and awarded students who had international certificates in English as well as held courses relating to English for the purpose of bettering student’s language skills in the province Because the majority of students preferred to use standard English rather than ELF, teachers should initiate using ELF and applying it into their EFL classrooms in order to change their mind set and help them to be familiar to different kinds of English accents, which is really important for their learning process to communicate in English outside the classroom

Practically, the term English as a lingua franca (ELF) has interested a lot of researchers and educators, especially in international universities recently (Jenkins, 2011) In contrast, there have been few researchers in Vietnam who investigated ELF and its implications in the setting of higher education In Ba Ria Vung Tau Province, though high school teachers attended some training courses instructing to teach English as ELF, there are not any studies to explore high school teachers’ attitude toward ELF and the implementation of ELF in the classrooms Thus, this thesis was conducted in order to investigate ELF and its incorporation of ELF in language teaching and learning in terms of teachers’ attitudes and teaching practices.

Aim and objectives of the study

The aims of this study are to investigate high school teachers’ attitudes toward ELF and their classrooms teaching practices in Ba Ria Vung Tau Province The research objectives are as follows:

- To explore high school teachers’ attitudes toward ELF in Ba Ria Vung Tau Province

- To investigate the classroom teaching practices used by high school teachers in Ba Ria Vung Tau Province.

Research questions

In order to obtain the research objectives mentioned above, the thesis raises the two following questions

1 What are high school teachers’ attitudes toward ELF in Ba Ria Vung Tau Province?

2 What are high school teachers’ classroom teaching practices in Ba Ria Vung Tau Province?

Scope of the study

ELF has been put into a lot of research in the world in terms of a means of communication at high school level (Bjorkman, 2011b); the implementation of ELF in international universities (Jenkins, 2011), or Lingua Franca interactions (Bjorkman, 2011b), teachers’ perceptions (Incecay, 2014; Ho, 2018) Thus, this current thesis aimed to explore teachers’ attitudes toward ELF and classroom teaching practices for the promotion of ELF in the EFL classrooms

The researcher chose high schools in Ba Ria Vung Tau Province as the research site for the government in this province are asking teachers to be more creative and active in language teaching in order to build up communicative skills in English for students As a teacher, the researcher wants to examine whether high school teachers are favor of ELF and willing to apply it in their EFL classrooms or not after some training courses held by the Education and Training Department

Methodologically, the mixed methods design including questionnaire and semi-structured interviews provided the quantitative data of 109 participants and qualitative data of 22 interviewees All of them were high school teachers in 11 high schools in Ba Ria Vung Tau Province No students participated in this study.

Significance of the study

As mentioned above, this study aimed at investigating high school teachers’ attitudes toward ELF and explore teaching practices they carried out in the era of ELF in their EFL classroom Thus, the study expected to provide both theoretical and practical significance to language teaching and learning in Ba Ria Vung Tau in particular and Vietnam in general

On a theoretical basis, this study is hoped to make a big contribution to the literature of ELF in Vietnam with in-depth information on teachers’ attitude toward ELF in the EFL classrooms Besides, it will cast light on the application of ELF in the EFL classrooms in terms of teaching practices

On a practical basis, the results of the study may be beneficial to not only educators regarding to teacher training in ELF setting but also teachers who are trying to implement ELF in their classrooms The study provides fundamental foundation for ELF classrooms in the future so that high school teachers can have more motivation and more understanding of activities for employing ELF in EFL classrooms.

Definitions of key terms

In order to help elucidate a specific perspective on the discussed issues for the purpose of the research, some key terms are defined as follows

Attitude is considered as a crucial factor which have a great effect on teachers who play different roles in language teaching such as an instructor, a facilitator, a supervisor and a monitor in the language classroom

English as a lingua franca refers to the use of English as a common means of communication for those who have different mother tongues

Classroom teaching practices refer to a set of actions a teacher can carry out in order to engage the students into the lessons relating to a certain topic in the classrooms

High school EFL teachers are those who teach English in foreign language classrooms at high schools in Ba Ria Vung Tau Province.

Organization of the thesis

This study report is divided into 5 chapters as follows:

Chapter 1 provides an introduction to the study including background of the study, the statement of the problem, purposes of the study, research objectives and research questions, significance of the study and definitions of key terms as well

Chapter 2 concentrates on literature review, consisting of the information related to the status of English, World Englishes, Three circles of Katchru and English as a lingua franca In terms of ELF, definitions, linguistic features and the roles of ELF Additionally, the definitions and components of attitudes are also presented, then followed by definitions of classroom teaching practices, their importance in EFL as well as classroom teaching practices in the era of ELF This chapter ends with previous research on ELF and classroom teaching practices related to ELF and a conceptual framework for this study

Chapter 3 elaborately describes the research methodology of the study in connection with the research design, the research site, the sample and sample procedures, the research instruments, the data collection procedures as well as the data analysis procedures

Chapter 4 presents the results of the study by analyzing the data collected from questionnaire and semi-structured interviews Then, the study discusses the results compared and contrasted with the findings in previous studies

Chapter 5 makes a conclusion on the main findings of the thesis, supplies some implications and limitations of the research and makes some recommendations for further research.

Literature Review

The status of English

Kirkpatrick (2012a) announces that the demand for English has become more and more heated in Vietnam since 1986 One of the main causes of the changes in the status of English is the accessions as the official member of World Trade Organization (WTO) in 2007 and ASEAN economic community (AEC) in 2015 (Duong, 2015) The open - door policy for foreign investment long for the skilled workforce with good language communicative competence for the deeper and wider international and developmental process Thus, English is no longer a language in limited contexts as in schools or for examination In other words, English is not only used for communication but also correspondence in trading and services (Walkinshaw, 2018)

According to Vu (2015), the requirement of English competence is for all professional employment in Vietnam And the number of people using English around the country has been increasing at the high speed Those significant signals urgently the changes in language teaching and learning in Vietnam in order to train Vietnamese young people to be better at English communication skills as well as more confident in using English outside the classrooms A great many detailed measures have been taken by the government and the MOET for the purpose of enhancing Vietnamese young people’ communicative competence in English

Relating to the changes in language teaching and learning, English is taught and learned in all levels of education from primary school to tertiary level according to the project called “Teaching and Learning of Foreign Languages in the National Education System, 2008-2020” by MOET (Decision No 1400/QĐ -TTg, 2008) This decision was then updated on December 22 nd , 2017 named “Teaching and Learning of Foreign Languages in the National Education System, 2017 - 2025” (Decision No 2080/ QĐ-TTg, December 22, 2017) The project calls for the changes in teaching methods, teaching materials and language assessment so as to have a more balanced and positive assessment to students’ performance Besides, the appeal for paying more attention to communication skills makes both teachers and students more comfortable while conducting speaking and listening activities in the class

Briefly, thanks to the integration into the world community in terms of economy and society, English teaching and learning has received more concentration than before More importantly, the need for communicative exchange reduces the pressure for teachers and students in terms of standard-English Therefore, there is a current tendency that non-native speakers outnumber native speakers in Vietnamese streets and in tertiary institutions as Ngo (2015) presented Crystal (1997) presented that non-native speakers are the decision-makers of the future of English and there will be much more varieties of English English is the combination of different ways which totally belong to the countries where it is used To put it differently, English is known as mutually used tool of communication spreading and accomplishing transactional goals in a wide range of geographical areas (Kirkpatrick, 2011).

World Englishes

Since English was regarded as an international language, there has been a ceaseless increase in the number of English speakers and learners, which makes the spread of English faster and faster all over the world However, there is a phenomenon that the ways of using English in different countries are not the same; for example, Australians did not employ the same English as the Americans, the south Africans, the Canadians and the Indians (Kachru, 1986), which led to the new concept of English called World Englishes by Kachru (1986) World Englishes refers to the emergence of localized varieties of English, especially varieties that have developed in territories influenced by the United Kingdom or the United States Thus, the study of World Englishes consists of identifying varieties of English used in diverse sociolinguistic contexts globally and analyzing how sociolinguistic histories, multicultural backgrounds and contexts of function influence the use of English in different regions of the world

Also, the number of territories where English is spoken either as first language or as an institutionalized second language in domains of government, law and education is rising for the time being The more widely English is used, the newer varieties of English are constantly being developed and discovered, which lead to the difficulties in knowing the accurate number of Englishes in the world, not to mention the reality that “a speaker can speak various dialects, depending upon the circumstances of a discussion” (Kachru & Nelson, 2009, p.73) Therefore, it is very normal that the American and British voices are also two of many varieties of English (Kachru & Nelson, 2009, p.73) More importantly, what speakers of English need to care about is the pragmatics factors such as appropriateness, comprehensibility and interpretability, which justifies the use of English

Generally, standard native accents always receive more preferences over non- standard accents or non-native accents (Ladegaard, 1998; Zhang & Hu, 2008) Also, Ladegaard (1998) adds that despite the high rate on status and competence, standard varieties are often adjusted at fairly low on social attractiveness and personal integrity According to Meerleer (2012), evaluation on the same standards is different across cultures and countries; however, the results of the studies of non-native speakers about English accents in many contexts are respectively similar to each other; that is native-like competence is always long-term outcome of language learning

Two varieties which have gained most attention are British and American accents; particularly, British accent is a representative of “traditional loving”,

“conservation”, “reserved” and “high class” (Cargile & Giles, 1998) while American English is regarded to be “cool” or “dim and uneducated” (Sjostedt & Vranic, 2007) However, the result of the study by Zang & Hu (2008) revealed that “L2 learners have more positive attitudes toward the varieties they have most been exposed to” (as cited in Meerleer, 2012, p 342) More importantly, speakers’ intelligibility is not related to their attitudes toward an accent (Zhang & Hu, 2008, as cited in Meerleer,

In reality, there are a number of studies which have supported for one standard native accent over the other and vice versa For example, a survey by Mobọrg (1999) (founded in Le, 2016) concluded that some groups of Swedish students liked American English more than Bristish English This was similar to the results of the study by Barros (2009) that American accent appeared to be clearer, more useful and more straightforward In contrast, British accent received preferences by participants in the study by Ladegaard (1998) Or a study by Botterman in 1995 (as cited in Tavernier, 2007) presented that participants preferred the British accent to the American one Another study by Norrborm (2008) showed the finding that most of the textbooks were designed and taught with British accent while they really wanted to use American accent Nevertheless, Barros (2009) revealed that many respondents in his study rejected the idea of standard varieties of languages by not choosing a British or American accent when being asked

According to Meerleer (2012), the investigations of beliefs and attitudes toward non-native English have been paid more attention in order to explore whether there is any negative evaluation on non-native speakers or there are any prejudices against the non-native accents or not Bresnahan et al (2002) emphasizes that

“speaking with a foreign accent identifies the other as a member of an out-group is likely to evoke negative stereotypes” Or Ryan et al (1977, as cited in Cargile & Giles, 1998) presented that the strength of the accent was able to cause some negative effects on the more or less favorite ratings toward the speaker’s status and attractiveness However, the study by Flege and Fletcher (1991) suggests that the respondents in their study became familiar with the sentences produced by the non- native speakers after the duration of the experiment

Moreover, the study by Phan (2016) presents that nearly half of the respondents suggested accepting and respecting different varieties of English or non – native accents Also, she confirmed that despite the different pronunciation among American, British and non-native accents, teachers and learners need to learn to tolerate and stop judging as well as making bad criticisms on those varieties of English because the long – lasting desire of language learning is the ability for real- life communication in the future In order to do this, teachers should have knowledge of the changes in English in the world as well as understand the importance of the use of English worldwide these days.

The three circles of Katchru

The American linguist Kachru developed the three-circle model of World Englishes in 1985, which remains one of the most influential models for grouping the varieties of English in the world (Mollin, 2006) The spread of English was described in terms of three concentric circles: The Inner Circle, The Outer Circle and The Expanding Circle According to Kachru (1985), these circles represent "the type of spread, the patterns of acquisition and the functional domains in which English is used across cultures and languages"

The first Kachru’s model called Inner Circle referring the original bases of

English, dominated by the mother-tongue varieties (White, 1997) The countries involved in the Inner Circle include the United States, the United Kingdom, Canada, Australia and New Zealand The Outer Circle is the second model which consists of the earlier phases of the spread of English in non-native countries, where the language has become a part of a country's chief institutions or as an important 'second language' in a multilingual setting (Rajadurai, 2005) Most of the countries included in the Outer Circle are former colonies of the United Kingdom or the United States, such as Malaysia, Singapore, India, Ghana, Kenya and others (Rajadurai, 2005) The third model named Expanding Circle refers to the territories where English is learnt as a foreign language

According to the statistics of Walkinshaw (2018), there are about 375 million users in the inner and outer circles while the number of people in the expanding circle is about 750 million to one billion Kachru (1992) stated that the characteristics in the use of English within three circles are also distinctive under the influence of its historical background, economic and education policies on the use of English For instance, with a majority of immigrants, a multiethnic nation like the United States has a mixture of varieties of English Or, the English of Canada and North America are not the same in terms of phonology and syntax due to the dominance of American in 18 th century (Crystal, 1997) Not mention to that the countries in the expanding circle such as China, Japan, Greece and Poland are not the colonies of members of the Inner Circle, so the language is taught because of the usefulness of English as vehicle of international communication Therefore, the model is not sufficiently dynamic to reflect the reality of English use in the world for the time being Kachru (1985) himself noticed that the concentric circles may be oversimplified because some special cases like South Africa and Jamaica are difficult to be classified

Figure 2.1 Three concentric Circles of English (Kachru, 1985, p.16)

English as a lingua franca (ELF)

This section aims to present the background knowledge of ELF and ELF linguistics features (Figure 2.2) so as to make ELF understood fully and exactly in every aspect The section is accompanied by the roles of ELF in language teaching and learning in order to emphasize the importance of ELF in the classroom practices

Figure 2.2 The background knowledge of EFL

2.4.1 Definitions of English as a lingua franca (ELF)

The New Encyclopaedia Britannica (p 377) presents that the term lingua franca derives from the Middle Age between the 15 th and 19th century This term was first based on Italian and French and developed by the traders for illegible communication Then, this term relating to the spread of Latin appeared in the ancient times along with the development of science, philosophy and culture among

European scholars in the 18 th (Encyclopedia Britannica, Lingua franca) The history recorded that Portuguese was served as a lingua franca in distinct parts of Africa and

Asia in the 15 th – 18 th for trade and diplomatic purposes All the languages mentioned above showed that a lingua franca was the significant position of a language in distinct parts of the world for social and economic purposes Then, in the

17 th century, since settlers left Britain for colonies in the Americas, English began to spread around the globe (Graddol, 1997) By the 19 th century, there was a dramatical increase in the number of people speaking English because of the raise in colonies around the world which had been established by Great Britain (Graddol, 1997)

Currently, English is the mother tongue to more than 375 million speakers, a second language to around 375 million speakers and a foreign language to additional 750 million foreign users (Graddol, 1997, p.10) Thus, English surpassed all languages in the past and becomes the dominant language in technology, science, publishing, education, media, international trade as well as politics around the globe (The

Hutchinson Encyclopedia, p 363, 1999) Bjorkman (2011a, p 3) also confirms that

English can nowadays be marked as the world’s lingua franca

However, the concept of English as a lingua franca did not catch the attention much in the literature until the 1980s (Jean & Chern, 2017) Only when Jenkins (2000) and Seidlhofer (2001) mentioned ELF in the seminal publications, this research field began to attract people’s attention (Jenkins, Cogo & Dewey, 2011) To put it differently, the birth of lingua franca has spirited many researchers to explore this field of language such as Jenkins, Berns, Crystal, etc (Jenkins, Cogo & Dewey, 2011)

That is the reason why there are a variety of definitions of ELF in this field of linguistics (Seidlhofer, 2011, p.4) For example, according to Seidlhofer (2005, p 339), a “lingua franca” refers to a common language for communication between people who do not share their first language To put it differently, interlocutors demand a language for their communication in reality The language in such situations is either the native language of one of the speakers or a foreign language of both speakers Or, Jenkins, a linguist specializing in the EFL phenomenon, defines a lingua franca as “a contact language used among people who do not share a first language, and is commonly understood to mean a second (or subsequent) language of its speakers” (Jenkins, 2007, p 1) Or, Crystal (2012) suggests that gradually people must accept different kinds of use of English as a price of being global Also, Berns (2008) makes a suggestion that the outer circle should not include the accent of native speakers and outer circle speakers should feel free to use the rules of pronunciation in EFL contexts

According to Zikmundová (2016), every speaker is able to create his/her own variety of English due to the reason that “no one owns the English language anymore” (Zikmundová, 2016, p 14) That means the linguistic features of EFL may be much more challenging since each person has his/her own way of transferring elements from their native language into English (Zikmundová, 2016) In this section, some characteristics in terms of lexicogrammar, phonology and pragmatics of ELF are presented to depict the common differences between the forms of the Inner Circle and ELF

In relation to lexicogrammatical features, Breitender (2005, p 13) has the idea that non-native speakers tend to misuse or omit the grammatical rules of the native language as long as the content of the communication is successfully transmitted The lexicogrammatical features of ELF are discovered by Seidlhofer (2004) as followed:

• Omitting the 3 rd person singular -s in the present tense

• Confusing and incorrectly using the pronouns who and which in the relative clause

• Misuse of definite and indefinite articles (using a definite article where there should not be one in Standard English and not using one where there should)

• Overusing prepositions where they are not needed (such as in We have to study about …… instead of We have to study ….)

• Using incorrect forms in tag questions (such as in isn’t it? instead of shouldn’t you?)

• Overusing certain verbs with a very general meaning (such as do/ have/ make/ put/ take)

• Using that -clause rather than infinitive constructions (as in I want that)

• Putting too much stress on exactness (as in black colour instead of black)

(Seidlhofer, 2004, as cited in Jenkins, Cogo, Dewey (2011) Review of developments in research into ELF, p 289)

This corpus of characteristic features of ELF presented above may be considered as errors in the viewpoint of a native language However, Breitender (2005) explains that those standard grammatical rules seem to have no special function and the focus of a communication is mainly on the content; thus, what non- native speakers need is that the content is understandable during the communication

With regard to phonology, Zikmundová (2016) expresses that non-native speaker also has his/her distinctive pronunciation which is definitely from the Standard English of the native speakers This is also the topic which attracts a lot of attention from many linguists around the world in identifying phonological features of ELF (Zikmundová, 2016) Zikmundová (2016) notices that every non-native speaker carries his/her own unique accent as a portrait of his/her mother tongue pronunciation, which may cause the difficulties and even the complication during the conversation Relating to this, Jenkins (2007) also mentions the phonological features of ELF in her book in a set of recommendations for maintaining the communication

For example, non-native speakers of English often have problem in pronouncing dental fricatives /θ/ and /ð/ because these two consonant sounds do not exist in their mother tongue The consonant clusters in English might lead to the decrease of intelligibility according to Jenkins (2007) Or the distinguishing vowel length and placing the nuclear stress correctly within a sentence are also kind of challenge to non-native speakers (Jenkins, 2007)

To prevent the misunderstanding or incomprehension between speakers, they must adjust their own pronunciation to ensure the mutual understanding Zikmundová (2016) uses the term “accommodation” to illustrate for the necessary adjustment among the speakers Jenkins (2007) makes some suggestions such as adding the sounds for consonant clusters or choosing what information which needs emphasizing to mark a nuclear stress

The field of pragmatics is also in great importance of linguistic features of ELF, so there have been many studies on the role of pragmatics in ELF so far Zikmundová (2016) affirms that interlocutors have a tendency to prioritize for the intelligible communication rather than the use of perfect English It means that ELF refers to the smooth of the conservation rather than the form of the language; therefore, in order to make the message fully understood, the speakers naturally make some adjustments in the use of language based on the context

Jenkins (2011) provides some strategies that ELF should employ in order to reduce or avoid the misunderstandings as followed:

• Repetition is one of the effective ways which helps the communication intelligible; and the speakers also use clarification and self-repair to check the information during the communication

• Paraphrasing, saying in their own words or using minimal response from the other counterpart also help avoid prolonged silence

• Inserting or creating idiomatic expressions helps create the incorporation among speakers of ELF though idioms may seem to be really challenging to non-native speakers Even, those creative idiomatic expressions are considered as a signal of a group of ELF speakers

Attitudes toward ELF

Many researches consider investigating teachers’ attitudes the indispensable aspect in the exploration of the in-depth insights of each topic, especially researches in the fields of psychology and education That is why there are a great many definitions of attitude from different contexts and perspectives (Alhmali, 2007)

First, attitude which is simply defined in Oxford Learner’s Dictionary is the way people think or feel about something or the way people behave toward someone or something Based on the scientific theory of planned behavior, Rokeach (1969, as cited in Smith, 1981) defines attitudes as the consistent organization of beliefs toward a certain object or a certain situation to some extent, which lead to the predisposing respondence in some preferential manner Or Gardner (1985) has his own definition of attitudes that the evaluative reactions or opinions about a certain referent reveals the attitudes of a certain individual Briefly, “attitude is generally conceptualized as a learned predisposition to respond in a consistent evaluative manner” which is “a dimension as pro-con, favorable-unfavorable, positive-negative, supportive-hostile, or desirable – undersiable” (Allport, 1935; Katz and Scotland, 1959; Rosenberg and Hovland, 1960, as cited in Thomas, 1969, p 12)

In theory, attitudes are psychological phenomenons which may be indirectly observed or gradually acquired over a period of time and attitude is classified into three interrelated components; namely, affective, behavioral or cognitive components (Rosenberg & Hovland, 1960; Katz and Scotland, 1959; Wenden, 1991)

Based on how a person thinks about the attitude objects, this aspect of attitudes refers to the beliefs, thoughts of the language learners about the knowledge as well as their understanding in their learning process In other words, cognitive component is the combination of the experiences of attitude objects and the information in different courses, which are called information and perceptions as Schiffman and Kanuk (2004) defined In language learning, cognitive factors include the connection of the previous knowledge with the new one, the creation of new knowledge, the check of new knowledge as well as the application of the new knowledge in different situations

The definition of affective component presented by Eagly and Chaiken (1998) that “feelings, moods, emotions, and sympathetic nervous system activity which people have experienced in relation to an attitude object and subsequently associate with it” (p 272) are affective factors In other words, affective component is related to the emotional experiences and preferences such as the likes or dislikes toward an object As the operational mechanism of emotion is simultaneous with cognitive factor, the evaluation of affective factor is a combination of feelings, emotions and evaluative judgement on beliefs which are called an integrated model of attitude and choice (Agarwal & Malhotra, 2005) Regarding to language learning, Feng and Chen (2009) presented that learning process is an emotional process influenced by different emotional factors It means that the inner feelings and emotions of learners should be taken into consideration (Choy & Troudi, 2006) for the purpose of bettering their learning process

Behavioral component defined by Defleur and Westie (1963) is associated with individual response or reaction toward attitude object To put it differently, the way a person behaves or reacts in particular situations are behavioral aspects of attitude Therefore, the student’s participation in the tasks and their actions during tasks are concerned to attitude object It means that the behavioral component helps enhance students to be exposed to the target language and the English environment in the classroom According to Kara (2009), positive attitudes lead to positive behaviors toward language learning, which can encourage the eagerness as well as enthusiasm of students And students engage themselves emotionally and feel strived to learn more and acquire more information and skills for daily life

On the whole, the affective component refers to the emotions and feelings, cognitive component is based on perceptions and beliefs whereas the behavioral component is related to the expression of behavioral intentions Therefore, attitude concept should be viewed from the three above dimensions because each of those dimensions consists different features which are absolutely necessary for students’ language learning Toward ELF in ELF classroom, statistics analysis of research over the past years have showed that the majority of teachers preferred using native speaker norms to features which are frequently associated with ELF However, ELF has been considered as an acceptable alternative to non-native speakers in Soruc (2015) and there should be more research on other participants in a wider variety of contexts according to Soruc (2015).

Classroom teaching practices

Richards and Rodgers (2001) stated that “different philosophies at the level of approach may be reflected in the use of different kinds of activities and in different uses for particular activity type” It means that the choice of teaching principles and practices are based on teachers’ knowledge and attitudes in language teaching and learning That is why different contexts lead to the differences in teaching practices and attitudes of the teachers Accordingly, there have been a lot of investigation on classroom teaching practices in different contexts, which lead to the diversity of definitions of classroom teaching practices suitable for specific settings

2.6.1 Definitions of classroom teaching practices

Gage (1978) defines teaching practices as “any activity on the part of one person intended to facilitate learning on the part of another” (p 14) However, in order to clarify what teaching practices are, it is better to explain what the two terms

Flinders (1989) suggests some areas of teaching as follows:

✓ Communication: the ability of the teacher to initiate and sustain a multitude of personal interactions with students

✓ Perceptions: the ability of the teacher to pick up on such things as students’ attitudes, motives, and beliefs, and to adapt a lesson appropriately

✓ Co-operation: the ability of the teacher to negotiate a collaborative and open relationship with students

✓ Appreciation: the ability of the teacher to feel an intrinsic sense of self-worth from doing a difficult job well

Whereas, Brown (1994) defines teaching in a shorter way that teaching is the facilitation of learning (p 17) Teaching is not only transforming knowledge but also enhancing relationship among learners, creating interesting atmosphere for learning, choosing materials and understanding students’ needs And Ellis (1985)’s definition of teaching is that stimulating learning through facilitative instructions, raising learners’ awareness of language features, motivating learners and reinforcing learners’ knowledge (p 74)

Practice in Morris’s (1973) opinion that it is “a customary action or way of doing something” (as cited in Zain, 2007, p 16) To put it differently, practice is a set of actions done regularly in order to achieve something

Therefore, teaching practices consist of giving feedback, interaction with students, transforming information, managing the classrooms and setting activities as well as choosing the materials Stones and Morris (1977, as cited in Gujjar, 2008, p 2) mentions three major descriptions in the definition of teaching practice as follows: the practicing of teaching skills and acquisition of the role of a teacher, the whole range of experience that students go through in schools, and the practical aspects of the course as distinct from theoretical studies Or, Wang, Haertel and Warburg (1993) state that classroom teaching practices with regards to classroom management and classroom interactions have certain effects on students’ cognitive competencies However, the effectiveness of classroom practice depends on the cultural context and professional traditions

To sum up, teaching practices are the way the teacher interacts with learners, choose the materials, build up good relationship based on confidence, admiration and motivation, vary in different teaching methods and techniques as well as increase learners’ interests during the lessons More importantly, many researches on teaching practices affirm that teachers’ beliefs or attitudes make a strong impact on teaching practices at some certain extent (Handal, Bobis, & Grimison, 2001; Lovat & Smith, 1995) In other words, teachers’ lives and behaviors can result in a lot of creativeness and inventiveness in their classes

2.6.2 The importance of teaching practices in EFL classrooms

As mentioned above, classroom teaching practices refer to what and how teachers teach as well as assess students in their classroom in order to develop students’ communication skills in English as well as build up their confidence in using English in the international environment In order to do this, it is absolutely necessary to investigate the influence of teaching practices in EFL classrooms in order to depict the importance of teaching practices in EFL classrooms taught

Generally, Borg (2003) states that the choice of activities during the lessons have great impact on the students However, teachers’ decision is dependent on a set of ideologies that teachers hold about their students as well as pedagogical practices (Farrell & Bennis, 2013) In other words, various actions by the teachers reflect their values and beliefs (Verloop et al., 2001), which mainly derived from their own philosophies of teaching (Andrews, 2003) Besides, teachers’ experience and language backgrounds also are important factors influencing the choice in techniques, aids or activities used in EFL classrooms (Ngnidi & Sibaya, 2003; Marais & Meier, 2004)

Relating to the choice of aids, the study by Nalliveettil and Ali (2013) about the usefulness of Audio-Visual Aids in ELF classroom in Arabia affirmed that the combination of textbooks with audio and video as supplementary resources for classroom language learning activities helped provide motivation and increase inspiration among students Lessons taught with the help of technological aids are viewed as an effective technique which teachers should conduct so that EFL classrooms are more interesting and inspiring to students because the sounds and images attached in the learning activities make the teaching-learning process effective and attractive, which appeal for the interest and attention of students more

The use of materials in the EFL classroom also plays an important role in increasing students’ participations in the activities According to Basturkmen (2001), authentic texts helped to raise the students’ awareness of language use and promote more interactions among students McCarthy (1998) emphasized that “learners trained to be good observers of data have taken an important step toward facilitating features of talk” (p 52) And once they are active observers, they are engaged to be exposed to contribute their ideas and initiate discussions as well as join the activities more dependently (Basturkemen, 2001)

The way teachers give feedbacks on the students’ mistakes also make huge influence on students in their learning The study about how to correct students’ mistakes showed that almost students felt worried and too sensitive to teachers’ feedback (Kepner, 1991; Semke, 1984; Sheppard, 1992) Therefore, negative feedback may not totally correct student’s mistakes but reduce their production as participation in the and feedback should be selective so as not to prevent students’ attempt to communicate activities (Pica, 1996) According to Al-Hasnawi (2016), when reaching at a certain level, students may have a sense of self-correction strategy which help them avoid mistakes which might repeatedly appear in similar communicative situations

Classroom management is of great importance in building effective EFL classrooms because teachers with good classroom management skill can create a positive classroom environment, meet classroom expectations and reinforce appropriate behavior as well as correct inappropriate behaviors skillfully (Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008) Classroom management refers the organization of the physical classroom environment such as floor plan, seating chart or the daily classroom routines such as daily procedures, homework giving and checking or the creation of a predictable schedule across days, weeks … All of these strategies aim at creating a classroom layout, rules and structure in order to reduce the noise or distractions among students in the classrooms

Obviously, teaching practices which teachers apply in EFL classrooms directly impact on the effectiveness of learning activities during the lessons More significantly, teachers have a range of teaching practices to select for their EFL classrooms so as to better their teaching and students’ learning And teachers are responsible and accountable for designing and delivering a high quality of language teaching and learning Therefore, classroom teaching practices need to be carefully chosen for the suitability of their settings and objects as well as the level of their objects

2.6.3 Teaching practices in the era of ELF

The global expansion of ELF in the world put a big question in language teaching and learning in the world That is, whether EFL should be taught in the same way as English as second language is being taught In the countries where English is not their mother tongue and English is mainly used for international communication of the majority of the population, internal communicative functions and sociopolitical status in the use of a language receives more supports (Nayar, 1997) Moreover, there are not enough professional and native English teachers to cover all the English classes (Nayar, 1997), which requires the changes in people’s and teachers’ attitudes toward in the norm English as a lingua France, so that there need to be necessary alternatives in classroom teaching practices which are accessible to English in a non-native way

ELF classrooms refer to the language ones where English is considered as a medium instruction or communication tools Teachers and students have chances to update knowledge, gain communicative competence, balance accuracy and fluency The use of different varieties of English is accepted along with the lesson and the freedom in the choice of useful English varieties as long as the communicative purposes are gained and the language learning takes place smoothly Therefore, it is absolutely necessary for the pedagogical training as Seidlhofer (2005b) stated, teachers will need a more comprehensive education which enables them for their own teaching contexts and to adapt their teaching to the particular requirements of their learners Although teachers cannot teach all varieties of English in classrooms, teachers’ encouragement to their students to explore different English varieties of English through out-of-class activities should be highly appreciated (Ehrenreich,

Previous research

The field of ELF has undergone dramatic developments since the ELF first conference was held in 2008 This theme flourished with a growing number of research and the annual conference series were then held in around Europe and Asian by scholars at different stages of their careers This is equivalent with Jenkins’s (2015) opinion that the exploration of the ELF phenomenon at all linguistic levels, in a wide range of domains and in different geographical regions In education, the developments of ELF create a lot of opportunities for teachers to get access to practical problems relating to ELF teaching practices (Sifakis, 2014) Therefore, many numerous studies have been carefully carried out in order to point out what teachers have to do in the classroom with ELF – aware and attitude perspectives

For the importance of teachers in teaching English in the ELF perspective, there is a lot of research in terms of teachers’ perceptions and attitudes toward the global spread of English and ELF in the world; for example, from English – speaking countries in the Inner Circle, Outer Circle and non- English-speaking countries of Expanding Circle In those research, norms, principles and challenges of teaching ELF are also mentioned and discussed to find the most appropriate ways for the implementation in the language classroom in their own contexts

In the context of Europe, one of the studies on the attitudes of the teachers toward ELF was done by Soruc in 2015 The purpose of this study is to explore the practices and perceptions of non-native English - speaking teachers from five - expanding circle countries including Turkish, Italian, Egyptian, Germany and China The questionnaire consisted of forty-four non-native English - speaking teachers, and ten of whom were later interviewed Unfortunately, the qualitative and quantitative data revealed that most of the teachers from those different expanding circle countries preferred to use native speaker norms rather than features associated with ELF Similarly, in the particular context of German, Decke-Cornill (2003) investigated the attitudes of teachers of English in two different types of schools The result of the study showed that teaching proper English was more popular than ELF features Another study done in Turkey by Incecay and Akyel (2014) had collected and analyzed the questionnaire and semi-structured interviews of a hundred Turkish EFL teachers working at two universities regarding to ELF and its roles The data presented that teachers were familiar with ELF though they tended to highly appreciate native-speaker English as the correct model and all of the teachers said that they still had tolerant attitudes toward their students’ use of ELF features

In the context of UAE and Georgia, Tamar and Khalid did a research in 2018 for the purpose of investigating non-native English – speaking teachers’ attitudes and beliefs toward ELF in two different places; particularly, UAE is the country where English has the status of ELF and Georgia is the country where English is considered a foreign language With 20 teachers each region took part in the online questionnaire including four sections; that is, demographic characteristics, behavioral factors, attitudinal factors and questions association with teachers’ practice, opinions and awareness of ELF The set of questions including multi-item, close-ended, specific open – ended and clarification questions helped to prove that ELF was a crucial topic for both regions and provided future expertise on ELF and some ways of its incorporation in language courses

In the context of South-East region, the study on teachers’ attitudes toward ELF was carried out by a Malaysian researcher named Kaur in 2013 in a Malaysia university The purpose of this study was to examine the perceptions of the trainee teachers toward ELF or non-native speaking English accents compared with native speaking English accents Seventy - two participants from a teacher-training course took part in the survey with a questionnaire adopted from Jenkins (2007) The results of the study revealed that native English accents were more favorable than to non- native English accents though they were exposed to ELF in their training curriculum The explanation for this negative description on non-native English accents resulted from the native speaking-centric textbooks and materials, which made those trainee teachers more familiar to the norm provider of native speaking accent

In the context of Vietnam, the increasing popularity of English has attracted a great substantial attention which led to the birth of language governmental policies for the purpose of developing Vietnamese students’ communicative competence However, the development of English in terms of a lingua franca is still a new perspective toward Vietnamese teachers and learners because of the influence of native speaking accents existing in all the English materials in Vietnam The research of ELF in language teaching and learning in Vietnam mainly focus on the teachers’ awareness or perceptions on World Englishes, global English and ELF as well as challenges which teachers face with in the implementation of those above aspects in the classroom

The study conducted by Tran (2015) aimed at uncovering the perceptions of teachers of English in Vietnam toward the norm World Englishes The study called for the participation of one hundred and fifty - seven teachers at university and college level into the online questionnaire survey and five of whom were invited to take part in the semi-structured interviews individually and in group With a mixed – method approach, the quantitative and qualitative data presented that Vietnamese English teachers at the university/college level have a broad range of perceptions toward English varieties, which resulted in various benefits and challenges for language teaching and learning Besides, the research showed that the number of studies in terms of World Englishes is still limited in Vietnam; therefore, there should have teacher training courses in order to improve teachers’ knowledge and awareness of global English, World Englishes and ELF in real life and in modern society

Another study which was more closely related to ELF in the context of Vietnam was carried out by Ngo (2015) in the Hue University There were twenty- five teachers and one – hundred students participating in the online questionnaires and Skype interviews The purpose of this study was to investigate Vietnamese teachers and students’ perceptions of ELF and find out the rising concern in the application of ELF to language classroom in Vietnam The qualitative and quantitative data from two main instruments of data collection revealed that Vietnamese teachers and students’ perceptions of ELF seemed to be complex and contradictory because there was a conflict between what students longed for and what teachers and students preferred Most of the participants understood that there was a high increase in the spread of English all over the world as well as its important role in Vietnam Moreover, all of them knew that having good knowledge of English and acquiring English communication skills confidently would bring them a lot of opportunities to their life However, they expressed their support to language standardization ideology and native accents

In relation to the perceptions of teachers toward ELF in Vietnam, another study was conducted in the context of Ho Chi Minh City University of Technology (HUTECH) by Ho (2018) In this study, the researcher used questionnaires and semi- structured interviews in order to examine teachers’ understandings of ELF in terms of vocabulary, pragmatic, linguistic and its speakers as well as their judgment in integrating ELF in their EFL classroom The study was done with participation of fifty teachers from three departments in HUTECH by a mixed-method approach The result from the qualitative and quantitative data presented that teachers’ perceptions on ELF, advantages and proposed ways of ELF incorporation in ELF classes were comparatively good Especially, the majority of those teachers preferred incorporating ELF through books and other published materials or widely recognized sources of knowledge such as seminars

In general, there are a few studies on ELF in the context of Vietnam despite there have been a lot of changes in the status of English nowadays and governmental policies highly appreciate the role of English in language teaching and learning Furthermore, the studies on ELF in Vietnam mainly referred to teachers and students at university and college level who were believed to get more access to ELF than any other educational levels Besides, most of the research focused on investigating teachers and students’ perceptions of ELF, its roles and advantages in language teaching and learning and teachers’ thinking and attitudes toward the incorporation of ELF in the classroom More importantly, there has been little research on teachers’ attitudes toward ELF in the classroom to examine whether teachers were ready to apply ELF in their own teaching environment or not Obviously, there should be more studies on teachers’ awareness and attitudes to ELF at different levels of education in order to have an entire view on ELF in the context of Vietnam

With all the reasons mentioned above, in the international and national context, the previous studies lacked the investigation of high school teachers’ attitudes toward ELF and their classroom teaching practices in the era of ELF Therefore, this current thesis aims to fill the research gap on examining the teachers’ beliefs, feelings and behaviors toward ELF as well as their teaching practices in their own classroom.

Conceptual framework

The objectives of the present study are to investigate high-school teachers’ attitudes toward ELF and teaching practices relating to ELF used in the high-school classrooms in Ba Ria Vung Tau Province Based on the previous studies the author has reviewed so far, this study aimed to present the attitudes toward ELF in three dimensions (affective, cognitive and behavioural components) (Rokeach,1969, as cited in Smith, 1971), provide general understanding, including the status of English, World Englishes, three circles of Katchru and ELF in terms of its definitions and linguistic features as well as its roles in language teaching and learning Besides, the study also aims to explore the teaching practices are used in EFL classrooms in Ba Ria Vung Tau Province relation to their definitions and important roles Thanks to it, classroom teaching practices in the era of ELF are presented for the whole pictures of ELF in high-school classrooms in Ba Ria Vung Tau Province The theoretical framework was relied on the theoretical framework of the previous studies and literature of teachers’ beliefs, attitudes and knowledge and the ways in which these belief systems are formed

The conceptual framework of the present study is presented in Figure 2.6 as follows:

Summary

This chapter provided an overview of the status of English in the global expansion for communication and the background knowledge of ELF with regarding to its definitions and linguistic features as well as its roles in language teaching and learning Moreover, the exploration of the teaching practices used in EFL classrooms relation to their definitions and important roles in EFL were mentioned in order to find out which teaching practices in the era of ELF in high-school settings are available in Ba Ria Vung Tau Province Additionally, previous studies on teachers’ perceptions of ELF in the world and in Vietnam was presented Next was the conceptual study that was used in this research The research methodology used in this study is discussed in chapter three

Attitudes toward ELF and classroom teaching practices among EFL high-school teachers

Teachers attitudes toward ELF Classroom teaching practices among

Knowledge of classroom teaching practices

Other teaching activities in the EFL classroom cultural knowledge pronunciation four language skills (speaking, listening, writing, reading) grammar vocabulary

Methodology

Research design

This thesis investigated the attitudes toward ELF and the application of classroom teaching practices in the era of ELF among high school teachers, particularly 11 high schools in Ba Ria Vung Tau Province The present thesis was conducted through the employment of the mixed method of qualitative and quantitative research design Accordingly, the quantitative data was collected by a questionnaire survey with 109 teachers of English at 11 high schools in Ba Ria Vung Tau Province and then the qualitative data was collected through semi-structured interviews with 20 teachers in order to answer two research questions According to Creswell (2012), a mixed methods design was the most chosen one in many studies because of its higher reliability and validity in SPSS Cronbach’s Alpha indexes or in real life’s results Additionally, the questionnaire is a preferable tool to get the overall viewpoints of the current status on teachers’ attitudes toward ELF and classroom teaching practices in the era of ELF and the semi-structured interview helped test their reliability (Cohen, 2007) The mixed methods design of other researchers in the previous studies usually includes questionnaire, classroom observation or interview In this thesis, a questionnaire survey and semi-structured interviews were employed so as to get the whole depict of the current attitudes of high school teachers toward ELF and the classroom teaching practices in the era of ELF.

Research site

Ba Ria Vung Tau Province was chosen as the research site of this thesis There are 11 high schools (including both public and private high schools) in Ba Ria

Vung Tau Province where there are more than 109 high- school teachers Since the project entitled “Teaching and Learning of Foreign Languages in the National Education System, 2008-2020” (Decision No 1400/ QĐ-TTg, 2008), all of high schools in Ba Ria Vung Tau Province are well-equipped with modern computers connected with the internet, headphones, loud speakers, projectors and even interactive boards for the purposes of promoting English teaching and learning in Ba Ria Vung Tau Province Moreover, English was mainly used in the ELF classrooms, especially in skill lessons in order to create the English environment for both teachers and students to practice communication skills

In Ba Ria Vung Tau Province, the use of English as a tool for communication received a great support from the government of this province who hope to increase the language teaching and learning in English as well as develop Ba Ria Vung Tau students’ communicative competence The quality of English teaching and learning in Ba Ria Vung Tau Province has been considerably upgraded in recent years Each school has some well-equipped lab rooms for the purpose of supporting the language teaching and learning The materials such as cassette players, pictures and books are always available in the library The teachers are active and willing to change themselves to be more suitable for the language teaching and learning nowadays

According to the official curriculum, the academic year comprises thirty- seven weeks including two semesters; namely, Semester 1 with nineteen weeks and Semester 2 with eighteen weeks Students at secondary schools have three periods of English a week All the lessons have to follow this curriculum distribution strictly Secondary students have one oral examination, three fifteen-minute tests, two forty- five-minute tests and a final exam at the end of each semester, in which a speaking test is marked as a fifteen-minute test.

Sample and sampling procedures

The study was conducted at 11 high schools in Ba Ria Vung Tau Province, Vietnam with the participation of 109 high-school teachers who were purposively sampled

At first, five of those teachers did the questionnaires and joined the interview for the pilot study in order that the researcher checked whether there were any troubles with the questionnaire and the interview before officially using them for 109

Vietnamese teachers of English of the research Then, out of 109 participants, 20 teachers of English from 5 high schools were individually invited for the interview for more explanation

Relating to the purposive sampling, Creswell (2012) said that this sampling procedure can make the study reachable and easy to be carried out The chosen teachers were defined in three ways First, the researcher contacted with working teachers where the researcher works as a teacher of English Second, the researcher asked for help from the leaders of each high school for teachers’ availability to send them printed forms of the questionnaire After collecting responses in many ways, high school teachers were asked for their availability for individual semi-structured interview Particularly, 109 high school teachers of English were selected based upon their willingness to answer the survey Moreover, during the actual collecting data process, the researcher had a contact with 11 principals of 11 high schools in Ba Ria Vung Tau Province for their permission to collect the data

Table 3.1 Demographic information of the participants

The total number of EFL teachers was 109, 10 of them were male making up for 9.2%; and 99 of them were female, accounting 90.8 % Teachers in public schools were 104 teachers making up for 95.4 % The number of private schools were 5, accounting for 4.6% Amongst them, 8.3% of them experienced under 5 years of teaching, 17.4% teachers have experienced under 10 years of teaching, 37.6% teachers having under 15 years of teaching and 36.7% teachers experienced more than 15 years of teaching Especially, 19 teachers having Master of Arts accounting 17.4%, 90 teachers whose educational level were university level, making up for 82.6% This table of demographic information of the participants proved the variety in samples’ characteristics Besides, the number of teachers going abroad was

42, accounting for 38.5% More importantly, all of the teachers in Ba Ria Vung Tau have attended training courses held by the Education and Training Department of Ba Ria Vung Tau Province The purpose of those training courses was to equip teachers with knowledge of global English, new teaching methodology as well as encourage teachers to confidently change their own ways of teaching.

Research instruments

This study used the mixed methods design to collect both quantitative and qualitative data Thus, both questionnaire and semi-structured interview were employed for the data collection of this study

The first instrument used in this study was the questionnaire The questionnaire designed for the teacher participants was a questionnaire survey including of three parts, namely part I, part II and part III Part I comprised 6 items asking about demographic information of participants such as name, age, gender, educational level, year of teaching experience and times for abroad vacation Those are the elementary information which is required in a questionnaire to have an overall picture of the participants’ demographic information, level in professionals and experience (Hatch, 2002) There were 24 items in part II which were designed on the basis of Smit (2010)’s research and were then adapted and checked many times before the distribution to the participants in order to explore the attitudes of the teachers toward ELF in terms of vocabulary, pronunciation, four English skills, grammar More particularly, part II was designed into three main parts, investigating the teachers’ attitudes into three components, namely cognitive, affective and behavioural attitudes The cognitive component included 8 items from number 1 to 8 examining teachers’ knowledge of ELF, the affective component consisted of 8 other items from number 9 to 16 investigating teachers’ feeling during the implementation of ELF, and the behavioural component with 8 items left from number 17 to 24 identifying teachers’ behaviours toward ELF In order to have full understanding of teachers’ attitudes toward ELF, all the aspects of the attitudes were put into consideration in part II Part III went into the detail investigating teachers’ classroom teaching practices in the era of ELF Especially, part III was divided into two main parts, number 1 to number 10 referred to teachers’ knowledge of ELF in terms of teaching practices in the classroom, such as vocabulary, pronunciation, speaking, listening, reading and writing skill, grammar; then number 11 to 16 was used to explore teachers’ teaching practices in other activities in the classroom Based on Jenkin (2009)’s research, 16 items were adapted and checked for the purpose of testing whether teachers knew how to do the teaching practices in the era of ELF Through this part, the teaching practices used in the classroom by the teachers were explored in different aspects such as materials, experience, learning activities, audio or visual tools, seminars, etc A five-point Likert scale was employed for the questionnaire with the scale ranging from Strongly Disagree to Strongly Agree (See Appendix A)

Another method for the collection of qualitative data was face-to-face interview The responses obtained from a semi-structured interview were confirmed to be easier to analyse because of its flexible characteristic The interview of this thesis consisted of two main questions (See Appendix C); the two main questions were expanded into details with similar content in order to make personal opinions or experience clearer and more diverse Twenty teachers were invited to take part in the interview individually with sample forms of interview were included (See Appendix B) This semi-structured interview purposely found out the intensive insight to the reasons for different participants’ attitudes toward ELF The interview sheet included

2 main questions respectively represented 2 research questions of the thesis The first interview question brought 2 small questions asking a number of English varieties to examine teachers’ general understanding on ELF, then a small question asked EFL teachers to make a list of their beliefs, emotions and actions relating to ELF in terms of vocabulary, pronunciation, speaking, listening, reading, writing, grammar The second interview question referred to the practices that teachers used to teach in the classroom under the influence of ELF Similarly, the interview required interviewees to remember and make a list of teaching practices in their classrooms in order to draw the overall picture of their knowledge of ELF teaching practices in in terms of vocabulary, pronunciation, speaking, listening, reading, writing, grammar as well as other teaching activities.

Data collection procedures

The quantitative value was collected from the questionnaire survey In order to ensure the consistent understanding of the teachers doing the survey, the questionnaire was designed in English and then translated into Vietnamese According to Dornyei and Taguchi (2010), once the respondents use their own mother tongue to answer the items in the questionnaire, the quality of the data increases Then, the questionnaire was printed and directly administered to teachers from 11 high schools at the conference held by Training and Education Department of Ba Ria Vung Tau at the beginning of June (from 1 st to 21 st ) in the academic school year 2019 - 2020 This was the time of the Covid pandemic and all the students and teachers had to stay at home and study online At this time, the Training and Education Department of Ba Ria Vung Tau conducted some training courses on online teaching techniques for high school teachers in the province

As for data collection, 109 copies of questionnaire were administered to high school teachers The questionnaire was collected at the end of that conference day to give EFL teachers enough time to consider their answers and make sure that they were willing to produce trustworthy information That means, each teacher spent at least 1 hour completing the questionnaire with 3 sections The first section for demographic information, the two next respectively represented two research questions on teachers’ attitudes in terms of cognitive component, affective component, and behavioural component as well as classroom teaching practices the teachers implemented in the era of ELF Thus, 109 copies of questionnaire were returned Based on the previous research and pilot carried out by 3 teachers who were not involved in the study, the questionnaire was chosen and edited reasonably and fully for the purpose of this study

Relating to the qualitative data, Creswell (2012) instructed five steps of qualitative data collection procedure from the structured interviews First, the researcher introduced and explained the participants of the study for sample and sampling procedure Second, participants were asked for permission to take part in the interview before questionnaire was delivered Third, the researcher collected the in-depth information relating to teachers’ attitudes toward ELF Fourth, based on the variables of the study, the instrument was located as structure interview with questions Fifth, the qualitative data was collected through the direct interviews with participants and prepared questions

Similarly, the interview was conducted with 22 high school teachers, 11 of whom were the group leaders of English Department in 11 high schools and 11 teachers left were randomly chosen from those high schools in Ba Ria Vung Tau Province They were divided into 11 interview groups in which two teachers from the same high school participated at the same time The purpose of the interview was explained in advance Each high school teacher took turns to answer the interview questions The average time for each interview was 30 minutes The information collected from the semi-structured interview was analyzed through the content In order to make sure there were no difficulties for the interviewees as well as to get valid questionnaire achieved, the semi-structured interview questions were first piloted by 3 high school teachers who were not involved in the study (Dửrnyei, 2003) The interview was carried out in Vietnamese and the teachers’ answers were recorded with the permission of the interviewees for later research.

Data analysis procedures

According to Dửrnyei (2003), the questionnaire instruments and SPSS can operate the quantitative and qualitative data in “an integrated manner” (p.118); therefore, the researcher employed these two instruments to collect and analyze the qualitative and quantitative data for the results of the study In other words, this study used a mixed method research for qualitative and quantitative data because of its three major benefits such as investigating the clear and explanatory relationships between variables, examining profound investigation of the relationships among variables as well as exploring the confirmation and the cross validation of the relationships among variables (Fraenkel, Wallen & Hyun, 2012)

Cohen (2007) affirmed that the quantitative data could be quickly analyzed in many different ways after being scored with the help of statistical products for the social services (SPSS) software 20.0 SPSS helped provide the percentages and frequencies of teachers’ responses to teach item of the questionnaire Mean score provided by SPSS was also used to discover EFL teachers’ attitudes toward ELF in high school level Relating to the validity and reliability of the quantitative data, Cronbach’s Alpha was used to testify these two elements Besides, SPSS also help to analyze descriptive statistics, i.e., Mean and Standard deviation of the variables The scale of mean scores used to analyze quantitative data is displayed as follows

Table 3.2 Mean scores for analyzing the quantitative data

With regard to qualitative data, the interviews were recorded with the permission of the interviewees through mp3 recorder Then, the content analysis was applied for processing the data because its technique is widely used in the social sciences According to CandelMora (2014), the patterns can be identified for obtaining insight thoughts of the objects of the study, with a number of codes which were arranged and simplified helped increase understanding of the material object of the study.

Reliability and Validity

The study employed a mixed - methods design in order to provide the quantitative data from the questionnaire survey and qualitative data from teachers’ personal viewpoints and opinions All of the quantitative and qualitative data helped to ensure the maintenance of reliability and validity of the study Creswell (2012) stated that statistical outcomes from the questionnaire could be evaluated opposed to interview’s results; in other words, the mixed method of questionnaires and interviews could deliver a triangulation

In this study, the questionnaire was first designed in English and then reviewed by experts in the field to check its validity Next, it was translated into Vietnamese by the researcher and checked by a Vietnamese English language teacher for the accuracy of the translation The data collected and put into SPSS in order to check the Cronbach’s alpha to ensure the reliability of the items because Fraenkel & Wallen (2009) presented that if the Cronbach’s alpha is greater than 700, this means the items are reliable As seen from the Table 3.3, the questionnaire was generally reliable because mostly Cronbach’s alpha tests for each item were greater than 700 Though Cronbach’s alpha of the Cognitive components was 675, it was still acceptable because those adapted questionnaires were testified by another researcher

Table 3.3 Cronbach’s Alpha indexes of the questionnaire items in average

Reliability Number of items Teachers’ attitudes toward ELF

Teachers’ classroom teaching practices in the era of ELF

Other activities in the EFL classroom 742 6

Relating to the semi-structured interviews, it was firstly designed in English and reviewed by experts before being translated into English as well as cross- checked by other teachers for the accuracy of the translation version Moreover, in order to ensure the validity and reliability of the semi-structured interview questions, a pilot interview was also conducted first before being officially carried out for the collection of qualitative data The Interviews’ responses were verified by the EFL teachers’ signature in their answer sheets Along with that, the recordings of interview were also stored to prove this interview results’ reliability and validity.

Pilot Study

The survey instruments (Fraenkel & Wallen, 2009) need piloting to ensure its effectiveness as well as find out potential problems which may have negative impact on the quality of the study Therefore, both questionnaire survey and interview were conducted with some voluntary participants first at Tran Nguyen Han Highschool

For the questionnaire, three teachers voluntarily completed the survey first The researcher clarified the questionnaire during the pilot process and then collected completed questionnaire and participants’ feedback on the format, procedures After that, the researcher made some changes based on suggestions presented during the pilot process for the purpose of making the questionnaire more reasonable and useful for the actual data collecting process

For the semi-structured interview, two teachers were invited to join in the interviews The interviewing questions were raised and the participants took turn to answer those questions The researcher clarified the content of the questions by eliciting the questions as well as giving examples Then, all the interviewing questions were changed for assisting the respondents to answer the questions more quickly and provide more appropriate information for the actual interview process.

Summary

In chapter 3, the research methodology of the study was clearly presented First, it provided the setting design, setting site, sample and sampling procedures as well as research instruments Then, data collection procedures and data collection procedures were interpreted Chapter 3 ended with information relating to the reliability and validity of the research instrument as well as the pilot of the study.

Results and Discussions

Results

This section used both quantitative and qualitative data collected from the questionnaire and the semi-structured interview

As mentioned in Chapter 3, teachers’ attitudes toward ELF were divided into three components, namely cognitive, affective and behavioral attitudes In each aspect, eight sub-variables of the language learning with ELF are cultural knowledge, pronunciation, vocabulary, four language skills and grammar put into research This aimed to find out the profound insights on teachers' attitudes toward ELF in their own teaching contexts

Table 4.1: The overall results of teachers’ attitudes toward ELF

Theme Teachers’ attitudes toward ELF N = 109

Table 4.1 illustrates the overall result of teachers’ attitudes toward ELF in three aspects The overall mean score of the teachers’ attitudes toward ELF is 4.13 (out of 5) To put it differently, the teachers had positive attitudes toward ELF in

English language classes However, based on the mean scores the teachers’ responses to each component were not the same Particularly, the mean score of affective components is the highest (M=4.17; SD=.61) while the lowest mean score (M=4.06; SD=.62) belonged to the behavioral components Compared with the two components mentioned above, the cognitive components were at the second position in the table with its result (M=4.15; SD=.68 It can be indicated that teachers generally not only had good knowledge of ELF and expressed their strong preference for ELF but also were willing to help their students have good understanding of ELF a) Teachers’ attitudes toward ELF in terms of cognitive attitudes

Table 4.2 showed the results of cognitive components, one of the three aspects of teachers’ attitudes toward ELF Eight sub-variables relating to language learning in cognitive components; namely, cultural knowledge, pronunciation, vocabulary, four language skills and grammar were presented as follows

Table 4.2: Teachers’ attitudes toward ELF in terms of cognitive attitudes

Teachers’ attitudes toward ELF in terms of cognitive attitudes N = 109

A1 ELF can help enrich my students’ cultural knowledge of other countries in the world

A2 ELF can help my students be familiar to different English accents in the world

A3 ELF can help enrich my students’ vocabulary in relation to many aspects in real life

A4 The knowledge of ELF can improve my students listening skills when being exposed to different varieties of English

A5 The knowledge of ELF can help my students interact with others from different cultural backgrounds effectively and appropriately

A6 ELF can improve my students my students’ reading skill because of the increase in their vocabulary and background knowledge

A7 ELF can help my students use written forms with from different cultural background effectively and appropriately

A8 ELF can help my students to express their ideas freely in terms of grammar

As can be seen from Table 4.2, the results revealed the attitudes of teachers toward ELF in terms of cultural knowledge, pronunciation, vocabulary, four language skills (speaking, listening, reading and writing) and grammar In particular, the teachers strongly agreed that there was a considerable increase in students’ cultural knowledge of other countries in the world (item A1: M=4.78; SD=.41) Also, to other aspects of language learning, the teachers perceived that pronunciation (item A2: M=4.35; SD=.65), vocabulary (item A3: M=4.29; SD=.69), listening skill (item A4: M=4.21; SD=.57), speaking skill (item A5: M=3.94; SD=.74); reading skill (item A6: M=4.15; SD=.70); writing skill (item A7: M=3.93; SD=.84) and grammar (item A8: M=3.56; SD=.78) could be crucially important to ELF

In conclusion, it can be noted that ELF in teachers’ beliefs has been perceived in various aspects in accordance with cultural knowledge, accents, language skills and grammar Furthermore, the teachers highly evaluated the teaching ELF in their classrooms because the student’s cultural knowledge, pronunciation, skills as well as grammatical knowledge would be more enriched

Besides the quantitative data analyzed by SPSS, the qualitative data collected from the interview was also taken into consideration in order to attain thorough information teachers’ attitudes toward ELF in terms of cognitive attitude The qualitative data showed that high school teachers in Ba Ria Vung Tau Province had good understanding of ELF and its benefits to students’ language learning They shared their thoughts in the interviews that:

“With lessons containing EFL, students seemed to know more about different cultures of different countries in the world” (T3)

“One of the most special things that ELF brought to my students was the students’ familiarity to different English accents, which was really good for them in real communication outside the classroom” (T9)

“Thanks to ELF, students were provided more new words relating to different fields, but they are really useful for students in real life” (T2)

“That my students had chances to listen to recordings from different varieties of English was a great thing to them because this could make their listening skills better day by day” (T11)

“Knowledge of cultures provided in ELF lessons helped my students be more active as well as react more appropriately when interacting with foreign people from different countries” (T22)

“I think because the topics in reading text in ELF classrooms were more various, students’ background knowledge and vocabulary were really improved in a better way” (T16)

“Actually, it was not easy to check whether my students’ writing skill were better or not; however, I could see that they knew how to write different genres of writing as well as their using of words in sentences was more reasonable” (T9)

“While being encouraged to use the language in view of ELF, my students dared to express their thoughts without paying much attention to grammar; however, they still felt worried about making grammatical mistakes” (T15)

Furthermore, the interview data collection revealed that mostly high school teachers in Ba Ria Vung Tau knew the importance as well as the influence of ELF to students in their classroom; especially, they appreciated the improvements in speaking and listening skills (80 %), students’ knowledge of culture (80%) as well as vocabulary (75%) To reading and writing skills, high school teachers (45%) expressed that they needed more time to evaluate their students’ skills because those skills were not easy to be measured

Generally, the quantitative data from the questionnaire and qualitative data from semi-structured interview shared the same cognitive attitudes of high school teachers toward the importance and benefit of ELF in their language classrooms b) Teachers’ attitudes toward ELF in terms of affective attitudes

Table 4.3 presents the attitudes of teachers toward ELF in term of affective attitudes Similar to cognitive components, affective ones also focus on the students’ knowledge of culture, accents, language skills and grammar in search for teachers’ feelings toward ELF in the language classrooms

Table 4.3: Teachers’ attitudes toward ELF in terms of affective attitudes

Teachers’ attitudes toward ELF in terms of affective attitudes N = 109

A9 I find it interesting to help increase my students’ understanding of multilingual contexts

A10 I find it enjoyable to teach my students non-native accents from non-native English- speaking countries

A11 I find it useful to get my students’ vocabulary in different aspects of life increased

A12 I feel happy to see that my students can hear different accents of

A13 I feel happy to see that my students’ communication is more effective and appropriate

A14 I feel happy to see that my students can read faster thanks to their background knowledge and vocabulary

A15 I find it comfortable to help my students to get accessible to different varieties of English in written form

A16 I don’t feel worried about my students’ grammatical mistakes/ errors

As can be seen from Table 4.3, eight sub-variables were put into research in order to find out the teachers’ feelings toward ELF in the classrooms Specially, a majority of the teachers (item A9: M=4.31; SD=.60) expressed their interest in ELF because students’ understanding of multilingual contexts could be increased Next, a great many teachers (item A10: M=4.15; SD=.66) believed that teaching the students’ non-native accents from non-native English-speaking countries was enjoyable Also, teachers showed their agreements of the increase in student’s vocabulary (item A11: M=4.47; SD=.50) Similarly, a lot of teachers showed their happiness to see the development of students’ communication ability (item A13: M=4.56; SD=.60), listening skill ability (item A12: M=4.28; SD=.65), reading skills ability (item A14: M=4.38; SD=.52) and writing skills ability (item A15: M=4.04; SD=.62) However, worries about students’ grammatical mistakes among teachers got the lowest score (item A16: M=3.14; SD=.78), which means that teachers were still suspicious of the students’ knowledge of grammar in their classrooms with ELF ability To sum up, the results in table 4.3 confirmed that despite worries about students’ grammatical mistakes, the majority of the teachers felt enjoyable and happy to use ELF in EFL classrooms

Discussion

In this section, the discussion about the two research questions were respectively presented, including teachers’ attitudes toward ELF and classroom teaching practices in the era of ELF In terms of teachers’ attitudes, three components of attitudes consisting of cognitive, affective and behavioral attitude were put into research in order to depict the whole picture of teachers’ attitudes toward ELF in the present From which, the research continued to explore which teaching practices teachers carried out by the teachers for the promotion of using ELF in the classroom

As a result, the findings of the research clarified the research questions raised from the beginning of the paper

Based on the analyzed data from research questionnaire and semi-structured interview, the overall results presented the findings of this study which revealed that high school teachers had positive attitudes toward ELF in three attitude components, including cognitive, affective and behavioral attitudes In order to elucidate each attitude component, eight sub variables including the importance of ELF and its role in, bettering cultural knowledge, vocabulary, pronunciation, grammar and four language skills of students were put into research On the ground of the quantitative and qualitative data, the result of cognitive attitudes showed that high school teachers had good understanding of the importance and roles of ELF toward students’ language learning With regard to affective attitudes, high school teachers also expressed their strong liking and high evaluation to ELF Additionally, because of being supportive of the use of ELF in the classroom, high school teachers conducted some activities for the promotion of ELF among their students relating to eight sub variables from cultural knowledge, vocabulary, pronunciation, grammar to four language skills of students

Compared to a study conducted by Soruc (2015) with the participation of non-native English - speaking teachers from expanding circle countries, the result was rather different from the result of this study That is, the majority of the non- native teachers preferred to use native speaker forms The study carried out by Decke-Cornill (2003) in German also showed the difference in the attitudes toward ELF that teaching proper English was more popular than ELF features However, one of the findings in this study was equivalent with that in the research by Incecay and Akyel (2014) in Turkey that teachers were familiar with ELF and they still had tolerant attitudes toward their students’ use of ELF features However, Incecay and Akyel (2014) presented that native-speaker English tended to be highly appreciated This was not the same as the results of this study which revealed that teachers in Vietnam not only liked to use ELF but also supported for the use of ELF in the classrooms with different activities in connection with ELF in the classrooms

In contrast, the study done by Tammar and Khalid (2018) in UAF and Georgia had the same interpretation of the result that ELF in teachers’ views played special part in language learning and received more expertise studies as well as accompanied in language courses On the contrary, notwithstanding the same South- East region, the research in Malaysia by Kaur (2013) presented that training teachers still favored native English accents than non-native English accents

When compared to studies in Vietnam where the notion of ELF and the use of ELF in the classroom was still a new thing to both teachers and learners That is, the result of this study is partially similar to what were found out in the research conducted by Ho (2018) and Ngo (2015) Particularly, ELF with its roles in various aspects consisting of cultural knowledge, pronunciation, vocabulary system, language skills and grammar were highly valued in teachers’ cognition In relation to teachers’ affections toward ELF, the findings presented that high school teachers expressed preference toward ELF because of its benefits in language classrooms; especially, encouraging the use of ELF among students, improving students’ language skills, building up their confidence in language skills as well as putting students in life-like situations The results for behavioral attitudes revealed that high school teacher not only understood about ELF but also tried to implement it in their classrooms They also tried to help students explore the use of ELF in language classrooms for the purpose of encouraging the use of ELF among their students

However, it was noticeable that there were some differences among the results of this study and other ones For example, the study by Ngo (2015) showed that the participants of the study knew that having good knowledge of English and acquiring English communication skills confidently would bring them a lot of opportunities to their life; however, they expressed more support to native accents and language standardization However, the study by Ho (2018) seemed to have a change in teachers’ attitudes toward ELF with the results that teachers had a high level of understanding of ELF and they also were more favour of integrating ELF through and other published materials or widely recognized sources of knowledge such as seminars

It has been concluded that there was a change in the findings in studies carried out from 2014 to now in different countries, especially in Vietnam where this study was conducted It proved that teachers were more open than before and ready to accept ELF in the context of their language teaching and learning for the purpose of developing their students’ language knowledge and skills

Another aspect relating to ELF that need to be put into consideration was the teachers’ effort to apply ELF in their language classroom In the studies done in 2014 and 2015, mostly the teachers expressed their preference to native accents or language standard and did not take notice of ELF; then in studies in 2017 and 2018, despite still being more favorable to native language, teachers put up with ELF features This partly showed that there was a change in language teaching and learning in the world When compared to studies in Vietnam, the results in this study were slightly different from those in other studies that teachers not only more highly evaluated the importance and benefits of ELF but also tried to do some actions in order to implement ELF in the classrooms as well as encourage the use of ELF among their students

4.2.2 Teachers’ classroom teaching practices in Ba Ria Vung Tau Province

Besides the big support for the use of ELF in the classrooms, the results of the second research question also revealed that high school teachers did some teaching practices in order to promote the use of ELF in the classrooms To put it differently, teachers could be eager to teach ELF and they were trying to create and design activities to teach ELF in their classrooms According to Seidlhofer (2005a), teachers could adapt their teaching to the particular requirements of their learners Ehrenreich (2018) also stated that notwithstanding teachers could not teach all varieties of English in classrooms, that they encouraged their students to get access to ELF and explore the diversity of English in the world should be considered as a breakthrough in teachers’ perspectives

Compared to other studies in Vietnam recently, the results of this study were compatible with what Ho (2018) mentioned in his study that teachers liked incorporating ELF through books and other published materials or sources of knowledge such as seminars However, teachers in this study presented other ways of integrating ELF in their classrooms besides ones presented in the study by Ho (2018) It was noticeable that the research conducted by Smit (2010) made those suggestions for teachers to apply in their ELF classrooms such as using materials, sharing experience, using audio or visual means, self-learning, seminars, exploring the value of pair work, groupwork, etc in order to encourage students to communicate in English However, Kuhn (2011) expressed his worries that teachers in Vietnam may face with difficulties during their implementation of ELF in the classroom Truly, high school teachers faced with a great many difficulties in the execution of ELF in their classrooms; however, they still tried to change their ways of teaching with the aim of promoting the use of ELF among their students in their classrooms

In particular, high school teachers proved to have good knowledge of ELF in the era of ELF and what they had to do in order for their students to get exposed to ELF and be more accustomed to ELF in the classroom and outside More importantly, teaching practices carried out in the classrooms were related to different aspect of language learning, such as language skills (speaking, listening, reading, writing) and language functions (vocabulary, grammar, accents, cultures) This meant that high school teachers in this study were really concerned about ELF and how to apply it in the classrooms The most obvious clue was the introduction of the existence of ELF and its roles in different countries nowadays, which received a great of attention among high school teachers

Relating to teachers’ knowledge of ELF, high school teachers were favor of the activities that show films or videos containing ELF in spoken form, which was explained that those kinds of video were always available on the Internet; therefore, teachers found it not too difficult to search for This seemed to be new when compared to the findings in other studies, because the results in previous studies did not consider ELF as the important area of learning process Thus, there have been little research on teaching practices in the era of ELF in the world and in Vietnam Besides, high school teachers designed other activities related to the promotion of ELF in language learning such as role-playing ones, difference-finding ones in ELF accents, vocabulary-finding activities on ELF Furthermore, in order to better students’ language skill in the era of ELF, teachers let their students to be exposed to different listening recordings, songs, poems, or real contact with foreigners coming to their classes and even access to written texts/ newspapers printed in different countries and a variety of grammar use of English in the world

In connection with activities in the ELF classroom, high school teachers in Ba Ria Vung Tau Province not only designed the lessons of ELF accompanying the main lessons but also created activities including aspects in relation to ELF for students to join From the list of activities mentioned in the survey, high school teachers expressed their preference to the use of pictures, posters of ELF and the discovery of aspects relating to ELF in the content of the lesson among students The study done by Ho (2018) only showed that teachers had changing attitudes toward ELF and integrated ELF through published materials or seminars; whereas this study presented the findings that teachers were trying to use ELF as indispensable part in each lesson The most important thing was on the differences of the structures of the lesson in the era of ELF (Cogo & Dewey, 2011); they proposed that it was better for the priority on speaking activities in order to increase the incorporation among students Using seminars to give students chances of discussing the varieties of English accents, vocabulary and make comparison among those features in English in different countries was one of the popular ways that high school teachers in Ba Ria Vung Tau conducted However, the difference was that the range in the application of ELF in language classrooms were not only information in the cultures, accents, vocabulary but also knowledge of four language skills and grammar Because of this, teachers also talk about the hinderance in their language teaching and learning process However, according to the teachers, they were still ready to continue with the integration of ELF in the classrooms for the reason that this would help their students build up confidence in using English in the class and in real life

From the data collected in questionnaire, the participants in this study had provided two kinds of information; first, high school teachers in Ba Ria Vung Tau Province had a comparatively good attitudes toward ELF in terms of cognitive, affective and behavioral attitudes; second, they were making great efforts on integrating ELF in their classrooms with teaching practices which seemed to be quite challenging in their context of teaching Additionally, teaching practices conducted by the teachers in language classrooms revealed that teachers not only paid attention to ELF but also tried to promote the use of ELF among their students despite obstacles which prevented them from designing or creating activities in association with ELF.

Summary

This chapter provided the discussion and analysis of the data collected from the questionnaire and semi-structured interview First, the findings from the quantitative data were reported; then, the qualitative data analysis were accompanied to evaluate the quantitative results in order to find out whether there were any similarities and differences between two research methods After the findings of the two research questions were collected, the discussion of them were presented and compared with those in the previous studies in terms of teachers’ attitudes toward ELF and teaching practices carried out in the language class in the era of ELF.

Conclusion and Recommendations

Summary of the main findings of the thesis

The study at first raised two research questions relating to teachers’ attitudes toward ELF in the classrooms and teaching practices used for the promotion of ELF in the future The findings of the study casted light on the two research questions with detailed information, including the teachers’ attitudes toward ELF in terms of cultural knowledge, vocabulary, pronunciation, grammar and four language skills as well as teaching practices used to enhance the use of ELF in those eight aspects

With respect to cognitive, affective and behavioral attitudes, the findings of this study divulged that high school teachers had positive attitudes toward ELF in the EFL classroom In each particular aspect of attitudes, the study focused on eight sub- variables relating to language learning such as cultural knowledge, pronunciation, vocabulary, four language skills and grammar Based on the qualitative and quantitative data, the study presented the findings for each aspect in particular and in general Regarding to cognitive attitudes, the finding showed that high school teachers had good understanding of ELF, its importance and benefits in their EFL classrooms As to affective attitudes, high school teachers expressed their strong predilection on the use of ELF for the increase in their students’ knowledge of English and ability of using English in authentic contexts In the matter of behavioral attitudes, it was noticeable that high school teachers were trying to implement ELF in their classrooms by using different ways at different rate; in other words, they had an optimistic view on ELF in EFL classrooms Obviously, the study depicted the whole picture of teachers’ attitudes toward the application of ELF in the classroom with relatively constructive results which helped encourage the use of ELF in EFL classrooms in Ba Ria Vung Tau Province

In connection with teaching practices for the development of ELF in the classrooms, the findings of the study revealed that high school teachers were willing to apply different teaching ways to develop students’ awareness of ELF and encourage the use of ELF in and outside the classrooms Additionally, a variety of teaching practices which high school teachers carried out in their EFL classrooms comprised inviting non-native English speakers to talk to students about ELF, asking students to make dialogues and play roles using ELF in groups, organizing seminars for the students to compare English varieties, creating activities containing aspects relating to ELF for students to take part in, asking students to discover any aspects relating to ELF in the content of the textbook, and introducing pictures or posters used ELF as well Nevertheless, high school teachers found uneasy to create activities relating to ELF because of preparation time limit and scarce of source of materials Notwithstanding that, teachers still tried their best to introduce the existence of ELF and help their students be accessible to the use of ELF in language learning

In conclusion, high school teachers in Ba Ria Vung Tau Province had a clear understanding of ELF, its fundamental roles in language learning as well as took a diversity of actions to implement ELF in their classroom for the purpose of providing knowledge of ELF as well as raising students’ awareness of ELF in the EFL classrooms Thanks to this, there was an increase in student’s cultural knowledge, better pronunciation, grammar and four English skills.

Pedagogical implications

In reality, there has been little research on ELF and the use of ELF in EFL classrooms in Vietnam, so ELF is still a new norm to almost language teachers, especially at secondary and high school level Moreover, in most of the research on ELF, the results presented the preference on standard English to ELF, which is totally different from the result of this study However, in order to introduce the existence of ELF in language teaching and learning and carry out teaching practices for the promotion of ELF in the classroom, high school teachers faced with some difficulties relating to time and materials as presented in the interviews Therefore, some pedagogical implications are introduced as follows

Teachers’ positive attitudes toward ELF

Apparently, once high school teachers have good knowledge of ELF and positive attitudes toward ELF, they are always willing to conduct a wide range of teaching strategies in order to introduce ELF to their students In other words, high school teachers need to be skilful in applying different teaching practices relating to ELF so as to trigger students’ eagerness and interests This will help students acquire the knowledge of ELF actively and apply it into their authentic situations effectively and efficiently Additionally, teachers should spend more time on searching for learning materials related to ELF in different aspects such as culture, pronunciation, vocabulary, grammar and four language skills Sharing knowledge of ELF and the materials with their colleagues is also a good way that teachers should do in order to boost the use of ELF among teachers

More training for high school teachers

It is noticeable that teachers play a variety of roles in a language classroom such as instructor, facilitator, supervisor and monitor, so they make great contributions to the changes of and development of students’ language learning This means high school teachers should be supplied with more training courses relating to ELF and teaching materials such as recordings, videos, textbooks, etc Once teachers are provided with valuable teaching and learning materials in relation to ELF, they will be more creative and positive to carry out different other activities in the classrooms Clearly, it is really important to make sure that teachers have good knowledge and adequate skills in order to carry out teaching activities in relation to ELF in the classroom

The support from the stakeholders

During the application of ELF in the classrooms, high school faced with some difficulties which may hinder the promotion of ELF in the future Thus, the support from the principals and administrators of Ba Ria Vung Tau Provinces are great of importance to high school teachers The stakeholders should encourage teachers to apply ELF in their classrooms and be creative in teaching practices for the promotion of ELF Besides, there should be seminars or workshops for teachers to share and learn experiences from experts, experienced teachers and colleagues, which help raise the spirit and strength for teachers who are trying to implement teaching activities in respect to ELF.

Limitations

The study makes a certain contribution to the changes in language teaching and learning at high school level in Ba Ria Vung Tau Province However, it may contain some limitations that need considering in later research

First of all, though the study applied the mixed methods design comprising questionnaire and semi-structured interview, it will be better if the researcher makes some observations in the EFL classrooms so as to compare and contrast the results of the study In the real EFL classrooms, it may help the researcher to triangulate with what was collected in the questionnaire surveys and semi-structured interviews Another shortcoming of this study is that the number of participants should be expanded in high school students in some high schools instead of only high school teachers in Ba Ria Vung Tau Provinces This may help the researcher explore more about the use of ELF in students’ attitudes Last but not least, during the semi- structured interviews of this study, the interviewees presented some challenges in the implementation of ELF in the EFL classrooms; however, because of the time limit, the researcher could not investigate this aspect into details.

Recommendation for the further research

From the discussion mentioned above, there are a number of recommendations for further research as follows

First, the future research should study students’ attitudes toward the use of ELF in the classrooms for the whole generalization of ELF in language teaching and learning Next, it is necessary to make some observations in the real EFL classrooms where teachers are applying ELF in language teaching This aims to not only compare with the findings in the mixed-methods research, including questionnaire and semi-structured interviews and but also provides the in-depth information for bettering the use of ELF in the future Finally, high school teachers found some obstacles which hinder them from the execution of ELF in the real classrooms; thus, there should be research on challenges in the implantation of ELF and suggestions to this problem in authentic contexts of teaching, especially in Ba Ria Vung Tau Province so that high school teachers are more confident to teach ELF in their classrooms

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APPENDIX A APPENFIX A1 TEACHERS’ QUESTIONNAIRE (English Version)

This questionnaire was designed for a study named “Teachers’ attitudes toward

English as a lingua franca (ELF) and classroom teaching practices applied in the era of ELF among high-school teachers in Ba Ria Vung Tau Province”

It aimed to explore the attitudes of high-school teachers about ELF (ELF) and classroom teaching practices in the era of ELF We highly appreciate it if you could spend your time answering following questions Your responses will greatly contribute to the success of this paper Your replies will be only used for survey purposes

Thank you very much for your cooperation

4 Working experience as an English teacher:

1- 5 years 6 – 10 years 11- 15 years over 15 years

5 Have you ever traveled abroad? Yes No

6 If yes, how many times? 1- 3 4 – 6 more than 7

PART 2: TEACHERS’ ATTITUDES TOWARD ELF

Directions: Please put a tick (✓) and rate yourself honestly based on the given statements using the following scale:

1 = Strongly disagree 2 = Disagree 3 = Not sure 4 = Agree 5 = Strongly agree

1 ELF can help enrich my students’ cultural knowledge of other countries in the world

2 ELF can help my students be familiar to different English accents in the world

3 ELF can help enrich my students’ vocabulary in relation to many aspects in real life

4 The knowledge of ELF can improve my students listening skills when being exposed to different varieties of English

5 The knowledge of ELF can help my students interact with others from different cultural backgrounds effectively and appropriately

6 ELF can improve my students my students’ reading skill because of the increase in their vocabulary and background knowledge

7 ELF can help my students use written forms with from different cultural background effectively and appropriately

8 ELF can help my students to express their ideas freely in terms of grammar

9 I find it interesting to help increase my students’ understanding of multilingual contexts

10 I find it enjoyable to teach my students non-native accents from non- native English- speaking countries

11 I find it useful to get my students’ vocabulary in different aspects of life increased

12 I feel happy to see that my students can hear different accents of

13 I feel happy to see that my students’ communication is more effective and appropriate

14 I feel happy to see that my students can read faster thanks to their background knowledge and vocabulary

15 I find it comfortable to help my students to get accessible to different varieties of English in written form

16 I don’t feel worried about my students’ grammatical mistakes/ errors

17 I try to integrate the knowledge of ELF in terms of culture into the main lesson appropriately

18 I try to introduce different non-native accents from non-native English- speaking countries to my students

19 I try to introduce new words and their meanings in different contexts to my students

20 I use different sources of listening materials to get my students familiar to different non-native accents

21 I try to organize many pair-work or group-work discussions relating to life-like situations for my students to practice

22 I try to provide my students with different reading texts relating to many aspects of life in different countries

23 I try to provide my students with different writing styles in different non-native English-speaking countries

24 I try to show the varieties of English grammar to my students

PART 3: TEACHERS’ CLASSROOM TEACHING PRACTICES IN THE

Directions: Please put a tick (✓) and rate yourself honestly based on the given statements using the following scale:

1 = Strongly disagree 2 = Disagree 3 = Not sure 4 = Agree 5 = Strongly agree

1 I introduce the existence of ELF and its roles in different countries nowadays to my students

2 I ask my students to play roles of people from different cultural backgrounds

3 I introduce the differences of ELF accents in different countries to my students

4 I ask my students to search for the use of vocabulary in different countries in terms of ELF

5 I let students listen to recordings from non-native speakers in order to make them more familiar with different accents of English

6 I provide songs / poems composed by Non-native English speakers

7 I use “non-native speakers” as language models through audio recordings and video clips from a wide range of ‘non-native’ voices

8 I show films or videos containing ELF in spoken form

9 I provide written texts/newspaper articles produced in different countries in the world for students to read

10 I ask my students to search for varieties of English grammar in the world

11 I invite non-native English speakers from other countries to talk to students about ELF

12 I ask my students to make dialogues and play roles using ELF in groups

13 I organize seminars for the students to compare English varieties

14 I create activities which contain aspects relating to ELF for students to take part in

15 I ask the students to discover any aspects relating to ELF in the content of the textbook

16 I introduce pictures or posters used ELF to attract my students’ attention to ELF

THANK YOU FOR YOUR COOPERATION!

BẢNG CÂU HỎI KHẢO SÁT

Xin kính chào Quý Thầy Cô Giáo,

Bảng câu hỏi này được thiết kế phục vụ đề tài nghiên cứu “Thái độ của Giáo viên Trung học phổ thông trong Thành phố Vũng Tàu với khái niệm Tiếng Anh là ngôn ngữ chung và việc giảng dạy Tiếng Anh trong kỉ nguyên Tiếng Anh là ngôn ngữ chung” nên rất cần sự giúp đỡ của Quý Thầy Cô Rất mong Quý Thầy Cô dành một chút thời gian quý báu để trả lời các câu hỏi khảo sát dưới đây Tôi xin cam đoan những nội dung trả lời của Quý Thầy Cô sẽ được giữ bí mật tuyệt đối và thông tin này chỉ được sử dụng với mục đích nghiên cứu của đề tài luận văn này

Xin chân thành cảm ơn sự hỗ trợ của Quý Thầy Cô!

2 Trình độ: Đại học: - Cao học:

4 Kinh nghiệm giảng dạy Tiếng Anh:

1 đến 5 năm 6 đến 10 năm 11 đến 15 năm trên 15 năm

5 Thầy (Cô) đã bao giờ đi nước ngoài chưa? Có - Chưa

6 Nếu có, Thầy Cô đã đi nước ngoài bao nhiêu lần rồi?

PHẦN 2: THÁI ĐỘ CỦA GIÁO VIÊN VỚI KHÁI NIỆM TIẾNG ANH LÀ NGÔN NGỮ CHUNG (ELF: ELF)

Xin Quý Thầy Cô vui lòng trả lời các câu hỏi sau bằng cách đánh dấu () vào ô theo thang điểm sau đây:

TT Câu hỏi khảo sát 1 2 3 4 5 Thành phần nhận thức

1 Tiếng Anh là ngôn ngữ chung có thể giúp học sinh của tôi tăng thêm kiến thức văn hóa về các quốc gia khác trên thế giới

2 Tiếng Anh là ngôn ngữ chung có thể giúp học sinh của tôi làm quen với các giọng tiếng Anh khác nhau trên thế giới

3 Tiếng Anh là ngôn ngữ chung có thể giúp học sinh của tôi tăng thêm vốn từ vựng liên quan đến nhiều khía cạnh trong cuộc sống

4 Kiến thức về Tiếng Anh là ngôn ngữ chung có thể cải thiện kỹ năng nghe của học sinh vì học sinh có thể tiếp xúc với nhiều loại tiếng Anh khác nhau

5 Kiến thức về Tiếng Anh là ngôn ngữ chung có thể giúp học sinh của tôi tương tác với những người đến từ các nền văn hóa khác nhau một cách hiệu quả và phù hợp

6 Tiếng Anh là ngôn ngữ chung có thể cải thiện kĩ năng đọc của học sinh vì sự gia tăng vốn từ vựng và kiến thức nền tảng

7 Tiếng Anh là ngôn ngữ chung có thể giúp học sinh của tôi sử dụng các hình thức bằng văn bản với các nền văn hóa khác nhau một cách hiệu quả và phù hợp

8 Tiếng Anh là ngôn ngữ chung có thể giúp học sinh của tôi thể hiện ý tưởng của mình một cách thoải mái, không lo lắng về ngữ pháp

9 Tôi thấy thật thú vị khi giúp học sinh của tôi tăng thêm sự hiểu biết về bối cảnh đa ngôn ngữ

10 Tôi thấy thú vị khi dạy cho học sinh của mình những giọng không phải là tiếng mẹ đẻ từ các quốc gia không nói tiếng Anh

11 Tôi thấy rất hữu ích khi giúp học sinh của tôi tăng thêm vốn từ vựng về các khía cạnh khác nhau trong cuộc sống

12 Tôi cảm thấy hạnh phúc khi học sinh của tôi có thể nghe được các loại giọng tiếng Anh khác nhau một cách tự tin

13 Tôi cảm thấy hạnh phúc khi học sinh của tôi giao tiếp hiệu quả và phù hợp hơn

14 Tôi cảm thấy hạnh phúc khi thấy học sinh của mình có thể đọc nhanh hơn nhờ kiến thức nền và từ vựng

15 Tôi thấy thoải mái khi giúp học sinh của mình tiếp cận được với nhiều loại tiếng Anh khác nhau ở dạng viết

16 Tôi không có cảm giác lo lắng nhiều về khả năng ngữ pháp của học sinh

17 Tôi cố gắng tích hợp kiến thức về Tiếng Anh là ngôn ngữ chung ở khía cạnh văn hóa vào bài học chính một cách thích hợp

18 Tôi cố gắng giới thiệu các giọng không phải tiếng mẹ đẻ khác nhau từ các quốc gia không nói tiếng Anh cho các học sinh của tôi

19 Tôi cố gắng giới thiệu những từ mới và ý nghĩa của chúng trong các ngữ cảnh khác nhau cho các học sinh của tôi

20 Tôi sử dụng các nguồn tài liệu nghe khác nhau để giúp học sinh của mình làm quen với các giọng không bản địa khác nhau

21 Tôi cố gắng tổ chức nhiều cuộc thảo luận theo cặp hoặc theo nhóm liên quan đến các tình huống giống như cuộc sống để học sinh của tôi thực hành

22 Tôi cố gắng cung cấp cho học sinh của mình những văn bản đọc khác nhau liên quan đến nhiều khía cạnh của cuộc sống ở các quốc gia khác nhau

23 Tôi cố gắng cung cấp cho học sinh của mình các phong cách viết khác nhau ở các quốc gia không nói tiếng Anh khác

24 Tôi cố gắng chỉ ra các loại ngữ pháp tiếng Anh cho học sinh của mình

PHẦN 3: VIỆC GIẢNG DẠY TIẾNG ANH CỦA GIÁO VIÊN TRONG KỈ

NGUYÊN TIẾNG ANH LÀ NGÔN NGỮ CHUNG

Xin Quý Thầy Cô vui lòng trả lời các câu hỏi sau bằng cách đánh dấu () vào ô theo thang điểm sau đây:

TT Câu hỏi khảo sát 1 2 3 4 5 Kiến thức của Tiếng Anh là ngôn ngữ chung

1 Tôi giới thiệu cho học sinh của tôi sự tồn tại của Tiếng Anh là ngôn ngữ chung và vai trò của nó ở các quốc gia khác nhau hiện nay

2 Tôi yêu cầu học sinh của tôi đóng vai của những người từ các nền văn hóa khác nhau

3 Tôi giới thiệu sự khác biệt trong phát âm Tiếng Anh là ngôn ngữ chung ở các quốc gia khác nhau cho các học sinh của tôi

4 Tôi yêu cầu học sinh của mình tìm kiếm cách sử dụng từ vựng ở các quốc gia khác nhau về Tiếng Anh là ngôn ngữ chung