[LUẬN VĂN THẠC SĨ] Teachers’ and learners’ attitudes toward learning english (grade 10) with the filipino teachers at Tran Van Quan High School

--- TRUONG MINH HIEU TEACHERS’ AND LEARNERS’ ATTITUDES TOWARD LEARNING ENGLISH GRADE 10 WITH THE FILIPINO TEACHERS AT TRAN VAN QUAN HIGH SCHOOL MASTER’S THESIS Ba Ria - Vung Tau March 2

INTRODUCTION

Background to the study

Nowadays, English is used as the common language all over the world It may be a foreign language, but international in its significance English language is spoken, read and understood in most parts of the world Because of this language, people on the globe communicate and belong to the whole shares of the world It is widely accepted that English language has become the language of choice for many international scholarly journals According to Crystal (1997), conversation without a common language between academicians from different nationalities, both in the virtual and real world would prove impossible English language is now the most spread of the entire world’s language since it is spoken by both natives and non-natives

According to Graddol (1997), English is used by three types of speakers: those speaking it as a first language (around 375 million speakers), those speaking it as a second or additional language (again some 375 million speakers), and those learning it as a foreign language (about 750 million learners) As to this language scholar, English language plays a very important role in different areas worldwide

For example, it serves as a working language of international organizations and conferences, scientific publications, international banking (economic affairs and trade), advertising for global brands, audio-visual cultural products such as films, TV, popular music, international tourism, tertiary (university) education, international safety (airline and maritime travels), international law, as a “relay language” in interpretation and translation, technology transfer, and international communication (Graddol, 1997)

The growth of economy and technology make more and more chances for communication all over the world, which raised the mandatory need for a mutual language for people from different nations all over the world Tonkin (2003) introduced the term “English as a lingua franca” (ELF) under the development of a common language for different first language speakers (Seodlhofer, 2005a)

At schools, students do not possess appropriate English even to understand what they hear from their teachers or read in their textbooks, let alone to join actively the inability of students to function through English, the quality of teaching and learning in schools has been very adversely affected It means that students learn something by rote and they understand little of what they are being told And at worst it means that some possibly many students whose English is not sufficient even for rote-learning spend most of their class hours copying down notes that the teacher has written on the blackboard, and transforming them in the process into complete nonsense In such a situation it is no longer suitable to call English as a medium of instruction; rather it has become a medium of obstruction (pp 6–7)

According to some researchers, the main reason for student failure in the secondary school is the inability to study through the medium of English and determining it as a foreign language which restricts students’ opportunities to practice outside the classroom that is informal way of learning (Dendir, 1981)

Teaching is not merely an intellectual matter, it is to be considered an art or as the saying goes, “great teachers are born and not made” (Brosh, 1996) It draws on those experiences and resources that are uniquely defined and exhibited by the teacher’s personality, which cannot be easily transferred to, or learned from, others English language as a subject that has spread around the world and most of the non-English speaking countries are interested in learning it for its value Furthermore, people who are interested in learning English have different motivation and attitude toward that language

Although this is true, but to teach this language, teachers have to project some kind of an attitude and feeling toward it to the students (learners) In this sense the teachers' personality can be of the greatest importance in determining the learners' success or failure (Karavas, 1996) Consequently, in a foreign language context, the learning process is affected by various factors such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, and personalities, (Yashima & Zenuk, 2004) Among these affective factors, attitude which is a speculative idea that represents an individual’s behavior in a positive or negative way toward someone or a language, is very decisive and essential contributor Then, the instructors and educators should take this factor into account

The spread of English as a lingua franca leads to a great number of opportunities in language teaching and learning Seidlhofer (2005a) suggested incorporating ELF in language education so as to enable 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, where English is not an official language, ELF is still really essential for communication and interaction in EFL classrooms in particular and in daily life in general so as to help Vietnamese generations to be more fluent and confident in English communication

In the context of Ba Ria - Vung Tau Province in general and in the rural area in particular, the “National Foreign Languages Project, period 2017 - 2025” inspired the variations 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 stimulate students to communicate and interact with each other in English classrooms Therefore, the majority of high school teachers are aware of teaching English 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 a difficult language in their thought In the last few years some high schools have the foreign teachers especially the Filipino teachers teach English for high school students

“Teachers and Learners’ attitudes toward learning English (grade 10) with the Filipino teachers at Tran Van Quan high school” is the issue needing researching.

Statement of the problem

That English is used as a lingua franca leads to a great number of opportunities in language teaching and learning There are many research findings available in the developed world, so we need a link with them to widen the horizon of our generation Specially, the young generation needs to acquaint the available knowledge through English (Mohamed, 2004) There are some research findings conducted locally regarding the attitude of teacher and students towards learning English with the foreigners

In recent years, at some high schools, students have experienced with the new English text book But from the school year 2022 – 2023, grade 10 students at Tran Van Quan High School have studied the new English textbooks – Global Success designed by the Ministry of Education and Training since 2021 Each of the English new textbook includes 10 units and each unit is divided into 9 lessons: getting started; language; reading; speaking; writing; communication and culture; looking back and project

There are three lessons per week and there are four 15 - minute tests, one midterm test and one final test Students have many chances to practice the four skills of learning English via doing tasks and activities in each lesson Nevertheless, it is obvious that both teachers and students are under teaching and study pressure The requirement they have to meet is that when completing high school, students can achieve level 3 of the 6-level foreign language competency framework for Vietnam in particular being able to understand the main ideas of a clear, standard passage or speech on familiar topics in work, school, or leisure

Most students study English with the view to having good results in their examinations They just love to focus on the grammar features and exercises that appear in the tests without paying much attention to using authentic language in everyday conversation Moreover, although they have been taught a number of new words and structures involved in the topic given, they hardly can complete the tasks related to daily context

Another hindering factor to the learning progress with the new textbook in Tran Van Quan high school is that students are familiar with the traditional learning methods In fact, students have been accustomed to lecture-style and rote learning which remains the dominant practice Teacher-centered approaches are the norm, and students seemed conditioned to receive knowledge passively As a result, students lack confidence in applying learning to practice When it comes to English, students keep following the same way, making it hard for them to apply the language they have learnt effectively in real situations Moreover, it is also a big challenge for students to shift from the traditional methods to the new ones such as communicative approach, which forces students to make more attempts and efforts in learning

The truth is that after a long period of learning English, most Vietnamese learners still cannot use it effectively as a means of communication It is estimated that in a class of fifty English major learners, fewer than ten graduates have the English skills needed for jobs as interpreters, translators, tour guides or teachers of English (Pham, 2004)

That teachers lack experience in teaching language also contributes to students’ English study quality Apparently, when applying the new teaching methods, teachers need to be well-prepared for the changes in teaching methodology It would be a big challenge for teachers to give students good instructions, provide them with good right answers or direct them towards the next step they could take because English is not the native language of the Vietnamese teachers However, as Hoang (2016) finds out that due to the Vietnamese tradition of hierarchical order and respect which most

Vietnamese learners are expected to live by seems to have a strong impact on students to such a degree that many of them are actually unable to take any initiative at all

In short, there has been a lot of research across many contexts, especially the research on the teachers’ and students’ attitudes toward foreign teachers However, little research has been undertaken to investigate teachers’ and students’ attitudes toward learning English with the Filipino teachers, which is a gap that this study seeks to fill.

Aim and objectives of the study

Ba Ria - Vung Tau province has carried out the cooperation with the foreign teachers in the last few years, but this is the new issue in most local schools

In order to enhance the quality of teaching and learning English at local schools, the Principals of high schools have cooperated with foreign teachers especially the Filipino teachers in most local schools with the view to meeting the requirements of the overall general education program promulgated with the circular No 32/2018/Deputy Minister of Education and Training by the MOET since December

26 th , 2018 is to improve students’ language proficiency

Therefore, this study aims at investigating the teachers’ and grade 10 students’ attitudes toward learning English with the Filipino teachers and the solution to learning English at Tran Van Quan high school, Ba Ria - Vung Tau Province The specific objectives of the research are as follows:

• To investigate the teachers’ and grade 10 students’ attitudes toward learning English with the Filipino teachers

• To examine if there is any significant relationship in the attitudes toward learning English with the Filipino teachers for the teachers and grade 10 students and the solution to learning English at Tran Van Quan high school, Ba Ria - Vung Tau Province.

Research questions

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

1 What are the attitudes of the teachers toward learning English with the Filipino teachers?

2 What are the attitudes of grade 10 students toward learning English with the Filipino teachers?

3 Are there any significant differences between teachers and students’ attitudes toward learning English with the Filipino teachers? If Yes, what are they?

Scope of the study

In order to meet the aim of this thesis about teachers’ and grade 10 students’ attitudes about learning English with the Filipino teachers This study was conducted at Tran Van Quan high school in Ba Ria - Vung Tau province There are about 366 grade 10 students with different abilities and 08 teachers teaching English in grade 10

Therefore, the participants of this study are 125 students who are studying with the Filipino teachers and 07 Vietnamese teachers who are the Filipino teachers’ assistants in the classrooms In order to achieve the desired results, the researcher conducted a semi-structured interview and delivered questionnaires to the participants to collect data Besides, the mixed methods design was employed, and two analytical methods utilized were SPSS and content analysis.

Significance of the study

This study aims at investigating the teachers’ and grade 10 students’ attitudes toward learning English with the Filipino teachers and the solution to learning English at Tran Van Quan high school, Ba Ria - Vung Tau Province 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 quality of learning and teaching English at Tran Van Quan high school Besides, it will cast light on the application of teaching methods from the Filipino teachers

On a practical basis, the results of the study may be beneficial to not only educators regarding to teaching methods but also teachers who are trying to implement the Filipino teachers’ methods in their classrooms

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

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

The Filipino teachers are those who are working as English teachers at Tran

Vietnamese teachers are those who work as the Filipino teachers’ assistants

This study report consists of five separate chapters as follows:

Chapter 1 provides an introduction to the study with the background information related to the study, the rationale of the study, the aims and objectives, the research questions, the scope of the study, the significance of the study, the definitions of the key terms as well as the organization of the thesis

Chapter 2 is the literature review, presenting the information related to attitude

In terms of attitude, definitions, the three components of attitude, attitudes towards learning language, attitudes and achievement, and attitude models are recommended With reference to the culture of the Philippines, the importance of learning with the Filipino teachers is analyzed in details In previous studies, many studies by foreign as well as Vietnamese researchers are summarized and discussed in brief Finally, the conceptual framework is also introduced in the literature review

Chapter 3 describes the methodology of the study including 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 supplies the presentation of results of the study by analyzing the data collected from questionnaire and semi-structured interview The discussion of the data is also compared and contrasted with the data in previous studies

Chapter 5 presents the summary of the main findings of the thesis, implications of the research, limitation of the research and recommendations for further research.

Organization of the thesis

This study report consists of five separate chapters as follows:

Chapter 1 provides an introduction to the study with the background information related to the study, the rationale of the study, the aims and objectives, the research questions, the scope of the study, the significance of the study, the definitions of the key terms as well as the organization of the thesis

Chapter 2 is the literature review, presenting the information related to attitude

In terms of attitude, definitions, the three components of attitude, attitudes towards learning language, attitudes and achievement, and attitude models are recommended With reference to the culture of the Philippines, the importance of learning with the Filipino teachers is analyzed in details In previous studies, many studies by foreign as well as Vietnamese researchers are summarized and discussed in brief Finally, the conceptual framework is also introduced in the literature review

Chapter 3 describes the methodology of the study including 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 supplies the presentation of results of the study by analyzing the data collected from questionnaire and semi-structured interview The discussion of the data is also compared and contrasted with the data in previous studies

Chapter 5 presents the summary of the main findings of the thesis, implications of the research, limitation of the research and recommendations for further research.

LITERATURE REVIEW

Attitude

Attitude is thought to be opinions and feelings that everyone has about something Learning a foreign language is no exception So, attitude to language is a theory that describes linguistic behavior in particular

It is very difficult to value the teachers and learners’ attitudes, some definitions of the term ‘attitude’ are offered Al-Mamun, Rahman, Rahman, and Hossaim (2012) defined the term as a psychological theory which defines a particular behavior To Bassili, J N., & Brown, R D (2005), the attitudinal constructs posited by a representational system of attitudes have to be able to account for attitudinal malleability The challenges created by the apparent duality of attitude expression and experience and by context effects Attitude is characterized by a large proportion of emotional involvement such as feelings, self, relationships in the community It is not easy for students to learn if they have not positive attitudes toward it on one hand, and attitudes might initiate from life experiences, on the other hand Attitude can not only influence success or failure in learning but it also plays an important role as well Ajzen (2005) believes like any personality characteristic, attitude doesn’t observe hypothetical theory directly and must be inferred from measurable responses that reflect and evaluate positive or negative attitudes (as cited in Dehbozorgi, 2012)

In this study, attitude is considered as a vital aspect influencing language performance and received significant consideration from both first and second language researchers There are many reasons why teachers’ and learners’ attitude toward language learning is important For example, Craker, D E (2006) believe that attitudes toward learning influence behaviors such as selecting and reading books, speaking in a foreign language Generally, teachers’ and learners’ attitudes are believed to command whether or not they will be able to engage the details of language On the other hand, achievement in a goal language relies both on intellectual ability and on the teachers’ and learner’s attitudes toward language learning This means it is essential to approach learning language mainly as a social and psychological phenomenon rather than as a morally academic one As Kang’ahi, M., Indoshi, F C., Okwach, T O., & Osodo, J (2012) investigated, negative attitude toward English is the most affective and psychological aspect that results in the students’ poor performance in English

Besides the intellectual viewpoint, the nature of language learning has psychological and social aspects and depends mainly on the learners’ motivation and attitude to learning the goal language (Padwick, 2010) The capacity of students to master a second language is influenced by both the mental competence or language skills and on the students’ attitudes and perceptions toward the goal language (Abidin et al., 2012) They also supported that attitude concept could improve the process of language learning, influencing the nature of student’s behaviors and beliefs toward the other language, its culture, and community, and this will classify their trend to gain that language

It is said that high motivation and positive attitude of students facilitate second language learning should be acknowledged by language teachers, researchers, and students Thus, unless a learner has the interest and trend in gaining the goal language to communicate with others, this learner will own a negative attitude and will not be motivated and enthusiastic in language learning Therefore, teachers’ and learners’ attitudes could not company in language learning because it may influence their performance in gaining the goal language

Teachers’ and learners’ attitudes, feelings, beliefs, likes, dislikes, needs, and so on should be considered because their attitudes influence language learning The concept of attitude in this study is looked into as one of the main affective aspects for success in learning a foreign language More specifically, it explores freshmen EFL (English as a Foreign Language) learners’ attitudes of Kashan University toward learning English language, taking the three aspects of attitude i.e emotional, cognitive, and behavioral into consideration

In his great work “Principles of Language Learning and Teaching”, Brown (2000) added attitudes, like all aspects of the progress of cognition and affect in human beings, develop early in childhood and result from parents’ and peers’ attitudes, interact with people who are different in numerous of ways, and interacting affective aspects in the human experience (p 168) It seems noticeable that there are a lot of stimulants that lead to a positive or negative attitude Attitude concept can be observed from three measurements regarding aspects of it Each one of these measurements has different features to bring out language attitude results, i.e behavioral, cognitive, and affective These three attitudinal aspects are based on the three theoretical approaches of behaviorism, cognitivism, and humanism, respectively

The behavioral aspect of attitude (BAA) deals with the way one behaves and reacts in particular situations Kara (2009) stated that positive attitude leads to the exhibition of positive behavior toward studying, engaging themselves in it, and attempting to learn more Such learners are also observed to show more enthusiasm to solve problems, to gain what is useful for daily life, and to engage themselves emotionally

In theory, attitudes are psychological phenomena 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)

Cognitive aspect of attitude (CAA) involves the beliefs of the language learners about the knowledge that they receive and their understanding of the process of language learning The cognitive attitude could be categorized into four steps of connecting the previous knowledge and the new one, creating new knowledge, checking new knowledge, and applying the new knowledge in many 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

With respect to the emotional attitude, Feng and Chen (2009) stated that

“Learning process is an emotional process It is affected by different emotional factors The teacher and his students engage in various emotional activities in it and varied results of emotions are yield.” Since attitude is one of the key factors for success in language learning, numerous studies have already been conducted in the field of language attitude In addition, language attitude research has been considered in the previous 50 years because of the growing relation between the importance of the language use and the nature of individuals (Saidat, 2010)

Filipino’s cultures

The seven Filipino teachers working at Tran Van Quan high school are all males Most of them are over 30 years old One of them is married with Vietnamese woman and the others are living alone in Ba Ria Vung Tau province while their wives and children are living in the Philippines They are all teaching English for grade 10 students as the schedule of Tran Van Quan high school

Mr Swaggert, teaching English in class 10A1 from 1:30 p.m to 3:00 p.m and class 10a2 from 3:15 p.m to 4:45 p.m on Monday, was assisted by Ms Thuy and Mr Bao Mr Edward, teaching English in class 10A3 from 1:30 p.m to 3:00 p.m on Tuesday, was assisted by Mr Bao Mr Jose, teaching English in class 10A4 from 3:15 p.m to 4:45 p.m and class 10A5 from 1:30 to 3:00 on Monday, was assisted by Ms Hieu and Ms Thuy Mr Jose and Mr Hien teach English in class 10A6 from 1:30 p.m to 3:00 p.m on Wednesday Mr Sam, teaching English in class 10A7 from 1:30 p.m to 3:00 p.m on Monday, was assisted by Ms Minh Mr Thomas, teaching English in class 10A8 from 1:30 p.m to 3:00 p.m on Wednesday, was assisted by Ms Loi Mr Arif, teaching English in class 10A9 from 1:30 p.m to 3:00 p.m on Friday, was assisted by

According to Elyildirim, S., & Ashton-Hay, S (2006), students’ ability to learn a second language can be influenced by their attitudes towards the target language, the target language speakers and their culture, the social value of learning the second language, and also the students’ attitudes towards themselves as members of their own culture (Ellis 1994) In addition, English as a Foreign Language (EFL) teachers should recognize that all students possess positive and negative attitudes in varying degrees, and that the negative ones can be changed by thoughtful instructional methods, such as using materials and activities that help students achieve an “understanding and appreciation of the foreign culture” (Brown 2000, 181)

To Brown, S.T (2001, p 61), attitude is characterized by a large proportion of emotional involvement such as feelings, self, relationships in community It emphasizes “the power of culture thereby shaping our life and feeling” and therefore our attitudes towards external world

It can be said that culture in general is said to be an important and vital part of human society which deals with the communication of language by the individuals in many situations and circumstances It also boosts cultural behaviors and attitudes of learners as well as the demands of communicating English as a foreign language Additionally, culture plays an important role in language education because it motives students and facilitates communication If language education successfully incorporates the presentation of cultural information in language classroom, it will greatly increase the advantages of language study

The Filipino’s culture in particular was first introduced to English when the British invaded Manila and Cavite in 1762, but this occupation had no lasting effect on English in the country A national variety called Philippine English evolved eventually, as a result of the American colonization, and was arguably one of the fastest to develop in the postcolonial world Its origins as an English language spoken by a large segment of the Philippine population can be traced to the American introduction of public education, taught in the English medium of instruction

Unlike other countries, Filipinos have a clear American accent which makes them understood easily As mentioned, the Americans and the Philippines had a long history in the past The Philippines has the American culture deeply implanted in media and society That’s one reason Filipino English teachers have clear American pronunciation

Along with the strong influence of the Americans on Filipinos, they have quickly learned the accent that’s almost like native speakers Furthermore, The Filipinos are great English students and they learn English very well, so they can surely teach it well too

The Filipino teachers are said to be passionate, creative and dedicated They are always not only funny but also full of energy in the class They are not boring teachers as they themselves are happy and very positive people

There is no gloomy moment for most Filipino teachers Most Filipino teachers have this natural ability to relate to any conversation and it is maybe the strong point that helps them create an active atmosphere in English lessons.

The importance of learning with the Filipino teachers

There are seven Filipino teachers working at Tran Van Quan high school in the school year 2022 - 2023 The Philippines hails itself as the fifth largest English spoken nations Apart from the fact that the Philippines was a former colony of the US, Filipinos also watch plenty of films and TV shows in English, which are not dubbed in Filipino Even the medium of instruction at school is mostly in English making the Filipinos really well-versed in English And there are some advantages of learning English with the Filipino teachers

Filipinos are known to be great English speakers And it’s not just subjective self-praise Renowned organizations acknowledge it According to the EF English Proficiency Index (EF EPI), the Philippines is ranked second in English Proficiency in Asia last 2018

Also, the literacy rate in the Philippines is the highest in Southeast Asia at 97.95% Most Filipino teachers graduated with a teaching degree They even have professional licenses and TESOL/TEFL certifications

• English is the Second Language for Most Filipinos

There’s a good reason for the high English Proficiency rating The Filipinos have English as their second language Historically, the Philippines was colonized by the USA for 33 years So English was used as the medium of instruction for government offices, formal dealings, educational institutions, and the list go on And this is still the case today

Most Filipino teachers are living in this environment, you can learn English from an English speaker close to a native speaker’s level

Unlike other nationalities, Filipinos learned English directly from America’s influence The Philippines has the American culture deeply embedded in media and society That’s one of the reasons why Filipino teachers have clear American pronunciation

That is also why many international companies set their call centers in the Philippines to serve American clients well Because of this history, most Filipinos can quickly learn the American accent that’s almost indistinguishable from a native speaker

If they can learn it, they have a higher chance of teaching it well when you get classes from them You can now speak English as Americans do

• Filipinos are Fun-loving, Creative, and Friendly People

Aside from the technical skills, you want an English teacher you can have fun learning with You don’t want a scary teacher on your side schooling Luckily, the Filipinos are known to be fun-loving, creative, and friendly people There is no dull moment for most Filipino teachers Expect your hours to be filled with English lessons delivered playfully

Suppose you also need to practice conversing in English In that case, most Filipino teachers have the innate ability to relate to any conversation You can talk to them about any topic under the sun

From the above benefits, studying with Filipinos teachers helps students broaden their world understanding and perspective on just about anything Students gain a different view of political, moral and social issues As they get to know their classmates, they gain new perspectives and have a more nuanced understanding of the world They get better and deeper understanding and respect for other nations, knowing how another culture verge upon daily life and unfamiliar challenges

The most important thing is that after learning English with the Filipino teachers, students can meet the need of basic and practical communication about the familiar topics such as: schools, careers, entertainment, etc

Continuing to develop the English knowledge about pronunciation, vocabulary, grammar, students will be widened their knowledge about country, people and culture of the country using English as their second language as well as the other countries all over the world

Understanding and respecting the cultural diversity all over the world, students can start to reflect the Vietnamese cultural value in English That is also the aim of the overall general education program promulgated with the circular No 32/2018/Deputy Minister of Education and Training by the MOET since December 26 th , 2018 And it is in used in grade 10 at Tran Van Quan high school from this school year (2022-2023).

Previous research

A large number of studies on language attitudes with numerous scopes have been conducted over the years all over the world such as Persian EFL teachers’ and learners’ attitudes toward humor in class (Ketabi & Simm, 2009), relationship between attitudes and motivation (Al-Mamun et al., 2012; Bernaus, Masgoret, Gardner, & Reyes, 2004), attitudes toward English (Jahin & Idrees, 2012; Yang, 2010), teachers’ attitudes toward students’ beliefs and motivation (Salehi, Taghavi, & Yunus, 2015), and the effect of teachers’ attitudes on communication (Al-Magid & Al-Mamun, 2009), EFL students’ attitudes toward learning English language: The case study of Kashan University students (Shahrzad Eshghinejad, 2016) As learning a language is closely related to the attitudes toward the languages and attitudes are regarded as elements of motivation in language learning, some of these studies gained information on what the attitudes of the people toward languages are while others discovered the elements of attitudes, i.e what constructs and changes attitudes of the people

There are few studies about the attitudes of teachers and grade 10 students toward learning English with the Filipino teachers so I choose this thesis as my research study with the hope that it may contribute to improving the educational standard in my school.

Conceptual Framework

According to Lubis, T (2015), Wenden (1991) proposed a broad definition of the concept of attitudes He states that the term attitudes include three components, namely cognitive, affective and behavioural A cognitive component is made up of the beliefs and ideas or opinions about the object of the attitude The affective component refers to the feeling and emotions that one has towards an object, “likes” or “dislikes”,

“with” or “against” And the last component is the behavioural one which refers to one’s consisting actions or behavioural intentions towards the object (Wenden, 1991)

Three of relevant and well-organized attitude models are chosen and demonstrated such as: Tripartite model which introduced by Spooncer (1992) is composed of three major components of attitudes, including feelings, beliefs and behavior The first component “feelings” represents emotion in terms of verbal statements of feeling The second element “beliefs” represents cognitive response with regard to verbal statements of belief while the last element “behavior” introduces overt actions with verbal statements about intended behavior “Feelings” and “belief” components affected by stimuli lead to “behavior” of individuals; ABC Model which includes affect, behaviour and cognition and CAC Model which are made up of three main factors: Cognitive component, Afffective component and Conative component

In some ways, the components of CAC Model is relevant with those of ABC Model as Cognitive refers to beliefs, Affective refers to feelings and conative refers to behaviours

All in all, the three models focus on supply the close relationship of the three components, which are composed of cognitive, affective and behavioural attitudes, so the theoretical framework was relied on the theoretical framework of the three models and previous studies and it was suggested as following: Attitudes are composed of three elements: cognitive, affective and behavioural ones Cultural knowledge and Langue consist of four sections: culture, vocabulary, grammar, pronunciation Language skills also consists of four sections: listening, speaking, reading and writing (see Figure 4)

Figure 4: Conceptual framework of the thesis

It should be noticed that the aims in this research are to investigate the teachers’ and grade 10 students’ attitudes toward learning English with the Filipino teachers and then to determine the solution to learning English at Tran Van Quan high school, Ba Ria - Vung Tau Province

Learning English with the Filipino teachers

Listening Speaking Reading Writing Culture Vocabulary Grammar Pronunciation

Summary

This chapter provided an overview of the status of the attitudes toward learning English with the Filipino teachers Moreover, the exploration of the important role in learning English with the Filipino teachers in English classrooms Additionally, previous studies on teachers’ and students’ attitudes toward learning English 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.

METHODOLOGY

Research site

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-five weeks including two semesters; namely, Semester 1 with eighteen weeks and Semester

2 with seventeen weeks Students at secondary schools have three periods of English a week From the school year 2019 – 2020, there are 5 periods of English a week and it is followed by all schools from primary school to high school in Ba Ria - Vung Tau province 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 But this school year 2022-2023, grade 10 students studying the new textbook – Global Success have four fifteen – minute tests, one midterm test (60 minutes) and one final test (60 minutes) at the end of each semester in which a speaking test is marked as fifteen – minute test

In the new textbooks, the three new sections introduced in the textbooks are everyday English, Culture/ CLIL and project Students have chances to practice using English For the new English textbooks, students at Tran Van Quan high school study English three periods per week In the school year 2022 -2023, 366 grade 10 students with 9 classes, are studying English with the new English textbooks And every week, they all spend 90 minutes learning English with the Filipino teachers as in the schedule

So as to get the aims of the research, the study was conducted at Tran Van Quan High school, Ba Ria - Vung Tau province The school is well-equipped with modern computers connected with the Internet, interactive boards for the purposes of promoting English teaching and learning at Tran Van Quan high school Moreover, English was mainly used in the English classrooms, especially in skill lessons in order to create the English environment for both teachers and students to practice communication skills.

Research design

Survey research is defined as "the collection of information from a sample of individuals through their responses to questions" (Check & Schutt, 2011, p 160) This type of research allows for a variety of methods to recruit participants, collect data, and utilize various methods of instrumentation Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods) As it is often used to describe and explore human behavior, surveys are therefore frequently used in social and psychological research (Singleton & Straits, 2012)

Although the survey research has its disadvantages such as: the validity of the research data can be affected by survey response bias; high survey dropout rates can also affect the number of responses received in your survey, it has three significant advantages such as: it allows you to gather data from a large sample size or research population This helps to improve the validity and accuracy of your research findings; the cost of creating and administering a survey is usually lower compared to other research methods and it is a convenient method of data collection for the researcher and the respondents

Based on the advantages of the survey method, it was carried out to investigate teachers’ and students’ attitudes toward learning English with the Filipino teachers at Tran Van Quan high school 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 125 grade 10 students and then the qualitative data was collected through semi-structured interviews with 07 teachers in order to answer three 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 and students’ attitudes toward learning English with the Filipino teachers 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 teachers and grade 10 students toward learning English with the Filipino teachers

From the school year 2022-2023, the new English textbooks (Global Success - grade 10) are the English textbooks, which has been under overall general education program promulgated with the circular No 32/2018/Deputy Minister of Education and Training by the MOET since December 26 th , 2018 With the aim of improving students’ language proficiency, like the other English textbooks in ten-year textbook series which were used in some junior high schools and some high schools in Ba Ria - Vung Tau province some years ago, English textbooks – Global success grade 10 are designed into 4 components: themes, topics, communicative competences and linguistic knowledge/language items As mentioned in the main elements, communicative competences are listed and the tasks in the textbooks are designed to meet the requirements 10 units were designed with 9 main sections including: getting started, language, reading, speaking, writing, communication and culture, looking back and project One of the new sections in the new English textbooks when compared with the seven-year English textbooks is the chances to practice speaking and listening via the tasks in the textbook, which assist students to improve four skills, broaden the knowledge in the units and improve their personal soft skills

The new English textbook – Global Success can meet the requirement of the overall general education program in term of regarding English as a communication tool via the four skills: listening, speaking, reading and writing with the view to meeting the need of basic and practical communication about the familiar topics such as: schools, careers, entertainment, etc

Continuing to develop the English knowledge about pronunciation, vocabulary, grammar, students will be widened their knowledge about country, people and culture of the country using English as their second language as well as the other countries all over the world

Understanding and respecting the cultural diversity all over the world, students can start to reflect the Vietnamese cultural value in English

After completing high school, students can achieve level 3 of the 6-level foreign language competency framework for Vietnam in particular being able to understand the main ideas of a clear, standard passage or speech on familiar topics in work, school, or leisure, etc

There are 105 periods in a school year shown in the distribution of the English curriculum, so there will be 4 tests in each term And there are many types of assessment tests, in which listening and speaking can be counted as one test column

All in all, in order to determine the attitudes of teachers and grade 10 students toward learning English with the Filipino teachers, a survey research was conducted.

Sample and sampling procedures

It can be seen that in any research study, the best strategy is to investigate the problem in the whole population But practically, it is always not possible to study the entire population Alternatively, we study a “sample” which is sufficiently large and representative of the entire population A sample is a subset of the population, selected so as to be representative of the larger population By taking a representative sample, the researchers can reduce the costs incurred, the time taken to do the research and also the manpower needed to conduct the study Sample representativeness depends on three factors: Sampling methodology; Sample size and Response rate Sampling methods should be systematic and defined so as to draw valid inferences

The samples of the study are Tran Van Quan high school grade 10 students and English language teachers Out of the target, population that is 366; the researcher took 34,15% (125 students) for the subjects of the study

Actually, the researcher should have taken more than 34,15% for the convenience of obtaining data from a large number of subjects, but time constraints and financial problems restricted her not to do so Besides, all the English language teachers were taken as the subjects of the study

Therefore, participants of the study were 7 teachers and 125 grade 10 students at Tran Van Quan High School, Ba Ria - Vung Tau Province, all of whom are teaching and studying the new English textbook of the Ministry of Education and Training in Vietnam To study in these classes, students are obliged to take an entrance examination by the Department of Education and Training in Ba Ria - Vung Tau province, so their English proficiency is rather good The number of participants is acceptable as the suggested sample size of thirty students is the minimum number whereas the number in this study is 7 teachers and 125 students and; therefore, the sample can cover the large population (Cohen, Manion, & Morrison, 2007)

Relating to the purposive sampling, Creswell (2012) said that this sampling procedure can make the study reachable and easy to be carried out In preparing the questionnaire, a number of students were interviewed to implore many of the possible responses The survey was originally outlined in English, and then it was translated into Vietnamese After translation, ten students who were not included in the survey answered the questionnaire so that any ambiguities and/or misunderstandings could be determined ahead of time The survey was then revised and administered in October

2022 All of the students were chosen to complete the questionnaire individually Before they conducted the questionnaire, the researcher spent time explaining to the students in order to make it clear if necessary The chosen students were defined in three ways First, the researcher contacted with the students where the researcher works as a teacher of English Second, the researcher asked for help from the teachers of three classes to send them printed forms of the questionnaire Last, the researchers had the printed forms of the questionnaire collected

Of the 125 questionnaires returned, 5 had to be removed due to incomplete data

A total of 120 surveys were used in this study

In terms of semi-structured interview, the number of teachers was 7 and they were selected based upon their willingness to answer the survey In preparing the interview, two English teachers were interviewed to implore many of the possible responses The survey was originally outlined in English, and then translated into Vietnamese After translation, two people who were not included in the survey answered the questions so that any ambiguities and/or misunderstandings could be determined ahead of time The survey was then revised and carried out in October

2022 All of the teachers were chosen to answer the questions individually Before interviewed, the teachers were explained clearly by the researcher to avoid misunderstanding The chosen teachers were defined in three ways First, the researcher contacted with the teachers where the researcher works as a teacher of English Second, the researcher asked for the teachers’ willingness to have an interview Last, the researchers had the interview recorded to be analyzed

The questions for interview were also translated into Vietnamese, so Vietnamese teachers gave answers in Vietnamese, too

Dixon-Woods, M., Agarwal, S., Jones, D., Young, B., & Sutton, A (2005) acknowledge that in purposive sampling, the units are selected according to the researcher’s own knowledge and opinion about which ones they think will be appropriate to the topic area

As can be seen in Table 3.1, the students’ general information was shown clearly with 5 main items, including gender; studying experience as an English student; have you ever travelled abroad? If yes, how many times; have you ever studied with the Filipino teachers before? The general information of participants is discussed in details below:

The total copies of questionnaire delivered to 125 grade 10 students; however,

120 copies were returned and collected by researchers As for gender aspect, the number of male students was 55 while that of female students was 65, which accounted for 48.33% and 54.17%, respectively Despite the fact that the difference between the gender numbers was not much, it was obvious that the number of females were slightly higher than that of males

Studying experience as an English student

The time for learning English is the same from 6 years to 10 years

Have students ever travelled abroad; If yes, how many times?

The first group of 5 students used to travel broad from 1 to 3 times, accounting for 4.17% The second group of 115 students have never travelled before, making up of 95.13%

Have students ever studied with the Filipino teachers before?

All the participants in this study have never studied with the Filipino teachers before

2 Studying experience as an English student

3 Have you ever travelled abroad?

4 If yes, how many times?

Have you ever studied with the Filipino teachers before

Note: F: frequency; %: Percent Table 3.1: Participants’ general information

Research instruments

As the nature of the study is the mixed-method: quantitative and qualitative, two instruments were utilized: questionnaire and semi-structured interview so as to collect the data To ensure the validity and reliability, the questionnaire along with the interview question was reviewed by an expert in the field of English language studies before it was delivered to the participants of the study

A questionnaire is a research instrument consisting of a series of questions (or other types of prompts) for the purpose of gathering information from respondents The questionnaire was invented by the Statistical Society of London in 1838

Some disadvantages in using a questionnaire such as: limited response; lack of personal contact; poor response; unreliability; illegibility; incomplete entries; possibility of manipulated entries; useless in depth-studies; response from improper representative section of people; lack of rapport with the subject; not suitable for delicate issues On the other hand, questionnaire also has some following advantages: economical; wide coverage; rapidity; suitable in special type of response; repetitive information; an easier method; it puts less pressure on the respondents; uniformity; useful preliminary tool; greater validity; anonymity; most flexible tool for data collection

A questionnaire was employed as one of the research instruments to measure the students’ attitudes towards learning English with the Filipino teachers The researcher used closed-ended questions as Rattray, J., & Jones, M C (2007) indicates some of the advantages of close-ended questions as follows: saving time and cost, processing easily, being useful to test specific hypotheses and comparing group data easily and it can be done in the same class

The researcher used questionnaire for gathering data The main reason that this instrument was used by the researcher to gather relevant data from a large number of subjects

In order to identify factors affecting students’ attitudes towards learning English with the Filipino teachers and to collect valuable information for the study, opinions reflecting the attitudes of students were gathered by systematically and carefully adapted and prepared questionnaire Basically, statements expressing a certain degree of positive or negative attitudes towards learning English with the Filipino teachers have been used in similar studies despite the fact that the present study focuses on factors affecting students’ attitudes towards learning English with the Filipino teachers For instance, the researcher systematically adapted questions from studies like, Stewart, R A., & Mohamed, S (2004)

To avoid difficulty, the questionnaire was written in Vietnamese language To get reliable data, the researcher made efforts to make the questionnaire more comprehensive Because of a shortage of time, convenience of analysis, and lessen confusion, the researcher decided to use only close-ended questions in the questionnaire The 5-point Likert-type scales were used in the questionnaire for positive statements and learners were allowed to put a tick in one of the scales based on their opinions Concerning the distribution of the questionnaire, good cooperation was requested from the school administrator, English teachers and Grade 10 students Thus, a letter was written for the school director by the researcher Then, the researcher interacted and introduced herself to the above individuals in the school The aims of the research and research questionnaire were told to them (cooperators) Lastly, the questionnaires were distributed to the selected respondents and the researcher herself administered the questionnaires Respondents were encouraged to feel free to ask any question in relation to the questionnaire They spent about 45 minutes to finish filling the questionnaire and the researcher herself collected the entire questionnaire

The questionnaire was designed with 26 questions, separated by 2 parts 1, 2: the participants’ general information, the students’ attitudes towards learning English with the Filipino teachers In part 1, students were required to give their demographic information, including their gender, year of studying experience and times for abroad vacation if any, if they have ever studied with the Filipino teachers before

In part B, students were asked to conduct a questionnaire, in which a Likert Scale was used to gauge the students’ responses For part 2, which aimed at conducted a survey on the students’ attitudes towards learning English with the Filipino teachers, the responses include ‘5’ for Strongly Agree (SA), ‘4’ for Agree (A), ‘3’ for Not sure (N), ‘2’ for Disagree (D) and ‘1’ for Strongly Disagree (SD)

In terms of cognitive components, there are eight statements as following:

1 Learning English with the Filipino teachers helps me to know more about the culture of the Filipino

2 Learning English with the Filipino teachers helps me to enrich my vocabulary

3 Learning English with the Filipino teachers helps me to improve my grammar

4 Learning English with the Filipino teachers helps me to improve my pronunciation

5 Learning English with the Filipino teachers helps me to improve my listening skills

6 Learning English with the Filipino teachers helps me to improve my speaking skills

7 Learning English with the Filipino teachers helps me to improve my reading skills

8 Learning English with the Filipino teachers helps me to improve my writing skills

In terms of affective components, there are ten statements as following:

1 I feel more confident in learning English with the Filipino teachers

2 I find it enjoyable to learn with the Filipino teachers

3 I like the teaching method of the Filipino teachers

4 I like the teaching vocabulary method of the Filipino teachers

5 I like the correcting grammar method of the Filipino teachers

6 I like having the Filipino teachers correct my pronunciation

7 I enjoy the listening activities run by the Filipino teachers

8 I enjoy the speaking activities run by the Filipino teachers

9 I enjoy the reading activities run by the Filipino teachers

10 I enjoy the writing activities run by the Filipino teachers

In terms of behavioural components, there are two statements as following:

1 I would like to continue studying with the Filipino teachers

2 I would like to introduce more students to study with the Filipino teachers According to Ary, Jacobs and Razavieh (2002), these above scales are considered as one of the most widely used techniques to measure attitudes Besides, in order to collect the best results, the questionnaire was translated into Vietnamese to make it easy for students to answer as well as avoid misunderstandings Cronbach Alpha α was at 905, so the reliability of the questionnaire was high

The second data-gathering tool is an interview In this data-gathering tool, the researcher used a semi-structured interview and only open-ended questions were incorporated A semi-structured interview is a data collection method that relies on asking questions within a predetermined thematic framework

The semi-structured interview was chosen to prepare questions on each strategy in advance in order to cover the target aspects of the interview This instrument was advantageous in some aspects including focusing on a particular issue, generating a great deal of data in short period of time (Cohen, Manion, & Morrison, 2000) The subjects of the study in this tool were all grade 10 English language teachers

The questions for interview were also translated into Vietnamese language, so Vietnamese teachers gave answers in Vietnamese, too With the interviewee’s permission, the interview will be audio-recorded in order to be analyzed Also, there was a pilot interview to see whether the questions intend to obtain suitable information or not

The semi-structured interview was designed with 2 questions A, B: the interviewee’s background information, twelve questions based on the three components (cognitive, affective and behavioural) In questions A, teachers were asked to give their demographic information, including their name, age, educational level, years of teaching experience, numbers of times to go abroad, which countries, brief information about English in those countries (feelings/ special things about English)

In questions B, teachers were asked to give the answers to twelve questions as following:

In terms of cognitive components, there are two statements as following:

1 In your opinion, is learning English with the Filipino teachers important for high school students?

2 In what ways do the Filipino teachers help students in their learning?

In term of affective components, there are eight statements as following:

1 Do you think learning English with the Filipino teachers helps students in terms of culture in English classes? If ‘Yes’, in what way?

2 Do you think learning English with the Filipino teachers helps students in terms of vocabulary in English classes? If ‘Yes’, in what way?

3 Do you think learning English with the Filipino teachers helps students in terms of grammar in English classes? If ‘Yes’, in what way?

4 Do you think learning English with the Filipino teachers helps students in terms of pronunciation in English classes? If ‘Yes’, in what way?

5 Do you think learning English with the Filipino teachers helps students in terms of listening in English classes? If ‘Yes’, in what way?

6 Do you think learning English with the Filipino teachers helps students in terms of speaking in English classes? If ‘Yes’, in what way?

7 Do you think learning English with the Filipino teachers helps students in terms of reading in English classes? If ‘Yes’, in what way?

8 Do you think learning English with the Filipino teachers helps students in terms of writing in English classes? If ‘Yes’, in what way?

In terms of behavioural components, there are two statements as following:

1 In your opinion, what are the most common problems students face when learning English with the Filipino teachers in English classes?

2 Would you support continuing learning English with the Filipino teachers in other classes (grade 11)? Why or why not?

Data collection procedures

The data collection was conducted on the second week of November in the academic school year 2022-2023 This was the first midterm of the new school year and students almost finished their first midterm test column as in the distribution of the English curriculum at school, therefore they had an overview of their implementation of learning with the Filipino teachers As for data collection, 125 copies of questionnaire were administered to students in grades 10 at Tran Van Quan High School; however, 120 copies of questionnaire were returned The questionnaire was delivered for students who studied the new English textbooks Before conducting the questionnaire, students were explained if necessary Each student spent at least ten minutes to complete the questionnaire The questionnaire was analyzed for qualitative value The questionnaire was chosen and edited from previous studies and piloted by the two experts and five students who were involved in the study

The interview was conducted with 3 groups of students, who were chosen randomly in three classes learning the new English textbooks There were five students for each group The purpose of the interview was explained in advance Each student spent five to seven minutes to answer the interview questions The students’ answers were recorded to analyze The information collected from the semi-structured interview was analyzed by using qualitative content analysis The semi- structured interview questions were piloted by the two experts and five students who were not involved in the study to achieve valid questionnaire (Dửrnyei, 2003) As regards the semi-structured interview, three groups of five students were invited for interview The interviews were conducted in Vietnamese and recorded for later analysis.

Data analysis procedures

The questionnaire instruments and SPSS, which “can handle quantitative and qualitative questionnaire data in an integrated manner” (Dửrnyei, 2003) (p.118) were employed to analyze the qualitative and quantitative data to explore the results by the researcher Mixed methods were used to analyze the collected data as Fraenkel, Wallen and Hyun (2012) cite in their book that the utilization of the mixed-methods research: qualitative and quantitative brings three major benefits Firstly, we can examine a clear and explanatory relationship of different variables when using this kind of methods Secondly, we can profoundly investigate the relationships between variables Thirdly, the confirmation and the cross-validation of the relationships between variables are explored

Quantitative data from the questionnaires were calculated by using SPSS 21.0 for Windows to find out the value Descriptive statistics which provides a simple overview of the data, which enables researchers to gain a greater overall understanding of the data set (Mackey, & Gass, 2005) was used to analyze the data of the questionnaire

With respect to data analysis, there are two types of data: quantitative and qualitative The former was analyzed by SPSS software in terms of (mean, standard deviation, and frequency), and the meaning of the mean scores for the students’ attitudes towards learning English with the Filipino teachers were interpreted as follows:

Qualitative data were collected and analyzed from semi-structured interview questions Data were recorded and translated into English for research purpose only The audio recordings were transcribed carefully as Bloor et al (2001) state the necessity to transcribe all recorded speech including all speakers; all unfinished and interrupted speech; very brief extracts of speech After that, the data were analyzed by the logical analysis approach

The response of interview was analyzed by using content analysis approach, which means that three steps, viz familiarizing and organizing, coding and recoding, and summarizing and interpreting were employed Five group interviewees were coded as S1, S2, S3, S4, S5 … to S15.

Reliability and Validity

The study employed a mixed - methods design in order to provide the quantitative data from the questionnaire survey from the grade 10 students 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 3.2, the questionnaire was generally reliable because mostly Cronbach’s alpha tests for each item were greater than 700

Cronbach’s Alpha No of Items

Table 3.2 Cronbach’s Alpha indexes of the questionnaire items in average

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 Van Quan Highschool

For the questionnaire, 10 students 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

This chapter discussed the research methodology of the study Along with the research design and the research site, the description of the new English textbooks, the samples of the study were analyzed in details with information about gender, studying experience as an English student; have you ever travelled abroad? If yes, how many times; have you ever studied with the Filipino teachers before? Then, the research instruments, consisting of questionnaire and semi-structured interview, were debated

The two final parts of this chapter gave detailed information of data collection procedures and data analysis procedures Chapter 3 ended with information relating to the reliability and validity of the research instrument as well as the pilot of the study The following chapter reported all the results generated from these designs.

RESULTS AND DISCUSSION

Results

4.1.1 Grade 10 students’ attitudes towards LEF

As can be seen in Table 4.1, it is noted that the total mean scores of students’ attitudes towards learning English with the Filipino teachers was rather high (M=3.83; SD=.42) This means that high school students’ attitudes towards the PBL were relatively positive

Students’ attitudes towards learning English with the Filipino teachers

English with the Filipino teachers 4.09 763

Note: M: mean; SD: Standard deviation Table 4.1: Total mean scores of attitudes towards LEF

The results in Table 4.2 revealed that students expressed positive attitudes towards learning English with the Filipino teachers in three components of attitudes (M=4.09; SD=.763) Furthermore, the students’ attitudes for each separated component consisting of cognitive attitudes, affective attitudes and behavioural attitudes were relatively high Despite having the high means, the students’ responses to each component were not the same It is evident that the students’ responses to cognitive attitudes (M=4.15; SD=.792) were of the highest components in the three attitude components, following the students’ responses to behavourial attitudes (M=4.11; SD=.803) Compared with the two components mentioned above, those of affective attitudes ranked the third (M=4.09; SD=.763)

Pupil attitudes toward the TLF

(teaching and learning of Filipino teacher) n0

Note: M: mean; SD: Standard deviation Table 4.2 Grade 10 students’ attitudes towards learning English with the Filipino teachers

These data are analyzed and discussed descriptively as follows:

In terms of grade 10 students’ cognitive attitudes towards learning English with the Filipino teachers, the questionnaire included 8 items As shown in table 4.3, it is evident that in general, grade 10 students expressed positive cognitive attitudes towards learning English with the Filipino teachers (M=4.15; SD=.792) The results of the study revealed that most grade 10 students agreed that learning English with the Filipino teachers enhances their listening competence (item 5: M=4.45; SD=.762), enrich their vocabulary (item 2: M=4.33; SD=.707) and improve their speaking competence (item 6: M=4.33; SD=.755) Students found that learning English with the Filipino teachers helps them to improve their pronunciation (item 4: M=4.31; SD=.806) and improve their reading skills (item 7: M=4.14; SD=.775) With regard to grammar, students also agreed that learning English with the Filipino teachers helps them to improve their grammar (item 3: M=4.08; SD=.812) Concerning learning assessment, grade 10 students showed agreement to their improvement of the ability to assess their own writing process (item 8: M=3.80; SD=.883) Students also agree that they know more about the culture of the Filipino after learning English with them only in a short time (item 1: M=3.77; SD=.837)

In conclusion, it can be noted that learning English with the Filipino teachers helps grade 10 students improve their self-regulated language learning, their listening competence, their vocabulary is enriched Furthermore, students can be improved their speaking competence They find that learning English with the Filipino teachers helps them to improve their pronunciation and improve their reading skills With regard to grammar, students also agreed that learning English with the Filipino teachers helps them to improve their grammar Concerning learning assessment, grade 10 students showed agreement to their improvement of the ability to assess their own writing process Students also agree that they know more about the culture of the Filipino after learning English with them As the results, they achieved expected outcomes in their learning English

Learning English with the Filipino teachers helps me to know more about the culture of the Filipino 3.77 837

Learning English with the Filipino teachers helps me to enrich my vocabulary 4.33 707

Learning English with the Filipino teachers helps me to improve my grammar 4.08 812

Learning English with the Filipino teachers helps me to improve my pronunciation 4.31 806

Learning English with the Filipino teachers helps me to improve my listening skills 4.45 762

Learning English with the Filipino teachers helps me to improve my speaking skills 4.33 755

Learning English with the Filipino teachers helps me to improve my reading skills 4.14 775

Learning English with the Filipino teachers helps me to improve my writing skills 3.80 883

Note: M: mean; SD: Standard deviation Table 4.3 Grade 10 students’ cognitive attitudes towards LEF

In order to attain thorough information about the importance of learning English with the Filipino teachers from the quantitative data in terms of students’ cognitive attitudes, the affective attitudes were also taken into account

Students’ affective attitudes towards learning English with the Filipino teachers were evaluated by 6 measured items As can be seen in Table 4.4, grade 10 students showed positive attitudes towards learning English with the Filipino teachers (M=4.09; SD=.763) Most of the grade 10 students agreed that they become more confident in communicating because they had their pronunciation corrected (item 14: M=4.22, SD=.663), they found it enjoyable to join the listening activities run by the Filipino teachers (item 15: M=4.18; SD=.721), felt more enjoyable to join the reading activities run by the Filipino teachers (item 17: M=4.17; SD=.768), and felt more enjoyable to take part in the speaking activities run by the Filipino teachers (item 16: M=4.12; SD=.663), felt like the correcting grammar method of the Filipino teachers (item 13: M=4.11; SD=.837), felt like the teaching method of the Filipino teachers (item 11: M=4.08; SD=.686) as well as felt enjoyable to the writing activities run by the Filipino teachers (item 18: M=4.08; SD=.825), felt enjoyable to learn with the Filipino teachers (item 10: M=4.03; SD=.686) as well as felt like the teaching vocabulary method of the Filipino teachers (item 12: M=4.03; SD=.775) As a result, they felt more confident in learning English with the Filipino teachers (item 9: M=3.91; SD=.877)

In short, grade 10 students thought they had more active learning engagements When learning English with the Filipino teachers, they became more confident, helpful, enjoyable and interested

I feel more confident in learning English with the

10 I find it enjoyable to learn with the Filipino teachers 4.03 819

11 I like the teaching method of the Filipino teachers 4.08 686

I like the teaching vocabulary method of the Filipino teachers 4.03 775

I like the correcting grammar method of the Filipino teachers 4.11 837

I like having the Filipino teachers correct my pronunciation 4.22 663

I enjoy the listening activities run by the Filipino teachers 4.18 721

I enjoy the speaking activities run by the Filipino teachers 4.12 663

17 I enjoy the reading activities run by the Filipino teachers 4.17 768

18 I enjoy the writing activities run by the Filipino teachers 4.08 825

Note: M: mean; SD: Standard deviation Table 4.4 Grade 10 students’ affective attitudes towards LEF

Grade 10 students’ behavioural attitudes towards learning English with the Filipino teachers were measured by 2 items Although the means of behavioural attitudes were lower than those of cognitive, their behavioural attitudes were higher than those of affective and they were rather positive (M=4.11; SD=.803) The results shown in Table 4.5 revealed that many students agreed that after learning English with the Filipino teachers, they wanted to introduce more students to study with the Filipino teachers (item 20: M=4.12; SD=.806) and continue studying with the Filipino teachers (item 19: M=4.10; SD=.800)

In summary, grade 10 students expressed positive behavioural attitudes towards learning English with the Filipino teachers Some positive signs were listed as the more time spent for learning English with the Filipino teachers, Significantly, students concentrated on supply productive feedback to their friends

I would like to continue studying with the Filipino teachers 4.10 800

I would like to introduce more students to study with the Filipino teachers 4.12 806

Note: M: mean; SD: Standard deviation Table 4.5 Grade 10 students’ behavioural attitudes towards LEF

The qualitative results revealed the in-depth thoughts and positive attitudes of high school teachers toward learning English with the Filipino teachers carried out in their classrooms The number of interviewees confirming that learning English with the Filipino teachers is very important in terms of culture, vocabulary, grammar, pronunciation, listening, speaking, reading and writing One of seven high school teachers think that learning English with the Filipino teachers helps students improve their speaking and listening skill as well as grammar and reading “They help students practice listening to the recording to do exercises, know how to use grammar points and vocabulary in speaking In addition, they help students know how to read and do reading test Last but not least, they help students correct some mistakes in writing.”

Furthermore, students usually have the Filipino teachers correct their pronunciation Students can also enhance the vocabulary As a result, they are very confident to communicate with the Filipino teachers in class or with the foreigners in daily life In particular, the 7 teachers agree that learning English with the Filipino teachers is important for high school students and the Filipino teachers have a lot of methods to teach vocabulary such as: guessing vocabulary games, hangman game, fishing games, etc They also use some bonus marks to encourage students to practice speaking English and all students have chances to speak English with the Filipino teachers “Yes, the Filipino teachers have a lot of games to improve students’ vocabulary and they have some glues to help students remember the new vocabulary.”

In terms of culture, one of five Vietnamese teachers agreeing with the idea that students had a chance to widen their cultural knowledge about the Filipino via the ways the Filipino teachers communicate with students and students can also learn about the Filipino’s culture via the lessons in class said that “Yes, the Philippines have the American culture deeply implanted in media and society That’s one reason Filipino teachers have clear American pronunciation Along with the strong influence of the Americans on Filipinos, they have quickly learned the accent that is almost like native speakers Furthermore, The Filipinos are great English students and they learn English very well, so they can surely teach it well too (T4)

In terms of vocabulary, four of seven Vietnamese teachers said that the Filipino teachers used a lot of different teaching vocabulary techniques to help students enrich their vocabulary and they reminded all vocabulary when they were in class “Yes, the Filipino teachers have a lot of games to improve students’ vocabulary and they have some glues to help students remember the new vocabulary.” (T1)

In terms of grammar, the Filipino teachers were said to have used a lot of different teaching grammar techniques to help students know how to use grammar correctly by showing pictures or having them watch videos about the situation related to the new grammar point and then they set up some situations to help students practice the grammar point that students had just learned and four of seven Vietnamese teachers agreed with that “Yes, the Filipino teachers always explain how to use the grammar points easily by pictures, specific situations.” (T3)

In terms of pronunciation, six teachers of seven teachers said that the Filipino teachers helped students practice pronunciation and corrected them carefully, the Filipino teachers pronounced the word clearly and slowly, then they had students repeat the word and helped all students pronounce the word correctly “Yes, the Filipino teachers read the word slowly first, then ask students to repeat twice and correct if they pronounce wrongly.” (T5)

In terms of listening, four of seven Vietnamese teachers said that the Filipino teachers helped students improve listening skill by having them listen to varieties of listening exercises from low level to higher level depending on their listening ability

Discussions

As can be mentioned in this thesis, attitude is thought to be opinions and feelings that everyone has about something Learning a foreign language is no exception So, attitude to language is a theory that describes linguistic behavior in particular

Some definitions of the term ‘attitude’ are offered Al-Mamun, Rahman, Rahman, and Hossaim (2012) defined the term as a psychological theory which defines a particular behavior To Brown (2001) (as cited in İnal, Evin, & Saracaloğlu, 2005), attitude is characterized by a large proportion of emotional involvement such as feelings, self, relationships in the community It is not easy for students to learn if they have not positive attitudes toward it on one hand, and attitudes might initiate from life experiences, on the other hand Attitude can not only influence success or failure in learning but it also plays an important role as well Ajzen (2005) believes like any personality characteristic, attitude doesn’t observe hypothetical theory directly and must be inferred from measurable responses that reflect and evaluate positive or negative attitudes (as cited in Dehbozorgi, 2012)

In this study, attitude is considered as a vital aspect influencing language performance and received significant consideration from both first and second language researchers There are many reasons why teachers’ and learners’ attitudes toward language learning are important

For example, Weinburgh (1998) believed that attitudes toward learning influence behaviors such as selecting and reading books, speaking in a foreign language Generally, teachers’ and learners’ attitudes are believed to command whether they will be able to engage the details of language or not On the other hand, achievement in a goal language relies both on intellectual ability and on the teachers’ and learner’s attitudes toward language learning This means it is essential to approach learning language mainly as a social and psychological phenomenon rather than as a morally academic one As Tella, Indoshi, and Othuon (2010) investigated, negative attitude toward English is the most affective and psychological aspect that results in the students’ poor performance in English

Besides the intellectual viewpoint, the nature of language learning has psychological and social aspects and depends mainly on the learners’ motivation and attitude to learning the goal language (Padwick, 2010) The capacity of students to master a second language is influenced by both the mental competence or language skills and on the students’ attitudes and perceptions toward the goal language (Abidin et al., 2012) They also supported that attitude concept could improve the process of language learning, influencing the nature of student’s behaviors and beliefs toward the other language, its culture, and community, and this will classify their trend to gain that language

Thus, unless a learner has the interest and trend in gaining the goal language to communicate with others, this learner will own a negative attitude and will not be motivated and enthusiastic in language learning Therefore, teachers’ and learners’ attitudes could not company in language learning because it may influence their performance in gaining the goal language Teachers’ and learners’ attitudes, feelings, beliefs, likes, dislikes, needs, and so on should be considered because their attitudes influence language learning The concept of attitude in this study is looked into as one of the main affective aspects for success in learning a foreign language

More specifically, it explores freshmen EFL (English as a Foreign Language) learners’ attitudes of Kashan University toward learning English language, taking the three aspects of attitude i.e emotional, cognitive, and behavioral into consideration

In his great work “Principles of Language Learning and Teaching”, Brown (1994) added attitudes, like all aspects of the progress of cognition and affect in human beings, develop early in childhood and result from parents’ and peers’ attitudes, interact with people who are different in numerous of ways, and interacting affective aspects in the human experience (p 168) It seems noticeable that there are a lot of stimulants that lead to a positive or negative attitude Attitude concept can be observed from three measurements regarding aspects of it Each one of these measurements has different features to bring out language attitude results, i.e behavioral, cognitive, and affective These three attitudinal aspects are based on the three theoretical approaches of behaviorism, cognitivism, and humanism, respectively

It can be seen that previous researches focused on Persian EFL teachers’ and learners’ attitudes toward humor in class (Ketabi & Simm, 2009); relationship between attitudes and motivation (Al-Mamun et al., 2012; Bernaus, Masgoret, Gardner, & Reyes, 2004); attitudes toward English (Jahin & Idrees, 2012; Yang, 2010), teachers’ attitudes toward students’ beliefs and motivation (Salehi, Taghavi, & Yunus, 2015), and the effect of teachers’ attitudes on communication (Al-Magid & Al-Mamun, 2009)

Unlike the previous researches, this research focused on teachers’ and students’ attitudes toward learning English with the Filipino teachers This research investigates teachers’ and students' attitudes towards learning English with the Filipino teachers at Tran Van Quan high school Attitude is considered as a necessary component in language learning Therefore, a positive attitude is considered as one of the important factors that have an impact on language learning By providing insight into the attitudes of teachers and grade 10 students towards learning English with the Filipino teachers, it contributes to the teaching of English as a foreign language The main purpose of this research is to reveal students’ attitudes towards learning English with the Filipino teachers and find out how to make their attitudes positive

Language educators who know how to develop positive attitudes in students will be able to conduct interesting and effective classroom activities; get them to be more successful in learning English

In this section, the discussion about the three research questions were respectively presented, including teachers’ and students’ attitudes toward learning English with the Filipino teachers and if there are any significant differences between teachers’ and students’ attitudes toward learning English with the Filipino teachers By using the questionnaire for students to obtain data and semi structure interview for teachers to get information

In terms of teachers’ attitudes, the overall results presented the findings of this study which revealed that high school teachers had positive attitudes toward learning English with the Filipino teachers in terms of culture, vocabulary, grammar, pronunciation, listening, speaking, reading and writing

In terms of students’ attitudes, three components of attitudes consisting of cognitive, affective and behavioral attitude were put into research in order to depict the whole picture of students’ attitudes toward learning English with the Filipino teachers at the present

It can be seen that, the study revealed the fact that teachers and students have positive attitudes towards learning English with the Filipino teachers in terms of emotional, behavioral and cognitive aspects Thus, the first hypothesis is supported

As there is no significant difference in teachers’ and grade 10 students’ attitudes towards learning English with the Filipino teachers, the second hypothesis is supported

Summary

This chapter was in an attempt to discuss and analyze the data collected from the questionnaire and semi-structured interview It first reported the findings from the qualitative and quantitative data analysis so as to figure out the teachers’ and students’ attitudes towards learning English with the Filipino teachers The results were collected in terms of cognitive, affective and behavioural attitudes in general and the teachers’ responses via semi-structures interview

After the findings of the two research questions were collected, the discussion of them were presented and found out whether there were any significant differences between teachers’ and students’ attitudes toward learning English with the Filipino teachers.

CONCLUSION

Summary of the main findings of the thesis

The study at first raised three research questions relating to teachers’ and students’ attitudes toward learning English with the Filipino teachers in the classrooms and if there were any significant differences between teachers’ and students’ attitudes toward learning English with the Filipino teachers

The results of this study shed light on the teachers’ and students’ attitudes towards learning English with the Filipino teachers

With reference to cognitive, affective and behavioural attitudes, the results of this study revealed that grade 10 students expressed positive attitudes towards learning English with the Filipino teachers In terms of cognitive attitudes, grade 10 students agreed that learning English with the Filipino teachers helps grade 10 students improve their self-regulated language learning, their listening competence, their vocabulary is enriched Furthermore, students can be improved their speaking competence They find that learning English with the Filipino teachers helps them to improve their pronunciation and improve their reading skills With regard to grammar, students also agreed that learning English with the Filipino teachers helps them to improve their grammar Concerning learning assessment, grade 10 students showed agreement to their improvement of the ability to assess their own writing process Students also agree that they know more about the culture of the Filipino after learning English with them

Relating to affective attitudes, grade 10 students believed that they had more active learning engagements When learning English with the Filipino teachers, they became more confident, helpful, enjoyable and interested In terms of behavioural attitudes, grade 10 students expressed positive behavioural attitudes towards learning English with the Filipino teachers Some positive signs were listed as the more time spent for learning English with the Filipino teachers, Significantly, students concentrated on supply productive feedback to their friends

Based on the semi-structured interview the overall results presented the findings of this study which revealed that high school teachers also had positive attitudes toward learning English with the Filipino teachers

The qualitative results revealed the in-depth thoughts and positive attitudes of high school teachers toward learning English with the Filipino teachers carried out in their classrooms in terms of cognitive, affective and behavioural attitudes They all thought that learning English with the Filipino teachers helped students improve their speaking and listening skill as well as grammar and reading Furthermore, students usually had the Filipino teachers correct their pronunciation Students could also enhance the vocabulary As a result, they were very confident to communicate with the Filipino teachers in class or with the foreigners in daily life In particular, the teachers also agreed that learning English with the Filipino teachers was important for high school students because the Filipino teachers had a lot of methods to teach vocabulary They also used some bonus marks to encourage students to practice speaking English and all students had chances to speak English with the Filipino teachers In terms of culture, the teachers said that students had a chance to widen their cultural knowledge about the Filipino via the ways the Filipino teachers communicated with students and students could also learn about the Filipino’s culture via the lessons in class In terms of vocabulary, the teachers said that the Filipino teachers used a lot of different teaching vocabulary techniques to help students enrich their vocabulary and they reminded all vocabulary when they were in class

In terms of grammar, the Filipino teachers were said to have used a lot of different teaching grammar techniques to help students know how to use grammar correctly by showing pictures or having them watch videos about the situation related to the new grammar point and then they set up some situations to help students practice the grammar point that students had just learned In terms of pronunciation, the teachers said that the Filipino teachers helped students practice pronunciation and corrected them carefully, the Filipino teachers pronounced the word clearly and slowly, then they had students repeat the word and helped all students pronounce the word correctly In terms of listening, the Filipino teachers helped students improve listening skill by having them listen to varieties of listening exercises form low level to higher level depending on their listening ability Furthermore, the teachers agreed that the Filipino teachers helped students improve their learning language effectively in terms of speaking because the Filipino teachers had a lot of teaching speaking methods to help students be more confident in communicating in English In terms of reading, the teachers agreed that learning English with the Filipino teachers helped students improve reading skills via practicing reading some exercises and they provided students some reading techniques In terms of writing, the teachers agreed that learning English with the Filipino teachers helped students improve their writing skills via giving them some structures or techniques in writing a sentence, a paragraph or an essay

From the results of the research, it leads to the following conclusions: firstly, both teachers and grade 10 students have positive attitudes towards learning English with the Filipino teachers; they know the status and importance of English, they are interested in learning English with the Filipino teachers Teachers will continue to support the learning English with the Filipino teachers and students will be willing to continue studying English with the Filipino teachers as well as introduce their friends to learn English with the Filipino teachers in the future

Secondly, this research helped determine the solutions to learning English at Tran Van Quan high school, Ba Ria -Vung Tau Province through the teachers’ supports in English classes with the Filipino teachers From then the quality of teaching and learning English at Tran Van Quan high school will be enhanced and the requirements of the overall general education program can be met.

Pedagogical implications

In reality, there has been little research on attitudes toward learning English with the Filipino teachers in Vietnam especially in Long Dien, Ba Ria - Vung Tau Province, so attitudes toward learning English with the Filipino teachers is still a new norm to almost language teachers, especially at Tran Van Quan high school

In order to overcome the challenges of learning English with the Filipino teachers at Tran Van Quan high schools in Ba Ria - Vung Tau Province, some pedagogical implications are introduced as follows:

Learning English with the Filipino teachers – an optional activity at high school in Vietnam

Learning English with the Filipino teachers is thought to be an optional activity for all students at high school in Ba Ria - Vung Tau Province Grade 10 students are encouraged to learn English with the Filipino teachers because it is obvious that both teachers and students are beneficial when learning English with the Filipino teachers

It is believed that by learning English with the Filipino teachers, grade 10 students will become more confident, widen their knowledge of culture, vocabulary, grammar, improve their pronunciation and enhance four skills of listening, speaking, reading and writing Furthermore, it is vital that when grade 10 students learn English with the Filipino teachers, their study are better

Teachers’ positive attitudes toward learning English with the Filipino teachers

Apparently, once high school teachers have positive attitudes toward learning English with the Filipino teachers, they are always willing to assist students in English lesson with the Filipino teachers and they will continue to support learning English with the Filipino teachers in other classes (grade 11)

Students’ positive attitudes toward learning English with the Filipino teachers

It’s obvious that when students express positive attitudes towards learning English with the Filipino teachers, it is possible for them to acquire knowledge in their English study in order to have better results Furthermore, students can apply it in communication and in solving problems in the real life more effectively and efficiently

The support from the stakeholders

It is of essence to engage the stakeholders to involve into learning English with the Filipino teachers at high school Along with the efforts of the Filipino teachers and students, the stakeholders play an important role to encourage teachers and students to learn English better Tran Phan Ngoc Tu and Tran Quoc Thao (2019) suggest that they should update and supply information for the students and teachers through various sources Then the Filipino teachers can base on updated information to have suitable lesson plan for their teaching English at high school MOET and DOET in each city or province in Vietnam should give chances to have the Filipino teachers work at high schools Moreover, some English contest in the cities or in the provinces should be organized in order that teachers as well as students have opportunities to display their English knowledge and practice their language skills It is also imperative to invite some experienced foreign teachers who have experiences at their high schools to share their experiences in teaching English so that the English learning with the Filipino teachers has a good result as expected.

Limitations

The study has a number of limitations resulting from the time and process of research which could affect the generalizability of the findings

First of all, although the study used the mixed-method: quantitative and qualitative with two instruments, including questionnaire and semi-structured interview, it will be better if the researcher used pre-test and post-test in order to compare and contrast the results of the study However, due to the time limit, it is impossible for the researcher to carry out pre-test and post-test

Another limitation of this study is that this study does not provide a complete picture of learning English with the Filipino teachers among a large population It will be better if the participants of the study are expanded in all grade 10 students at Tran Van Quan high school.

Recommendations for the further research

From the discussion mentioned above, a number of recommendations for further research can be deduced:

The population of the study should be expanded to all grade 10 and grade 11 at Tran Van Quan high schools or other high schools having the Filipino teachers in in

Ba Ria - Vung Tau Province

Along with the two instruments: questionnaire and semi-structure interview utilized in this study, it is necessary to use pre-test and post-test in order to compare the participant groups and measure the degree of change in the study

The participants chosen to conduct the survey should have more experience in learning English with the Filipino teachers

There should be the comparison in the similarities and the differences in the results among gender, age, time for learning English, time for learning new English textbooks, learning at English Center to have a clearer picture of the participants

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APPENDIX A1 STUDENTS’ QUESTIONNAIRE (English Version)

I would like to enlist your help I am a postgraduate student in TESOL in Ba Ria Vung Tau University I am conducting a survey for my thesis on grade 10 students’ attitudes towards learning English with the Filipino teachers The survey should only take about

10 -20 minutes of your time Your answers are anonymous, so DO NOT put your name on the survey All answer will be kept confidential Thank you for your time and cooperation

3 Studying experience as an English student:

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

4 Have you ever travelled abroad? Yes No

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

6 Have you ever studied with the Filipino teachers before? Yes No

PART 2: STUDENTS’ ATTITUDES TOWARD LEARNING ENGLISH WITH THE FILIPINO TEACHERS

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

1 Learning English with the Filipino teachers helps me to know more about the culture of the Filipino

2 Learning English with the Filipino teachers helps me to enrich my vocabulary

3 Learning English with the Filipino teachers helps me to improve my grammar

4 Learning English with the Filipino teachers helps me to improve my pronunciation

5 Learning English with the Filipino teachers helps me to improve my listening skills

6 Learning English with the Filipino teachers helps me to improve my speaking skills

7 Learning English with the Filipino teachers helps me to improve my reading skills

8 Learning English with the Filipino teachers helps me to improve my writing skills

9 I feel more confident in learning English with the

10 I find it enjoyable to learn with the Filipino teachers

11 I like the teaching method of the Filipino teachers

12 I like the teaching vocabulary method of the Filipino teachers

13 I like the correcting grammar method of the Filipino teachers

14 I like having the Filipino teachers correct my pronunciation

15 I enjoy the listening activities run by the Filipino teachers

16 I enjoy the speaking activities run by the Filipino teachers

17 I enjoy the reading activities run by the Filipino teachers

18 I enjoy the writing activities run by the Filipino teachers

19 I would like to continue studying with the Filipino teachers

20 I would like to introduce more students to study with the Filipino teachers

Thank you very much for your cooperation

BẢNG CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH

Các em học sinh thân mến,

Cô mong nhận được sự hợp tác từ phía các em Cô đang là học viên cao học ngành Lý luận và phương pháp dạy học bộ môn tiếng Anh tại trường Đại học Bà Rịa Vũng Tàu

Cô đang thực hiện bài khảo sát về thái độ của học sinh khối lớp 10 đối với việc học Tiếng anh với giáo viên người Philipin Khảo sát này kéo dài khoảng 10 đến 20 phút Các câu trả lời của các em sẽ được giữ kín vì vậy các em không cần phải ghi tên trong bảng khảo sát Tất cả các câu trả lời sẽ được giữ bí mật Cảm ơn các em đã dành thời gian cộng tác với cô

3 Kinh nghiệm học Tiếng Anh:

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

4 Bạn đã bao giờ đi nước ngoài chưa? Có Không

5 Nếu có, mấy lần rồi? 1-3 4-6 hơn

6 Bạn đã bao giờ học với người nước ngoài chưa? Có không

PHẦN 2: THÁI ĐỘ CỦA HỌC SINH ĐỐI VỚI VIỆC HỌC TIẾNG ANH VỚI GIÁO VIÊN NGƯỜI PHILIPIN

Hướng dãn: Em hãy đánh giá mức độ đồng ý của các phát biểu sau đây bằng cách đánh dấu (√) vào các ô tương ứng

Thái độ về mặt nhận thức

1 Học tiếng Anh với giáo viên người Philipin giúp tôi biết nhiều hơn về văn hóa của người Philipin

2 Học tiếng Anh với giáo viên người Philipin giúp tôi cải thiện từ vựng

3 Học tiếng Anh với giáo viên người Philipin giúp tôi cải thiện ngữ pháp

4 Học tiếng Anh với giáo viên người Philipin giúp tôi cải thiện phát âm

5 Học tiếng Anh với giáo viên người Philipin giúp tôi cải thiện kĩ năng nghe

6 Học tiếng Anh với giáo viên người Philipin giúp tôi cải thiện kĩ năng nói

7 Học tiếng Anh với giáo viên người Philipin giúp tôi cải thiện kĩ năng đọc

8 Học tiếng Anh với giáo viên người Philipin giúp tôi cải thiện kĩ năng viết

Thái độ về mặt cảm xúc

9 Tôi cảm thấy tự tin khi học tiếng Anh với giáo viên người Philipin

10 Tôi thấy thích thú khi học với giáo viên người Philipin

11 Tôi thích phương pháp dạy của giáo viên người Philipin

12 Tôi thích phương pháp dạy từ vựng của giáo viên người

13 Tôi thích phương pháp sửa lỗi ngữ pháp của giáo viên người Philipin

14 Tôi thích giáo viên người Philipin sửa lỗi phát âm

15 Tôi thích hoạt động nghe do giáo viên người Philipin thiết kế

16 Tôi thích hoạt động nói do giáo viên người Philipin thiết kế

17 Tôi thích hoạt động đọc do giáo viên người Philipin thực hiện

18 Tôi thích hoạt động viết do giáo viên người Philipin thực hiện

Thái độ về mặt hành vi

19 Tôi muốn tiếp tục học tiếng Anh với giáo viên người

20 Tôi muốn giới thiệu thêm nhiều học sinh để học với giáo viên người Philipin

Cám ơn sự hợp tác của các em rất nhiều!

APPENDIX B1 INTERVIEW PROTOCAL (English Version)

Thank you for your voluntary participation in this interview that is expected to last between twenty minutes and thirty minutes You will answer some questions during the interview, and you may wish to stop the interview at any time

This interview aims to understand teachers’ attitudes toward learning English (grade 10) with the Filipino teachers at Tran van Quan high school This interview does not aim to evaluate your knowledge or English level of proficiency

With your permission, the interview will be audio-recorded All the information you share in the recording is treated confidentially and anonymously If you were not clear about the topic, it would be good to ask questions

Numbers of times to go abroad:

1 In your opinion, is learning English with the Filipino teachers important for high school students?

2 In what ways do the Filipino teachers help students in their learning?

3 Do you think learning English with the Filipino teachers helps students in terms of culture in English classes? If ‘Yes’, in what way?

4 Do you think learning English with the Filipino teachers helps students in terms of vocabulary in English classes? If ‘Yes’, in what way?

5 Do you think learning English with the Filipino teachers helps students in terms of grammar in English classes? If ‘Yes’, in what way?

6 Do you think learning English with the Filipino teachers helps students in terms of pronunciation in English classes? If ‘Yes’, in what way?

7 Do you think learning English with the Filipino teachers helps students in terms of listening in English classes? If ‘Yes’, in what way?

8 Do you think learning English with the Filipino teachers helps students in terms of speaking in English classes? If ‘Yes’, in what way?

9 Do you think learning English with the Filipino teachers helps students in terms of reading in English classes? If ‘Yes’, in what way?

10 Do you think learning English with the Filipino teachers helps students in terms of writing in English classes? If ‘Yes’, in what way?

11 In your opinion, what are the most common problems students face when learning English with the Filipino teachers in English classes?

12 Would you support continuing learning English with the Filipino teachers in other classes (grade 11)? Why or why not?

Thank you very much for your cooperation!

APPENDIX B2 INTERVIEW PROTOCAL (Vietnamese Version)

Cảm ơn quí thầy (cô) vì đã tình nguyện tham gia và cuộc phỏng vấn này Cuộc phỏng vấn này có thể diễn ra từ 20 đến 30 phút Quí thầy(cô) sẽ trả lời 1 số câu hỏi trong suốt quá trình phỏng vấn và quí thầy(cô) có thể ngừng phỏng vấn vào bất kì thời điểm nào quí thầy(cô) muốn

Mục đích của cuộc phỏng vấn là để tìm hiểu thái độ của giáo viên đối với việc học học tiếng Anh với giáo viên người Philipin tại trường THPT Trần Văn Quan Cuộc phỏng vấn này không nhằm vào mục đích đánh giá kiến thức và mức độ thành thạo tiếng Anh của quí thầy(cô)

Với sự cho phép của quí thầy(cô), cuộc phỏng vấn sẽ được ghi âm lại Tất cả thông tin mà quí thầy cô chia sẻ sẽ được bảo mật và ẩn tên Trước khi chúng ta bắt đầu phỏng vấn, quí thầy cô có câu hỏi gì không? Nếu không, chúng ta sẽ bắt đầu ạ

A: Thông tin của Thầy (cô) được phỏng vấn

Số lần đi nước ngoài: _

Thái độ của Thầy (cô) đối với việc học tiếng Anh với giáo viên người Philipin

1 Theo thầy (cô), việc học tiếng Anh với giáo viên người Philipin có quan trọng đối với học sinh THPT hay không?

2 Giáo viên người Philipin giúp học sinh trong việc học của mình bằng cách nào?

3 Thầy (cô) có nghĩ rằng việc học tiếng Anh với giáo viên người Philipin có giúp học sinh về lĩnh vực văn hóa hay không? Nếu có, bằng cách nào?

4 Thầy (cô) có nghĩ rằng việc học tiếng Anh với giáo viên người Philipin có giúp học sinh về lĩnh vực từ vựng hay không? Nếu có, bằng cách nào?