Understanding the current practices of instruction-giving in EFL classrooms allows teachers to manage classrooms better, enhance the quality of instruction, and foster positive learning
Aim and objectives of the study
The primary aim of this research is to gain a comprehensive understanding of instruction-giving practices in EFL classrooms at a university in Vietnam To achieve this aim, the research will pursue the following objectives:
- To investigate the various instruction-giving strategies and techniques employed by EFL teachers in university classrooms in Vietnam
- To explore the perspectives of EFL teachers regarding instruction-giving strategies and techniques
- To identify the challenges EFL teachers faced while giving instructions in their classrooms.
Research questions
To achieve objectives, this study aims to address the following research questions:
1 What is the current state of instruction-giving in EFL classrooms at a Vietnamese University?
2 What are EFL teachers’ perspectives towards instruction-giving practice?
Scope of the study
This research study focused on investigating instruction-giving practices in EFL classrooms at a university in Vietnam It explored the current practices of instruction-giving, perspectives of EFL teachers, and challenges faced by them in delivering instructions effectively The aim was to provide insights into the instruction-giving strategies and techniques employed by teachers, with a specific focus on their relevance and effectiveness within the Vietnamese university context
However, the study was limited to a single university in Vietnam, and findings may not be generalizable to other institutions or contexts The study relied primarily on self-reported data from EFL teachers, which might be subject to biases or inaccuracies It is also acknowledged that time and resource constraints might limit the depth of analysis in certain aspects of instruction-giving practices.
Significance of the study
The study contributes to the existing literature by providing a comprehensive understanding of instruction-giving practices in EFL classrooms within the Vietnamese university context It adds valuable empirical insights to the existing body of knowledge, filling gaps in the understanding of instruction-giving practices
The research findings inform educational stakeholders, including teachers, administrators, and policymakers, in implementing policies, providing support, creating an environment conducive to effective instruction, and improving student learning outcomes in EFL education
The introduction chapter lays the foundation for the research paper on instruction-giving in EFL classrooms at a university in Vietnam By highlighting the significance of the research topic and outlining the objectives of the study, this chapter establishes the rationale for investigating instruction -giving practices in the EFL context The introduction sets the stage for the subsequent chapters to contribute valuable insights into the field of EFL education and inform pedagogical approaches that can benefit teachers at the study site and other EFL teachers in a similar context.
LITERATURE REVIEW
EFL Classroom Management
It is commonly acknowledged that classroom management is a vital skill in which teachers create a set of expectations that students must follow There are numerous definitions of classroom management, and it can take many different shapes, depending on the teacher, educator, or principal Habibi et al (2018, p 2017) define classroom management