Thực trạng và giải pháp về năng lực, phương pháp giảng dạy của giảng viên tiếng Anh và hiệu quả tiếp thu của sinh viên năm thứ nhất tại Đại học Thái Nguyên

i THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines THE COMPETENCIES AND PERFORMANCE OF ENGLISH TEACHERS AND FIRST YEAR STUDENTS ACHIEVEMENT AND ATTITUDE: BASIS FOR A PROPOSED INSTRUCTIONAL PLAN A Dissertation Presented to The Faculty of Graduate School Batangas State University Batangas City, Philippines In partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Major in English By Nguyen Thi Dieu Ha (Bella) May, 2015 i THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines TABLE OF CONTENTS Page TABLE OF CONTENTS i LIST OF TABLES iii LIST OF FIGURES v CHAPTER I THE PROBLEM Introduction Scope, limitation and delimitation of the study 10 Significance of the study 11 II REVIEW OF RELATED LITERATURE AND STUDIES 13 Conceptual literature 13 English language Instruction 13 English Language Instruction 35 Related Studies 75 Theoretical Framework 102 Conceptual Framework 107 Hypothesis of the study 109 Definition of Terms 109 ii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines III METHODOLOGY 111 Research Design 111 Subject of the study 112 Data gathering instrument 113 Data gathering procedure 113 Statistical treatment of data 114 IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 115 V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 160 Summary 160 Findings 162 Conclusions 167 Recommendations 169 BIBLIOGRAPHY 170 APPENDIX 176 CURRICULUM VITAE 191 iii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines LIST OF TABLES Table Title Page 1.Distribution of samples by Colleges 112 2.1 Competencies of English Faculty of TNU in terms of Subject Matter Expertise 119 2.2 Competencies of English Faculty of TNU in terms of Classroom Management Expertise 123 2.3 Competencies of English Faculty of TNU in terms of Instructional Expertise 127 2.4 Competencies of English Faculty of TNU in terms of Communication Expertise 130 2.5 Competencies of English Faculty of TNU in terms of Diagnostic Expertise 133 2.6 Competencies of English Faculty of TNU in terms of Relational Expertise 137 Difference of Responses on Teachers’ Performance and Level of Competence 140 Students’ Level of Performance in Basic English 143 iv THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Attitudes towards English Language 144 Relationship Between Attitude of Students and 150 Level of Performance in English 150 Instructional Plan to Facilitate Teaching and Learning 152 v THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines LIST OF FIGURES Figure Title Page Conceptual Paradigm of the study 108 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines CHAPTER I THE PROBLEM Introduction Quality education is first and foremost a function of instruction, because in the hands of uncommitted and ineffective teachers, the bestdesigned curriculum is doomed to fail While it is true that some students can learn in spite of the teacher, it cannot be denied that the quality of the outputs of education is a function, to a great extent, of instruction and students’ interaction with the teachers Teachers who are masters of their craft and are genuinely concerned with the total growth of their students can leave an indelible imprint in the hearts and minds of the learners that can withstand the passage of time Teaching expertise is ordinarily attained by only a small percentage of those who are competent in teaching (Berliner, 1992 in Reyes, 2002) Nothing is more central to student learning than the quality of the teacher He is the most important education factor influencing student outcomes and his far reaching influence as agent of constructive change in THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines society cannot be questioned His influence on student achievement is inarguable These observations stem from the findings of previous researchers who posited that the quality of the teacher could account for a significant amount of variance in student achievement (Hua:2010; Goldhaber:2002; Frost Leo in Hua:2010) Teacher competencies which deal with what the teacher does while teaching include behaviors related to student achievement which were referred to in a separate publication as key and catalytic behaviors Subsequent analysis showed two behaviors consistently related with student achievement namely task orientation or direct instruction, and opportunity to learn oftentimes referred to as academic time, engaged time or content covered It was also found that to increase student achievement scores, a teacher should use strong classroom management, possess high expectations for students, and maintain an optimal level of learning difficulty Teachers who were accepting, attentive, aware of developmental needs, consistent in controlling classes, democratic, encouraging, tolerant of race and class, flexible, and optimistic were also found to be successful There were other models developed both by foreign and local researchers THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines who identified teacher behaviors that correlate strongly with student outcomes It is evident that teachers have the greatest potential to influence students’ education, and that student achievement is related to teacher competence in teaching There is sufficient evidence that shows that students achieve more when teachers employ systematic teaching procedures and systematic feedback on students’ performance and that achievement is higher in classrooms where the climate is warm and democratic, neither harsh nor overly lavish with praise and that teachers who adjust the difficulty level of material to student ability have higher rates of achievement in their classes (Kemp & Hall, 1992 in Goldhaber, 2003) These studies confirm that teachers have a greater impact on students than any other schooling factor and that there is no substitute for a highly skilled teacher No one can deny the fact that the role of the teacher is crucial in establishing a culture of learning There have been so many factors considered in making a teacher effective and efficient in this complex endeavor One of the most important and complex issue in education is on teacher evaluation and professional growth since no answer yet has been THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines given as to the best ways to meet the growth needs of the teachers It is also a sad fact that many intellectual, emotional, spiritual and physical demands are placed on teachers as they seek appropriate resources, teaching methods, and assessment techniques to make learning meaningful for each student For most teachers, the job becomes emotionally draining especially if done with intensity, passion and love Generally, all teachers pass in sequence from pre-service stage into the induction stage of their careers Those that remain in the profession, stand to branch off into one of the several stages beyond the induction These include (a) the competency-building stage, (b) the enthusiastic and growing stage, (c) the stable and stagnant stage, (d) the career-frustration stage, and (e) the career wind-down stage With this reality, the development of the teacher as a professional becomes the key to a successful learning culture within a school Since quality teaching demands a continuous monitoring of performance and a commitment to view professional development as a career-long enterprise, preparation for teaching also becomes a career long process Undoubtedly, part of this process is the continuous professional growth teachers are expected to commit themselves so that they may become 188 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 189 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 190 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines 191 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Appendix D Documents for Validation of Questionnaires and Test in the College of Agriculture and Forestry Teachers’ questionnaire validation Dry run of students’ test and questionnaire 192 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Appendix E Photographs of the Study Sites College of Information Technology College of Education 193 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines College of Sciences College of Agriculture and Forestry 194 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines College of Economics and Business Administration 195 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Appendix F Photographs of the Approval Test Administration of the Head of Colleges College of Information Technology College of Education 196 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines College of Economics and Business Administration College of Sciences 197 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines College of Agriculture and Forestry 198 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Appendix G Photographs of the Student Respondents College of Information Technology College of Sciences 199 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines College of Economics and Business Administration College of Education 200 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines College of Agriculture and Forestry 201 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines CURRICULUM VITAE Name: Nguyen Thi Dieu Ha Hoang Van Thu Street, Thai nguyen City, Vietnam Mobile phone: 0947 988 798 Email: dieuha268@gmail.com PERSONAL INFORMATION Date of birth : 26/8/1982 Birth place : Thai Nguyen city, Vietnam Age : 32 Nationality : Vietnamese Religion : No Sex : Female Civil status : Divorced Children’s names : Do Quang Minh EDUCATION BACKGROUND 2008 – 2010 : Master of Applied Linguistic Major in English La Trobe University 2000- 2008 : Bachelor of Arts 202 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Major in English language Teaching Thai Nguyen University, Thai Nguyen province WORK EXPERIENCE 2009 – now: Lecturer at Faculty of Foreign Languages, Thai Nguyen University 2004 - 2008: Lecturer at College of Sciences, Thai Nguyen University ... several stages beyond the induction These include (a) the competency-building stage, (b) the enthusiastic and growing stage, (c) the stable and stagnant stage, (d) the career-frustration stage,... educators and school administrators were identified Attributes of most-liked teachers included enthusiasm, adaptability, good judgment, magnetism, fairness, kindness and love, ability to teach... rapport with students, paid more attention to students’ individual differences, taught with greater enthusiasm and demonstrated better communication and motivation skills Salomon supported that the