Đánh giá chương trình đào tạo giáo viên tiếng anh dạy trẻ mầm non tại một trường cao đẳng ở hà nội

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES HOÀNG THỊ LAN ANH AN EVALUATION OF THE PRE-SERVICE EFL TEACHERS TRAINING PROGRAM FOR PRE-PRIMARY STUDENTS AT A COLLEGE IN HANOI (Đánh giá chương trình đào tạo Tiếng Anh cho sinh viên giáo dục mầm non ở một trường cao đẳng ở Hà Nội) Minor master thesis Major: English Language Teaching Methodology Code: 8140231.01 Supervisor: Associate Professor Lê Văn Canh HANOI - 2018 DECLARATION OF AUTHORSHIP I hereby state that I, Hoàng Thị Lan Anh, an MA student of the Faculty of Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi, certify with my signature that my thesis entitled ‘An evaluation of the pre-service EFL teachers training program for pre-primary students at a college in HanoI’ is entirely the result of my own work I have faithfully and accurately cited all my sources, including books, journals, newspaper articles, generics, doctoral dissertations, and online resources I declare that I understood the concept of plagiarism and I acknowledge that my thesis will be rejected in case of plagiarism The thesis contains no materials that has been submitted previously, in whole or in part, for the award of any other academic degree or diploma Supervisor’s signature Student’s signature Associate Professor Lê Văn Canh Hoàng Thị Lan Anh ACKNOWLEDGEMENTS I would first like to thank my thesis advisor Associate Professor Lê Văn Canh of the Faculty of Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi The door to Prof Lê Văn CAnh office was always open whenever I ran into a trouble spot or had a question about my research or writing He consistently allowed this paper to be my own work, but steered me in the right the direction whenever he thought I needed it I would also like to thank all the professors who inspired me thoroughly during this MA course so that this research project was born and carried out Without their passionate lectures and input, the project could not have been successfully conducted Last but not least, I must express my very profound gratitude to my family and friends for providing me with unfailing support and comfort throughout my years of study I thank you all very much! ABSTRACT Pre-service training program are intended to keep practicing teachers up-to-date as well as tackle issues which occur in their teaching practices Given the importance of that mandate, this present study explored the perceptions of the instructors and trainees of such a program at a college in Hanoi, Vietnam by focusing on both strengths and weaknesses based on the related theories, models and previous empirical research findings The data gathered from teachers and trainees by means of survey and focus group interview revealed that the limitations of the program overweighs the strengths The program was seen to provide pedagogical and theory components of a kindergarten English teacher Yet, it was criticized to be outof-date, less practical-oriented, lack of cultural knowledge, and lack of microteaching A number of suggestions were offered in the implications of the critical evaluation for future revision and/or designing a new in-service program TABLE OF CONTENTS LIST OF FIGURES TABLE OF APPENDICES LIST OF ABBREVIATIONS PEF EF EPTP NCE VSK TEYL EFL Pre-primary Education Faculty English Faculty English pre-service training program National College for Education Values, Skills and Knowledge Teaching English to Young Learners English as a Foreign Language Chapter I INTRODUCTION AND BACKGROUND 1.1 Rationale of the study At this moment, teaching English for small children in the kindergarten is one of the top issues throughout the world in general and in Vietnam in particular According to the top linguists and experts, the three – to - five – year – old period of time of a child is the golden age for learning a foreign language In addition, preschool teachers play a very important role in the child's English learning In fact, recent surveys conducted by some experts at National College for Education show some problems English teachers not really understand psychological and physiology of preschool age On the other hand, preschool teachers are limited in their ability to speak foreign languages, which results in poor pronunciation and / or use wrong words in situations This is very influential to children’s English accepting process in the golden period Therefore, the training of English teachers for small children is extremely important and urgent today In my opinion, one of the prerequisites for such high-quality human resource training is the teaching program for junior students, who will be English teachers for children in the kindergarten in the near future However, from my teaching experience as well as my collecting data from students, I realize that the contemporary preservice training program has not really met the requirements of necessary competence and quality of an English teacher for small children Therefore, it is very necessary for me to conduct research: “An evaluation of the preservice EFL teachers training program for pre-primary students at a college in Hanoi” 1.2 The aim and objectives of the study The main purpose of this study is to point out the strong points and the weak ones of the temporary pre-service EFL teachers training program at National College for Education The objectives of the study are to evaluate the strength and the limitation of the temporary pre-service EFL teachers training program at National College for Education At which point, recommendations are hoped to give to improve the weak points of the temporary pre-service EFL teachers training program at National College for Education The research question is: What are the strengths and limitations of the current English preservice training program (EPTP) for teaching kindergarten children at National College for Education (NCE) regarding the professional knowledge and skills? 1.3 The scope of the study The study is concerned with the assessment of the current English teaching program for pre-teachers in the kindergarten It was conducted at National College for Education, Hanoi, Vietnam The data was collected through a survey by using questionnaires for twenty-five – female - senior students at Pre-primary Education Faculty (PEF), and interviews for five lecturers at English Faculty (EF) 1.4 Methods of the study The study was carried out by some steps as follows: First of all, the survey questionnaire for last year students was employed to find out their opinions about the temporary pre-service EFL teachers training program at National College for Education Moreover, the students’ solutions for the limitation that their curriculum needs adjusting were recorded Secondly, personal interviews for instructors at English faculty were proceeded to compare between their thought and their students’ real situations From their sharing and their students’ offers, it helps all of them to have a deeper understanding about their current training program After that, the data was collected, sorted, and analyzed quantitatively and qualitatively to obtain results Finally, recommendations for the solutions to the limitation of the temporary training program to improve for better curriculum for the next courses 1.5 Design of the study This present study consists of five chapters in a close link together In this first chapter Introduction, the initial part briefly introduces the rationale of the study and the background to which the study was set up The aim and objectives of the study were discussed in the second part followed by the scope of the study and a brief introduction of the methods The design of the study was proposed as the last part of this chapter Chapter two presents the theoretical framework and the literature review of the study First, it sought to answer the question what evaluation and its purpose are Next, it discusses the components of a program evaluation in details to set the theoretical background After that, it attempted to propose teacher training models and Peacock’s (2009) model as an example In setting the background, the components of teaching English to young learners were introduced before a critical review of previous findings on teacher training program for TEYL Chapter three discusses the context of the study as an initial part before discussing the methods used In this chapter, the participants and instruments were discussed in details to validate the data collection procedures and the analysis of the data 10 focus Analyze the story - Characters of the story - The moral lessons of the story Practice - Summary the story - Retell the story UNIT 5: THE FROG PRINCE Read and watch story Grammar and language in focus Analyze the story - Characters of the story - The moral lessons of the story Practice - Summary the story - Retell the story UNIT 6: SNOW WHITE AND THE SEVEN DWARFS FULL Read and -Tóm tắt lại nội dung câu truyện học cách trôi chảy Tài liệu [1] Story - Chuẩn bị đọc trước + Nội dung học giáo trình + Đọc thêm nội dung liên quan giáo trình tham khảo -Tóm tắt lại nội dung câu truyện học cách trôi chảy Tài liệu [1] Story - Chuẩn bị đọc trước + Nội dung học giáo trình 101 watch story Grammar and language in focus Analyze the story - Characters of the story - The moral lessons of the story Practice - Summary the story - Retell the story UNIT 7: THE LITTLE MATCH GIRL Read and watch story Grammar and language in focus Analyze the story - Characters of the story - The moral lessons of the story Practice - Summary the story - Retell the story + Đọc thêm nội dung liên quan giáo trình tham khảo -Tóm tắt lại nội dung câu truyện học cách trôi chảy 102 Tài liệu [1] Story - Chuẩn bị đọc trước + Nội dung học giáo trình + Đọc thêm nội dung liên quan giáo trình tham khảo -Tóm tắt lại nội dung câu truyện học cách trôi chảy Appendix 19: Grammar Syllabus Số tiết lên lớp Tuầ n Nội dung Unit 1: Elements of grammar BT TH/T LT / N TL -Introduction to grammar Tài liệu đọc trước Nhiệm vụ sinh viên Tài liệu [1] - Chuẩn bị đọc trước Unit + Nội dung học giáo trình Tài liệu [2] -Morpheme and words Unit -Ways of word information -Parts of speech + Làm tập cuối unit 1, giáo trình -Parts of a sentence Unit 2: Noun phrase + Đọc thêm nội dung liên quan phần sách tham khảo - Noun and noun classes Tài liệu [1] - Chuẩn bị đọc trước Unit + Nội dung học giáo trình Tài liệu [2] - Reference & articles Unit - Gramatical categories of noun + Đọc thêm nội dung liên quan phần sách tham khảo + Làm tập cuối unit 3, giáo trình - Pronouns - Basic and complex noun phrase 103 Unit 3: Verb phrase - Different classifications of English verbs Tài liệu [1] - Chuẩn bị đọc trước Unit + Nội dung học giáo trình Tài liệu [2] - Grammatical categories of the verb Unit - Intensive complementation + Đọc thêm nội dung liên quan phần sách tham khảo + Làm tập cuối unit 3, giáo trình - Monotransitive complementation - Ditransitive complementation Complextransitiv e complementation 104 Unit 4: Simple sentences Tài liệu [1] - Chuẩn bị đọc trước - Clause patterns Unit - Sentence elements and their meanings Tài liệu [3] + Nội dung học giáo trình - Negation + Đọc thêm nội dung liên quan phần sách tham khảo - Questions, commands, exclaimations + Làm tập cuối unit 4, giáo trình Unit - Concord Unit 5: Complex sentences Tài liệu [1] - Chuẩn bị đọc trước - Subordination Unit - Classification of subordinate clauses Tài liệu [2] + Nội dung học giáo trình Unit - Subordinators + Đọc thêm nội dung liên quan phần sách tham khảo + Làm tập unit 5, giáo trình Unit 6: Complex sentences (cont.) - Nominal clauses Tài liệu [1] - Chuẩn bị đọc trước Unit + Nội dung học giáo trình Tài liệu [2] - Adverbial clauses + Đọc thêm nội 105 - Comparative and Comment clause Unit dung liên quan phần sách tham khảo + Làm tập cuối unit 5, giáo trình Unit 7: Review Tài liệu [1] Tài liệu [2] 106 - Chuẩn bị đọc trước phần ôn lại từ Unit đến Unit Appendix 20: Level in Vietnamese Standardized Test of English Proficiency Tuầ n Nội dung UNIT 1: BIRTHDAYS Số tiết lên lớp BT L TH/T / T N TL UNIT 2: NEW YEAR’S DAY UNIT 2: NEW YEAR’S DAY 107 Tài liệu Nhiệm vụ sinh đọc trước viên Tài liệu [1] Unit Đọc thêm Tài liệu [2] Unit (từ tr2 đến tr8) - Chuẩn bị đọc trước + Nội dung học giáo trình + Đọc thêm nội dung liên quan phần sách tham khảo + Làm tập cuối unit 1, giáo trình Tài liệu - Chuẩn bị đọc [1] trước Unit + Nội dung Đọc thêm học giáo Tài liệu trình [2] + Đọc thêm nội Unit (từ dung liên quan tr13 đến phần sách tr19) tham khảo + Làm tập cuối unit 2, giáo trình Tài liệu - Chuẩn bị đọc [1] trước Unit + Nội dung Đọc thêm học giáo Tài liệu trình [3] + Đọc thêm nội UNIT 3: BRASILIA UNIT 3: BRASILIA UNIT 4: SLEEP 108 Unit (từ dung liên quan tr20 đến phần sách tr25) tham khảo + Làm tập cuối unit 3, giáo trình Tài liệu - Chuẩn bị trước [1] câu chủ đề Unit cho đoạn văn + Đọc thêm nội dung liên quan phần sách tham khảo - Tìm thêm tài liệu liên quan Tài liệu - Chuẩn bị đọc [1] trước Unit + Nội dung Đọc thêm học giáo Tài liệu trình [2] + Đọc thêm nội Unit (từ dung liên quan tr26 đến phần sách tr30) tham khảo + Làm tập cuối unit 3, giáo trình Tài liệu - Chuẩn bị đọc [1] trước Unit + Nội dung Đọc thêm học giáo Tài liệu trình [3] + Đọc thêm nội Unit (từ dung liên quan tr34 đến phần sách tr35) UNIT 5: LAUGHTER UNIT 5: LAUGHTER UNIT 6: CHOOSING A NAME FOR A BABY Tài liệu [1] Unit Tài liệu [1] Unit Đọc thêm Tài liệu [3] Unit (từ tr36 đến tr40) Tài liệu [1] Unit Đọc thêm Tài liệu [4] Unit (từ tr34 đến tr35) 109 tham khảo + Làm tập cuối unit 4, giáo trình - Chuẩn bị trước đoạn văn để phân tích thành phần + Đọc thêm nội dung liên quan phần sách tham khảo - Tìm thêm tài liệu liên quan - Chuẩn bị đọc trước + Nội dung học giáo trình + Đọc thêm nội dung liên quan phần sách tham khảo + Làm tập cuối unit 5, giáo trình - Chuẩn bị đọc trước + Nội dung học giáo trình + Đọc thêm nội dung liên quan phần sách tham khảo UNIT 7: TABLE CUSTOMS IN THAILAND Tài liệu [1] Unit Đọc thêm Tài liệu [4] Unit (từ tr36 đến tr40) UNIT 8: CHOCOLATE Tài liệu [1] Unit Đọc thêm Tài liệu [5] Unit (từ tr34 đến tr35) Appendix 21: The survey form 110 + Làm tập cuối unit 6, giáo trình - Chuẩn bị đọc trước + Nội dung học giáo trình + Đọc thêm nội dung liên quan phần sách tham khảo + Làm tập cuối unit 7, giáo trình - Chuẩn bị đọc trước + Nội dung học giáo trình + Đọc thêm nội dung liên quan phần sách tham khảo + Làm tập cuối unit 8, giáo trình English Training Program Evaluation Student Survey Form Anh/ chị thấy nội dung chương trình đào tạo trường giúp anh/chị lực người giáo viên Tiếng bậc mầm non? ………………………………………………………………………………… Những nội dung chương trình đào tạo anh/chị thấy hữu ích để giảng dạy Tiếng Anh cho trẻ mầm non? Vì sao? ………………………………………………………………………………… Sau dạy xong chương trình, theo anh/chị, anh/chị có tự tin giảng dạy Tiếng Anh cho trẻ mầm non khơng? Vì sao? Ví dụ cụ thể ………………………………………………………………………………… Nếu thay đổi lại chương trình này, anh/chị muốn có thay đổi chương trình? ………………………………………………………………………………… Theo anh/chị, lý thuyết thực hành giảng dạy có cần điều chỉnh khơng? Vì sao? Ví dụ cụ thể ………………………………………………………………………………… Ý kiến anh/chị phương pháp giảng dạy thầy cơ? Có cần thay đổi? Vì sao? ………………………………………………………………………………… Anh/chị đánh giá mặt mạnh, mặt yếu anh/chị với tư cách giáo viên dạy Tiếng Anh cho trẻ mầm non sau học xong chương trình nhà trường ………………………………………………………………………………… 111 Appendix 22: Focus Group Interview English Training Program Evaluation Focus Group Interview (Guided Open Questions) Anh/ chị thấy nội dung chương trình đào tạo trường giúp sinh viên anh/chị lực người giáo viên Tiếng bậc mầm non? Những nội dung chương trình đào tạo anh/chị thấy hữu ích cho sinh viên để giảng dạy Tiếng Anh cho trẻ mầm non? Vì sao? Sau dạy xong chương trình, theo anh/chị, sinh viên anh/chị có tự tin giảng dạy Tiếng Anh cho trẻ mầm non khơng? Vì sao? Ví dụ cụ thể Nếu thay đổi lại chương trình này, anh/chị muốn có thay đổi chương trình? Theo anh/chị, lý thuyết thực hành giảng dạy có cần điều chỉnh khơng? Vì sao? Ví dụ cụ thể Ý kiến anh/chị phương pháp giảng dạy đồng nghiệp mình? Có cần thay đổi? Vì sao? Anh/chị đánh giá mặt mạnh, mặt yếu sinh viên anh/chị với tư cách giáo viên dạy Tiếng Anh cho trẻ mầm non sau học xong chương trình nhà trường 112 Appendix 23: Link between Research Questions, Data Sources and Data Collection Methods Research Questions RQ Survey Focus Group Sub-questions Interview To what degree Do you/your students feel confident to did the programme help teach English to young learners when you/your students develop you finish the program? Why? Give personally? your own examples As a kindergarten English teacher after this course, what does the program help you/your students develop personally? What are your strengths and weaknesses? Methods Survey Focus group interview 113 Data sources - Teachers - Students Literature Review - Al-Gaeed (1983): preparation for English speaking skills and the opportunity to communicate in English are not enough and literary courses are not really worth the preparation for them - Barkhuizen (1997) delves into the elements that make up the student's shyness: weak English skills, Tools Results (Themes) What are the strengths and limitations of the current English pre-service training program for teaching kindergarten children at National College for Education regarding the professional knowledge and skills? learning attitudes, mother tongue interventions, their English acquisition and influence from their teachers Huong & Yeo (2016): more reality and more practice Are the course contents or course lecturers/instruct ors regarded as more effective in contributing to student development? What improvements does the lecturers/instructors need in order to meet your needs? Why? Survey Focus group interview 114 - Teachers - Students Erozan (2005): the use of some methods is not reasonable and teaching is not appropriate, so the course is criticized by the students Seferoglu (2006): most students expressed greater need for micro teaching and more small details to look more at different aspects of different teachers at different levels in the skills courses Uysal (2012): a need to focus on teaching methods and materials 115 ... signature Associate Professor Lê Văn Canh Hoàng Thị Lan Anh ACKNOWLEDGEMENTS I would first like to thank my thesis advisor Associate Professor Lê Văn Canh of the Faculty of Graduate Studies,...HANOI - 2018 DECLARATION OF AUTHORSHIP I hereby state that I, Hoàng Thị Lan Anh, an MA student of the Faculty of Graduate Studies, University of Languages and International... Languages and International Studies, Vietnam National University, Hanoi The door to Prof Lê Văn CAnh office was always open whenever I ran into a trouble spot or had a question about my research