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This research aimed at investigating teachers’ perceptions and practices with regard to their roles in learnercentered speaking classes, as well as the difficulties they encountered in implementing their roles in learnercentered EFL speaking classrooms. In order to achieve the established targets, both quantitative and qualitative methods were adopted for data collection and analysis. The data was collected from six teachers and 221 students by means of three main research instruments namely questionnaires, semistructured interviews and classroom observations.
VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER THE ROLES OF TEACHERS IN LEARNER-CENTERED EFL SPEAKING CLASSROOMS: TEACHERS’ PERCEPTIONS AND PRACTICES Supervisor: Dr Vũ Hải Hà Student : Nguyễn Trần Trâm Anh Course : QH2014.F1.E1 HANOI – 2018 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHĨA LUẬN TỐT NGHIỆP VAI TRỊ CỦA GIÁO VIÊN TRONG LỚP HỌC KỸ NĂNG NÓI TIẾNG ANH LẤY NGƯỜI HỌC LÀM TRUNG TÂM: CÁCH HIỂU CỦA GIÁO VIÊN VÀ THỰC TẾ GIẢNG DẠY Giáo viên hướng dẫn: TS Vũ Hải Hà Sinh viên: Nguyễn Trần Trâm Anh Khóa: QH2014.F1.E1 HÀ NỘI – 2018 Supervisor’s name and signature: …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Date:……………………………………………………………………………… I hereby state that I: Nguyễn Trần Trâm Anh, QH.2014.F1.E1, being a candidate for the degree of Bachelor of Arts (TEFL), accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date ACKNOWLEDGEMENTS This paper would not have been completed without the kind support from my teachers, family, and friends For the past six months, they have always stayed beside me and given me strength to overcome all the obstacles in this long, arduous, yet rewarding journey First and foremost, I would like to express my deepest gratitude and appreciation to Dr Vu Hai Ha, my instructor and supervisor, whose care and sharing have been a huge source of motivation and inspiration to me The past six months have been remarkably challenging, but thanks to his patient guidance and insightful comments, I was able to sharpen my writing and complete this graduation paper I am also grateful to Ms Bui Thi Anh Duong for her detailed comments on my research proposal and progress report, as well as her valuable advice and kind encouragements I would also like to extend my sincere thanks to all the teachers and students who agreed to take part in this research project Their contribution to the surveys, interviews, and observations allowed me to gather crucial data to complete this paper I really appreciate their time and patience, as well as their intriguing stories about teaching and learning Last but not least, I am indebted to my Mom for her unconditional love and support She has always been my best friend, my number one supporter, and my biggest source of strength for the past twenty-two years Without her, I would not be who I am today i ABSTRACT This research aimed at investigating teachers’ perceptions and practices with regard to their roles in learner-centered speaking classes, as well as the difficulties they encountered in implementing their roles in learner-centered EFL speaking classrooms In order to achieve the established targets, both quantitative and qualitative methods were adopted for data collection and analysis The data was collected from six teachers and 221 students by means of three main research instruments namely questionnaires, semi-structured interviews and classroom observations As revealed by the collected data, the teachers identified themselves to be facilitators in learner-centered EFL speaking classrooms, whose main responsibilities were to (1) avoid dominating class actions, (2) design instructional activities that can promote collaborative and authentic learning, motivate students to speak, and suit learners’ characteristics, and (3) provide detailed feedback and instruct students how to learn However, in practice, some learning activities were perceived by the students to be not as effective, suitable and collaborative as the teachers expected Besides, while all the six teachers highly agreed on providing students with learning sources and study methods, only some of them managed to these activities in their classes In addition, this study also pointed out some notable difficulties that the teachers experienced such as teachers’ lack of knowledge, students’ passivity and reluctance to speak, and some other factors such as big class sizes and poor facilities By comparing teachers’ perceptions and practices as well as pointing out the difficulties, the study has proposed some methods to improve the teaching and learning quality ii TABLE OF CONTENTS ACCEPTANCE ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENTS iii LIST OF TABLES …………………………………………………………… v LIST OF ABBREVIATIONS vi CHAPTER 1: INTRODUCTION 1.1 Rationale of the research 1.2 Objectives of the research and the research questions 1.3 Scope of the research 1.4 Significance of the research 1.5 Organization of the research 1.6 Chapter summary CHAPTER 2: LITERATURE REVIEW 2.1 Learner-centered approach 2.2 Learner-centered EFL speaking classrooms 10 2.3 The roles of teachers in learner-centered EFL speaking classrooms 11 2.4 Related studies 15 2.5 Chapter summary 17 CHAPTER 3: METHODOLOGY 18 3.1 Research design 18 3.2 Research setting and participants 19 3.3 Data collection instruments 21 3.4 Data collection procedure 25 3.5 Data analysis methods and procedure 27 3.6 Chapter summary 27 CHAPTER 4: FINDINGS AND DISCUSSION 28 4.1 Research question 28 4.2 Research question 34 4.3 Research question 43 4.4 Chapter summary 45 iii CHAPTER 5: CONCLUSION 46 5.1 Summary of major findings 46 5.2 Implications of the study 48 5.3 Limitations of the study 49 5.4 Suggestions for further studies 49 REFERENCES 50 iv LIST OF TABLES Table 2.1 Descriptions of teachers’ role as facilitators by Weimer (2002) 14 Table 3.1 The research participants 21 Table 3.2 Data collection tools 25 Table 4.1 Teachers’ role: design instructional activities, perceived by teachers 28 Table 4.2 Teachers’ role: avoid dominating class actions, perceived by teachers 32 Table 4.3 Teachers’ role: develop learners’ self-awareness as learners and foster learners’ study skills, perceived by teachers 33 Table 4.4: Teachers’ role: designing instructional activities, assessed by students 35 Table 4.5 Teachers’ role: avoid dominating class actions, assessed by students 39 Table 4.6 Teachers’ role: develop learners’ self-awareness as learners and foster learners’ study skills, assessed by students 40 v LIST OF ABBREVIATIONS CLT: Communicative language teaching EFL: English as a foreign language HNUE: Hanoi National University of Education HSGS: High School for Gifted Students vi CHAPTER 1: INTRODUCTION This chapter sheds light on the background and rationale of the research, together with its scope and significance More importantly, this section clarifies the research objectives and questions, which act as important guidelines for the whole paper 1.1 Rationale of the research Globalization has consolidated the position of English language in Vietnam, making it the main foreign language to be taught and used in the nation (Do, 2006; Nguyen, 2017) In this highly integrated world, a good command of English is necessary for Vietnam to expand cooperation with foreign nations, and for Vietnamese individuals to enhance job prospects and educational opportunities Improving the quality of English language teaching and learning, therefore, has always been among the nation’s top priorities (Giao Duc Thoi Dai Online Newspaper, 2017) Enormous attempts have been made to improve the English competence of Vietnamese learners, including the adoption of the communicative, learnercentered approach in language teaching programs, as well as in the designation of curriculum and English textbooks published by Vietnam Ministry of Education and Training (Hoang, 2007, 2011) Compared to the traditional teacher-centered approach in which students are often passive recipients of knowledge, learnercentered approach places students in a central position (Cannon & Newble, 2000) Teaching is directed towards learners and their learning, and students also play a more active role in their own learning process With these positive features, learner-centered approach is believed to bring about positive changes in English language teaching and learning in Vietnam It is expected to offer not only deeper understanding, but also some pivotal skills required by the labor market such as independence, creativity, and cooperation (Pham, 2010) For this approach to be implemented successfully in EFL education, the roles of teachers in learner-centered classrooms need to be clarified (Tudor, 1993) This is because teachers’ perceptions of their roles will inform their choice of the Dornyei, Z (2003) Questionnaires in Second Language Research New Jersey: Lawrence Erlbaum Associates, Inc Florez, M C (1999, June) Improving Adult English Language Learners' Speaking Skills Retrieved 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(Tick all that apply) □ Role – play □ Sharing and discussion □ Information gap □ Problem-solving Others: 57 SECTION 3: DIFFICULTIES IN IMPLEMENTING TEACHERS’ ROLES IN LEARNERCENTERED EFL SPEAKING LESSONS From your experience, what are the difficulties that you often encounter in implementing teachers’ roles in learner-centered EFL speaking lessons? Teachers – Yourself □ Lack of knowledge about learner-centered approach □ Lack of knowledge about learner-centered activities and techniques in teaching speaking Others: Learners □ Passive, always dependent on the teachers for guidance and instruction □ Anxious in speaking activities Others: Learning conditions □ Big class size □ Lack of class time □ Poor facilities Others: SECTION 4: CONTACT DETAILS Name: _ Phone number: Email: _ 58 QUESTIONS FOR TEACHER INTERVIEWS PART 1: INTRODUCTION - Introduce about the researcher, the research and the content of the interview - Seeking consent from the interviewee(s) PART 2: MAIN INTERVIEW Should teachers encourage group/ pair work in learner-centered speaking classes? Should teachers consider including authentic texts and authentic tasks in learner-centered speaking classes? Why? In what ways? In what ways can teachers understand more about their students (personality, previous learning experience, learning goals, strengths and weaknesses)? What kinds of activities/ strategies that teachers might use to motivate students in EFL speaking classes? Should students be involved in designing courses? (deciding learning goals, contents, methodologies)? What you think about the talking time of teachers and students in speaking lessons? Is it important for teachers to provide the students with feedback about their performances? In what ways can teachers raise students’ awareness about their learning goals and learning strategies? In what ways can teachers help students become independent learners? (Recommend sources, strategies) 10 Should teachers provide speaking models ? 11 What are the challenges that you encounter in implementing teachers’ roles in teaching speaking skills? (From yourself, from students, and from the learning conditions) * Other relevant questions based on teachers’ answers and their responses in surveys PART 3: CONCLUSION AND THANK YOU Apart from what has been shared, would you like to add anything about the discussion topic today? 59 QUESTIONNAIRE FOR STUDENTS (TRANSLATED VERSION) Dear student, I am Nguyen Tran Tram Anh, a final-year student from the University of Languages and International Studies This questionnaire seeks to obtain information on the the roles of your English teacher in speaking lessons this semester Your responses are of great value to me Thank you very much for your help! *Your responses and identities will be kept strictly confidential SECTION 1: BACKGROUND INFORMATION Please tick () or write where relevant What is your gender? □ Male □ Female What is your age? _ Which grade are you in? _ How many English lessons you have per week this semester? How many English speaking lessons you have per week this semester? _ How you perceive your current English speaking skills? □ Excellent □ Good □ Average □ Bad SECTION 2: PERCEPTIONS OF EFL TEACHERS’ ROLES IN LEARNER-CENTERED SPEAKING CLASSROOMS Below are some statements about the roles of teachers in EFL learner-centered speaking classes Read each of the statements carefully Decide to what extent the items match the situation in your speaking lessons this semester Tick () the column that best fit your opinions No (Totally disagree) Indicators of teachers’ roles Teacher promotes collaborative learning in speaking classes Teachers make effective use of authentic materials to improve students’ speaking Teachers make effective use of authentic tasks to improve students’ speaking 60 (Totally agree) No (Totally disagree) Indicators of teachers’ roles Teachers design learning activities that motivate students to speak Teachers design learning activities that suit students’ English ability Teachers design learning activities that suit students’ learning styles Teachers involve students in deciding learning content of speaking lessons Teachers involve students in deciding learning objectives of speaking lessons Teachers involve students in deciding teaching and learning methods of speaking lessons 10 Instead of always telling, teachers elicit learners’ ideas 11 Teacher talking time is less than student talking time 12 Teachers give students detailed feedback on their speaking 13 Teachers help students identify their learning goals regarding speaking skills 14 Teachers give students learning sources to improve English speaking 15 Teachers give students study methods to improve speaking 16 Teachers provide speaking models 61 (Totally agree) What are the activities that your English teacher this semester employs in speaking lessons? (Tick all that apply) □ Role – play (Students play the role of certain characters to perform certain linguistic tasks) □ Sharing and discussion □ Information gap (Students will be given different pieces of information Students need to communicate with each other to fill in the given information gaps) □ Problem-solving (Students will be given a problem and need to discuss with each other to find out the solutions) Others (Name and describe the activities): _ _ SECTION 3: CONTACT DETAILS Name: _ Phone number: _ Email: 62 QUESTIONS FOR STUDENT INTERVIEWS PART 1: INTRODUCTION - Introduce about the researcher, the research and the content of the interview - Seeking consent from the interviewee(s) PART 2: MAIN INTERVIEW What you think about group/ pair work in your speaking classes? In what ways does your teacher use authentic texts and authentic tasks in speaking classes? What you think ? Do the learning activities in speaking lessons suit your learning styles and ability? What kinds of activities/ strategies does your teacher use to motivate students in EFL speaking classes? Are students in your class involved in designing courses? (deciding learning goals, contents, methodologies) What you think about the talking time of your teacher and the students in your class in speaking lessons? 7.What you think about your teacher’s feedback in speaking lessons? Does your teacher raise your awareness about your learning goals and learning strategies? Does your teacher recommend learning sources and learning strategies to improve speaking? 10 Does your teacher provide speaking models? * Other relevant questions based on teachers’ answers and their responses in surveys PART 3: CONCLUSION AND THANK YOU Apart from what has been shared, would you like to add anything about the discussion topic today? 63 CLASSROOM OBSERVATION FORM Date: Teacher’s name: Class size: Lesson topic: Duration: Aspects Learning activities - What activities? - Learner-centered? Notes Teacher - Setting goals and objectives? - Modelling? - Talking time? - Student observation? - Providing feedback? - Creating stimulating learning environment? Students - Activeness? - Attitudes towards activities? - Level of English proficiency? Learning conditions - Heavy study load? - Time? - Big class size? - Facilities? 64 65 ... HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP VAI TRÒ CỦA GIÁO VIÊN TRONG LỚP HỌC KỸ NĂNG NÓI TIẾNG ANH LẤY NGƯỜI HỌC LÀM TRUNG TÂM: CÁCH HIỂU CỦA GIÁO... ANH LẤY NGƯỜI HỌC LÀM TRUNG TÂM: CÁCH HIỂU CỦA GIÁO VIÊN VÀ THỰC TẾ GIẢNG DẠY Giáo viên hướng dẫn: TS Vũ Hải Hà Sinh viên: Nguyễn Trần Trâm Anh Khóa: QH2014.F1.E1 HÀ NỘI – 2018 Supervisor’s name... …………………………………………………………………………………… Date:……………………………………………………………………………… I hereby state that I: Nguyễn Trần Trâm Anh, QH.2014.F1.E1, being a candidate for the degree of Bachelor of Arts (TEFL), accept the requirements