Techers and students perceptions of qualities of a good vietnamese english language teacher a study at some rural high schools in an giang province

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN HONG PHAM TEACHERS’ AND STUDENTS’ PERCEPTIONS OF QUALITIES OF A GOOD VIETNAMESE ENGLISH LANGUAGE TEACHER: A STUDY AT RURAL HIGH SCHOOLS IN AN GIANG PROVINCE MASTER’S THESIS IN EDUCATION Nghe An, 2017 83 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN HONG PHAM TEACHERS’ AND STUDENTS’ PERCEPTIONS OF QUALITIES OF A GOOD VIETNAMESE ENGLISH LANGUAGE TEACHER: A STUDY AT SOME RURAL HIGH SCHOOLS IN AN GIANG PROVINCE Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Dr Tran Thi Ngoc Yen Nghe An, 2017 i STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates, and have not been published elsewhere Author Nguyen Hong Pham ii ACKNOWLEDGEMENTS This MA thesis has been completed thanks to the help and support of many people I would like to express my deep gratitude to all of them First of all, I would like to express my deepest gratitude to my supervisor, Dr Tran Thi Ngoc Yen for her great enthusiastic instruction, valuable support and feedback during the time I was conducting this study I also would like to thank various teaching staffs of Vinh University, whose knowledge has helped me a lot in implementing this study Many thanks to the authorities, the teachers and students at four high schools in Phu Tan and Thoai Son district, An Giang province (Chu Van An high school, Binh Thanh Dong high school, Phu Tan high school, Nguyen Khuyen high school), who created good conditions for my research, enthusiastically assisted and participated in the study Finally, I would like to express my deep gratitude to my beloved family, especially my wife who has given me warm support and heartfelt encouragement during my MA program iii ABSTRACT This study investigated perceptions of teachers and students about qualities of a good Vietnamese English language (VEL) teacher The research instruments included a journal assignment and a questionnaire The participants were VEL teachers and students at four rural high schools in An Giang province The journal assignment was employed to elicit ideas from 27 teachers and 40 students about the qualities of a good VEL teacher The questionnaire was administered among 25 VEL teachers and 240 students to examine the respondents’ perceptions about the importance of qualities of a good VEL teacher The results indicated that the participants suggested various qualities that can be categorized into four aspects: knowledge, professional skill, personal characteristics and social behavior A comparison between the teachers and the students’ perceptions showed some similarities and differences in their views Both teachers and students appreciated the importance of teacher’s knowledge, especially the subject knowledge such as pronunciation, grammar, language use, etc However, the teachers paid more attention to the knowledge of pedagogy and educational psychology while the students were more concerned about teachers’ fund of general knowledge such as knowledge of culture, society, geography, history, and so on Teachers and students shared an agreement on the importance professional skill area; yet, their concerns about specific items in this area were slightly different Besides, in comparison with teachers, students gave more weight to qualities relating to teacher’s personality and social behavior iv TABLE OF CONTENTS CHAPTER INTRODUCTION…………………………………………………4 1.1 Rationale……………………………………………………………………… 1.2 Aims of study……………………………………………………………….… 1.3 Scope of study………………………………………………………………… 1.4 Research questions …………………………………………………………… 1.5 Thesis organization …………………………………………………………….6 CHAPTER LITERATURE REVIEW ……………………………………… 2.1 Definitions of key terms ……………………………………………………… 2.1.1 Perception …………………………………………………………………….8 2.1.2 Qualities ………………………………………………………………………8 2.1.3 Teacher………………………………………………………………… ……8 2.1.4 Native English teachers vs non-native English teachers…………………… 2.2 English language teaching………………………………………………………9 2.2.1 EFL versus L1 contexts……………………………………………………… 2.2.2 EFL versus L1 teachers………………………………… ………………… 10 2.2.3 EFL versus L1 learners………………………………………………………10 2.3 Non-native English teachers in EFL contexts………………………………….10 2.3.1 Overview…………………………………………………………………… 10 2.3.2 Advantages and disadvantages of being a non-native English teacher………11 2.4 Perceptions a good teacher’s qualities…………………………………………12 2.4.1 Western views ……………………………………………………………….13 2.4.2 Eastern views ……………………………………………………………… 16 Perceptions of a good EFL teacher’s qualities……………………………….18 5.1 Western views …………………………………………………………… 18 5.2 Eastern views……………………………………………………………… 22 2.6 Summary …………………………………………………………………… 26 CHAPTER RESEARCH METHODOLOGY……………………………….27 3.1 Research questions ……………………………………………………………27 3.2 Participants ……………………………………………………………………27 3.3 Materials ………………………………………………………………………29 3.3.1 Journal assignment …………………………………………………… … 30 3.3.2 Questionnaire ……………………………………………………………… 30 3.4 Procedures…………………………………………………………………… 32 CHAPTER FINDINGS AND DISCUSSIONS……………………………… 36 4.1 Results and findings ………………………………………………………… 36 4.1.1 Journal Data………………………………………………………………….36 4.1.1.1 Knowledge ……………………………………………………………… 36 4.1.1.2 Professional skills………………………………………………………….37 4.1.1.3 Personal characteristics ……………………………………………………40 4.1.1.4 Social behavior …………………………………………………………….41 4.1.2 Questionnaire Data ………………………………………………………….42 4.1.2.1 Teachers’ perceptions …………………………………………………… 42 4.1.2.2 Students’ perceptions …………………………………………………… 43 4.2 Discussions ………………………………………………………………… 45 4.2.1 Comparison between teachers’ perceptions and students’ perceptions …… 45 4.2.2 Comparison of teachers’ and students’ perceptions and the government’s official requirements …………………………………………………………… 50 CHAPTER CONCLUSION AND IMPLICATIONS ……………………… 51 5.1 Summary of the findings ………………………………………………………51 5.2 Implications ……………………………………………………………………52 5.3 Limitations of the present study ……………………………………………….55 REFERENCES ………………………………………………………………… 57 APPENDICES 59 CHAPTER INTRODUCTION 1.1 Rationale Any teacher, particularly a VEL one, would like to become a good language teacher in the eyes of students and colleagues However, what makes a good VEL teacher? Do teachers and students have the same or different perceptions about the qualities of a good VEL teacher? Those questions are part of the reasons that urges the researcher to carry out this study As a VEL teacher at high school, the researcher trusts that knowing the desirable qualities of a good VEL is actually essential Teachers may employ those qualities as standards to evaluate themselves and their teaching performance Teachers, therefore, can adjust their methods, strategies in order to teach more effectively It is believed that VEL teachers expect to know what students consider as the qualities of a good VEL teacher since students’ perceptions of good VEL teachers can helps the latter improve the quality of language teaching According to Riddell (2001), students’ views are important in identifying a good teacher because they are “a critical and discerning audience”, and, such as, teachers who can “respond to their students’ personalities, attitudes, needs, and backgrounds” will become good teachers (Riddell, 2001, p.12) Likewise, to know colleagues’ conceptions towards the attributes of a good VEL teacher is greatly important because it may help VEL teachers have a more insightful view about the portrait of a good VEL teacher It is also believed that discovering similarities and discrepancies in the teachers’ and students’ views can help VEL teacher in high schools have appropriate solutions to improve the quality of language teaching and learning In Vietnam, there have been few studies on the qualities of a good EFL teacher eventhough the Ministry of Education and Training of Vietnam has issued a specific instruction for evaluating the qualities of a good VEL teacher in high schools The evaluation of a good English teacher just relies on the criteria for evaluating good teachers, in general, such as teachers’ performance in the classroom, teachers’ execution on professional regulations and administrative rules, as well as teachers’ morality It is hoped that this study may delineate a more detailed picture of a good VEL teacher and it may be a reference for the educational authorities in assessing VEL teachers in high schools From the reasons above, the researcher carried out the present study with the expectations to find out the necessary attributes to constitute a good VEL teacher, and discover the similarities as well as the differences in the eyes of teachers and students about the qualities of good VEL teachers As a result, this study may provide Vietnamese high school EL teachers with practical implications to enhance teaching and learning activities 1.2 Aims of study The aims of this research were to gain insight into high school teachers’ and students’ perceptions of a good VEL teacher to (1) identify qualities constituting a good EFL teacher and (2) examine whether or not there are differences in the views of teachers and students towards the attributes of a good VEL teacher 1.3 Scope of the study Based on the theoretical background and the high school context, the researcher hypothesized that the qualities of a good VEL teacher perceived from teachers’ and students’ views would belong to four main aspects: (1) knowledge, (2) professional skills, (3) personal characteristics and (4) social behavior It was also hypothesized that there were discrepancies in the perceptions of teachers and students about the attributes of a good VEL teacher, The study was conducted among high school students who were 16-17 years old They were in grade 10 and 11 1.4 Research questions What are the qualities of a “good VEL teacher” in the eyes of EFL Vietnamese learners? What are the qualities of a “good VEL teacher” in the eyes of EFL Vietnamese teachers? Appendix 6: Bài viết giáo viên (Vietnamese version) Thông tin cá nhân: Hãy đánh dấu () vào () thích hợp điền thơng tin vào chỗ trống Giới tính: Nam  Nữ  20-29  30-39  Tuổi : 40-49  50  Tên trường bạn dạy (không bắt buộc): _ Số năm giảng (bao gồm năm học này): _ năm Hãy viết văn tự tiếng Việt (ít 100 từ) chủ đề “ Điều tạo nên giáo viên dạy tiếng Anh giỏi trường trung học phổ thông?” ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Cám ơn hợp tác bạn nhiều!!! Appendix 7: List of conceptual items identified from teachers’ and students’ journals A VIETNAMESE VERSION: nắm vững kiến thức tiếng Anh (ngữ âm, ngữ pháp, cách sử dụng ngơn ngữ …) có kiến thức rộng (về văn hóa, xã hội, lịch sử, địa lí, trị…) có khả giao tiếp tiếng Anh tốt có vốn từ vựng phong phú có kiến thức vững phương pháp giảng dạy tâm lý giáo dục sử dụng thành thạo thiết bị hỗ trợ dạy học (TV, casette, computer, internet….) chuẩn bị giảng chu đáo 64 sử dụng phương pháp giảng dạy linh hoạt, sáng tạo có cách truyền đạt kiến thức dễ hiểu 10 tạo nhiều hội cho học sinh nói tiếng Anh (cả lớp ngồi lớp học) 11 trình bày nội dung học rõ ràng, xác 12 giúp học sinh phát triển tất kỹ ngôn ngữ (nghe, nói, đọc , viết) 13 cung cấp kiến thức phù hợp với đối tượng học sinh 14 liên hệ giảng với thực tế 15 tổ chức cho học sinh làm việc nhóm có hiệu 16 tổ chức nhiều trò chơi/ hoạt động lớp h ọc để học sinh vừa thực hành ngôn ngữ vừa thư giãn tinh thần 17 cung cấp kiến thức thực tiễn 18 sử dụng tiếng Anh để giảng 19 sử dụng ngôn ngữ cử lớp học 20 sử dụng tiếng Việt để giải thích cần thiết 21 cho học sinh lượng tập nhà vừa phải có hướng dẫn cụ thể cách làm 22 sửa tập nhà cho học sinh 23 giúp học sinh sửa lỗi có hiệu 24 khơng đeo bám sách giáo khoa 25 đề kiểm tra phải dựa học sinh dạy học 26 đánh giá xác, khách quan lực học sinh 27 đánh giá học sinh nhiều cách khác (không dựa vào kỳ thi) 28 hướng dẫn học sinh cách tự học khuyến khích em tự giác học hỏi, khám phá 29 thường xuyên kiểm tra mức độ hiểu củ a học sinh để có phản hồi thích hợp 30 quan tâm giúp đỡ học sinh (nhất học sinh yếu kém) 31 nói nhã nhặn, lịch 32 giúp học sinh phát triển toàn diện 33 hiểu học sinh 34 thân thiện, cởi mở 35 tôn trọng học sinh 36 nhớ tên học sinh 37 gương đạo đức cho học sinh noi theo 65 38 ăn mặc gọn gàng, trang nhã, lịch 39 kiên nhẫn 40 có óc hài hước 41 yêu nghề 42 đối xử công với học sinh 43 có mối quan hệ tốt với đồng nghiệp 44 không ngừng học tập, nghiên cứu để nâng cao kiến thức, phát triển chuyên môn nghề nghiệp 45 xử khéo léo 46 có khiếu khác (hát, vẽ, kể chuyện, v.v…) 47 biết lắng nghe ý kiến học sinh 46 có tinh thần trách nhiệm (làm việc giờ, giảng dạy nhiệt tình …) 49 trì tính kỷ luật dạy, kiểm tra, thi cử 50 thường xuyên khuyến khích, khen ngợi học sinh 51 viết chữ đẹp 52 có giọng nói rõ ràng dễ nghe 53 có sức khỏe tốt B ENGLISH VERSION: to master knowledge of the English language (pronunciation, grammar, language use…) to have a broad range of general knowledge (culture, society, geography, history, etc.) to have good communication competence in English to have a wide range of English vocabulary to have certain knowledge of pedagogy and educational psychology to use multi-media/ high-tech equipment (TV, casette, computer, internet….) skillfully in teaching to plan the lesson well to adopt a variety of teaching methods flexibly and creatively to have good instructions (clear, straightforward) 66 10 to maximize chances for students to speak English (inside and outside class) 11 to present content clearly and accurately 12 to help students develop integrated skills of English (listening, speaking, reading, and writing) 13 to provide knowledge in accordance with students’ ability 14 to connect teaching content to real life 15 to organize group work effectively 16 to organize diversity of games/ activities in class for students to practice language and relax as well 17 to provide practical knowledge 18 to use English as the medium of instruction 19 to use body language in class 20 to use Vietnamese to explain the lessons when necessary 21 to give students appropriate amount of assignment with clear instructions 22 to correct students’ homework 23 to help students correct mistakes effectively 24 not to rely on textbooks all the time 25 to provide tests based on what students were taught and learned 26 to access student’s competence objectively and exactly 27 to assess student learning in many different ways (not only rely on exams) 28 to teach students the way to study on their own and encourage them to study by themselves 29 to check student understanding frequently in order to provide appropriate feedback 30 to care for students and be ready to help them (especially weak students) 31 to show good manner of speaking 32 to help students to develop into a whole person 67 33 to understand students 34 to be friendly, open-minded 35 to respect students 36 to remember students’ name 37 to be a good moral model for students to follow 38 to be politely and appropriately dressed 39 to be patient 40 to be humorous 41 to love teaching job 42 to be fair to every student 43 to have good relationship with colleagues 44 to learn and research endlessly in order to improve knowledge and profession 45 to be tacful 46 to have other aptitudes (e.g singing, drawing, etc.) 47 to care about students’ ideas 48 to be responsible (e.g to be punctual for class, to be dedicated to teaching) 49 to maintain discipline in teaching and testing time or in exams 50 to encourage, praise students frequently 51 to have good hand writing 52 to have clear voice 53 to have good health Appendix 8: Questionnaire A VIETNAMESE VERSION: PHIẾU ĐIỀU TRA Ý KIẾN Tôi thu thập liệu cho đề tài nghiên cứu về: “quan điểm giáo viên học sinh phẩm chất c giáo viên dạy tiếng Anh giỏi trường THPT” Vì 68 tơi muốn mời bạn tham gia vào nghiên cứu Các yếu tố phiếu điều tra sau lựa chọn kỹ nhằm bao quát nhiều khía cạnh liên quan đến phẩm chất cần thiết để trở thành giá o viên dạy tiếng Anh giỏi trường THPT Nhưng bạn cho số phẩm chất quan trọng phẩm chất Dựa vào ý kiến bạn tầm quan trọng yếu tố, hoàn thành phiếu điều tra cách đánh dấu () vào ô phù hợp với quan điểm bạn Bạn đừng lo lắng ý kiến hay sai Tất dựa vào bạn cho cần thiết giáo viên dạy tiếng Anh giỏi Ý kiến bạn tuyệt đối bảo mật dùng vào mục đích nghiên cứu Cám ơn giúp đỡ bạn! Chào thân ái, Nguyễn Hồng Phẩm Thông tin cá nhân: (đối với giáo viên) Hãy đánh dấu () vào () thích hợp điền thơng tin vào chỗ trống Giới tính: Nam  Nữ  Tuổi: 20-29  30-39  40-49  Đơn vị công tác (không bắt buộc): 50  _ Số năm giảng dạy: _ Thông tin cá nhân: (đối với học sinh) Hãy đánh dấu () vào ô () thích hợp điền thông tin vào chỗ trống Giới tính: Nam  Tuổi: _ Nữ  Lớp: _ Tên trường bạn học (không bắt buộc): _ Theo bạn yếu tố sau quan trọng giáo viên dạy tiếng Anh giỏi trường THPT? (Lưu ý: Mỗi yếu tố đánh dấu vào MỘT ô ) 69 Không Khá Quan Rất Tối quan quan trọng quan quan trọng trọng trọng trọng nắm vững kiến thức tiếng Anh (ngữ âm, ngữ pháp, cách sử dụng ngôn ngữ …) có kiến thức rộng (về văn hóa, xã hội, lịch sử, địa lí, trị…) có khả giao tiếp tiếng Anh tốt có vốn từ vựng phong phú có kiến thức vững phương pháp giảng dạy tâm lý giáo dục sử dụng thành thạo thiết bị hỗ trợ dạy học (TV, casette, máy vi tính, internet….) chuẩn bị giảng chu đáo sử dụng phương pháp giảng dạy linh hoạt, sáng tạo có cách truyền đạt kiến thức dễ hiểu 10 tạo nhiều hội cho học sinh nói tiếng Anh (cả lớp ngồi lớp học) 11 trình bày nội dung học rõ ràng, xác 12 giúp học sinh phát triển tất kỹ (nghe, nói, đọc , viết) 13 cung cấp kiến thức phù hợp với đối tượng học sinh 14 liên hệ giảng với thực tế 15 tổ chức cho học sinh làm việc nhóm có hiệu 16 tổ chức nhiều trò chơi/ hoạt động lớp học để học sinh vừa thực hành ngôn ngữ vừa thư giãn tinh thần 17 cung cấp kiến thức thực tiễn 18 sử dụng tiếng Anh để giảng 19 sử dụng ngôn ngữ cử lớp học 20 sử dụng tiếng Việt để giải thích cần thiết 21 cho học sinh lượng tập nhà vừa phải có hướng dẫn cụ thể cách làm 22 sửa tập nhà cho học sinh 23 giúp học sinh sửa lỗi có hiệu 24 không đeo bám sách giáo khoa 25 đề kiểm tra phải dựa học sinh dạy học 26 đánh giá xác, khách quan lực học sinh 27 đánh giá học sinh nhiều cách khác (không dựa vào kỳ thi) 28 Hướng dẫn học sinh cách tự học khuyến khích em tự giác học hỏi, khám phá 70 Không Khá Quan Rất Tối quan quan trọng quan quan trọng trọng trọng trọng 29 thường xuyên kiểm tra mức độ hiểu học sinh để có phản hồi thích hợp 30 quan tâm giúp đỡ học sinh (nhất học sinh yếu kém) 31 nói nhã nhặn, lịch 32 giúp học sinh phát triển toàn diện 33 hiểu học sinh 34 thân thiện, cởi mở 35 tôn trọng học sinh 36 nhớ tên học sinh 37 gương đạo đức cho học sinh noi theo 38 ăn mặc gọn gàng, trang nhã, lịch 39 kiên nhẫn 40 có óc hài hước 41 yêu nghề 42 đối xử công với học sinh 43 có mối quan hệ tốt với đồng nghiệp 44 không ngừng học tập, nghiên cứu để nâng cao kiến thức, phát triển chuyên môn nghề nghiệp 45 xử khéo léo 46 có khiếu khác (hát, vẽ, kể chuyện, …) 47 biết lắng nghe ý kiến học sinh 48 có tinh thần trách nhiệm (làm việc giờ, giảng dạy nhiệt tình …) 49 trì tính kỹ luật dạy, kiểm tra, thi cử 50 thường xuyên khuyến khích, khen ngợi học sinh Cám ơn hợp tác bạn nhiều!!! B ENGLISH VERSION: QUESTIONNAIRE I am collecting data for my research project on “teachers’ and students’ perceptions about the qualities of a good English foreign language (EFL) teacher in high school” So, I would like to invite you to take part in this research The items in the following questionnaire have been carefully selected to cover many possible aspects pertaining to the qualities to become a good EFL teacher at high school But you may well think that some aspects are more important than others for a good EFL teacher Based on your opinion about the importance of each item, please complete the questionnaire by ticking off () the appropriate box that can best represent your view There are no right or wrong opinions concerning this topic It all depends on what you think is essential to be a good EFL teacher Your responses will be strictly confidential and used only for research purposes Thank you for your help! 71 Sincerely, Nguyễn Hồng Phẩm Background Information: (for teacher) Please tick off () the appropriate box () or provide more information in the blanks Gender: Male  Female  Age: 20-29  30-39  40-49  above 50  School where you are teaching (optional): _ Years of teaching experience (including this year): _ year(s) Background Information: (for students) Please tick off () the appropriate box () or provide more information in the blanks Gender: Male  Female  Age: Grade: School where you are studying (optional): In your opinion, how important are the followings for a good EFL teacher at high school? (Note: please tick off ONLY ONE box for each item) Unimportant Rather important Very Extremely important important important to master knowledge of the English language (pronunciation, grammar, language use…) to have a broad range of general knowledge (culture, society, geography, history, etc.) to have good communication competence in English to have a wide range of English vocabulary to have certain knowledge of pedagogy and educational psychology to use multi-media/ high-tech equipment (TV, casette, computer, internet….) skillfully in teaching 72 Unimportant Rather important Very Extremely important important important to plan the lesson well to adopt a variety of teaching methods flexibly and creatively to have good instructions (clear, straightforward) 10 to maximize chances for students to speak English (inside and outside class) 11 to present content clearly and accurately 12 to help students develop integrated skills of English (listening, speaking, reading, and writing) 13 to provide knowledge in accordance with students’ ability 14 to connect teaching content to real life 15 to organize group work effectively 16 to organize diversity of games/ activities in class for students to practice language and relax as well 17 to provide practical knowledge 18 to use English as the medium of instruction 19 to use body language in class 20 to use Vietnamese to explain the lessons when necessary 21 to give students appropriate amount of assignment with clear instructions 73 Unimportant Rather important Very Extremely important important important 22 to correct students’ homework 23 to help students correct mistakes effectively 24 not to rely on textbooks all the time 25 to provide tests based on what students were taught and learned 26 to assess student’s competence objectively and exactly 27 to access student learning in many different ways (not only rely on exams) 28 to teach students the way to study on their own and encourage them to study by themselves 29 to check student understanding frequently in order to provide appropriate feedback 30 to care for students and be ready to help them (especially weak students) 31 to show good manner of speaking 32 To help students to develop into a whole person 33 to understand students 34 to be friendly, openminded 35 to respect students 36 to remember students’ name 37 to be a good moral model for students to follow 38 to be politely and appropriately dressed 74 Unimportant Rather important Very Extremely important important important 39 to be patient 40 to be humorous 41 to love teaching job 42 to be fair to every student 43 to have good relationship with colleagues 44 to learn and research endlessly in order to improve knowledge and profession 45 to be tacful 46 to have other aptitudes (e.g singing, drawing, etc.) 47 to care about students’ ideas 48 to be responsible (e.g to be punctual for class, to be dedicated to teaching) 49 to maintain discipline in teaching and testing time or in exams 50 to encourage, praise students frequently Thank you very much for your cooperation 75 Appendix Appendix 10 Appendix 11 Appendix 12 76 Appendix 13 Appendix 13 Appendix 14: One-Sample Test Test Value = 95% Confidence Interval of the Difference t df Sig (2-tailed) Mean Difference ,7840 Lower ,5092 Upper 1,0588 ,2960 ,1279 ,4641 ,032 ,2578 ,0240 ,4915 ,013 ,2909 ,0676 ,5142 K 5,889 24 ,000 PS 3,634 24 ,001 PC 2,276 24 SB 2,689 24 Appendix 15: One-Sample Test Test Value = 95% Confidence Interval of the Difference t df Sig (2-tailed) Mean Difference K 12,047 199 ,000 ,5170 Lower ,4324 Upper ,6016 PS 5,607 199 ,000 ,2290 ,1485 ,3095 PC 6,665 199 ,000 ,3222 ,2269 ,4176 SB 5,110 199 ,000 ,2731 ,1677 ,3785 77 78 ...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN HONG PHAM TEACHERS’ AND STUDENTS? ?? PERCEPTIONS OF QUALITIES OF A GOOD VIETNAMESE ENGLISH LANGUAGE TEACHER: A STUDY AT SOME RURAL HIGH SCHOOLS. .. study entitled: “Investigating teachers’ and students? ?? perceptions about the qualities of a good English foreign language (EFL) teacher - A case study at some rural high schools in An Giang province? ??... a lack of innovation and creativity in the classroom as well as preparation for examinations instead of learning for communication A growing number of studies on language attitudes have examined