Sự lo lắng của sinh viên năm thứ 3 tại khoa sư phạm tiếng anh trường đại học ngoại ngữ khi thực hiện giảng dạy vi mô

Sự lo lắng của sinh viên năm thứ 3 tại khoa sư phạm tiếng anh trường đại học ngoại ngữ khi thực hiện giảng dạy vi mô Sự lo lắng của sinh viên năm thứ 3 tại khoa sư phạm tiếng anh trường đại học ngoại ngữ khi thực hiện giảng dạy vi mô luận văn tốt nghiệp thạc sĩ

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER THE ANXIETY EXPERIENCED BY THIRD-YEAR STUDENT TEACHERS AT FELTE, ULIS WHILE DELIVERING MICRO-TEACHING LESSONS Supervisor: Đàm Hà Thuỷ, M.A Student: Bùi Việt Vương Course: QH2015.F1.E7 HÀ NỘI – 2019 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP SỰ LO LẮNG CỦA SINH VIÊN NĂM THỨ TẠI KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHI THỰC HIỆN GIẢNG DẠY VI MÔ Giáo viên hướng dẫn: Th.S Đàm Hà Thuỷ Sinh viên: Bùi Việt Vương Khóa: QH2015.F1.E7 HÀ NỘI – 2019 Signatures of Approval: ACCEPTANCE I hereby state that I: Bùi Việt Vương, Class QH2015.F1.E7, 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 Bui Viet Vuong Date: May 8, 2019 ACKNOWLEDGEMENTS This part is dedicated to the following people without whom I could not have finished this research paper First and foremost, I would like to express my deepest and most sincere gratitude to my supervisor and former teacher, Ms Dam Ha Thuy (M.A.) I am forever grateful for her timely tutelage and support, both academically and emotionally Without her, I could never shape this research paper as it is today Secondly, I also want to thank 124 third-year student teachers from classes of class QH2016.F1 in FELTE, ULIS, whose cooperation and responses are indispensable for this study There are two other former teachers, and now friends, that I would love to send my thanks Ms Dang Anh Thu and Ms Tran Duc Phuong Anh, thank you for always being there for me when I am in great despair I would also like to extend my heartfelt gratitude to my friends, especially Quang Hiep, My Linh, Minh Phuong, Thuy Duong, Minh Trang, Hai Nam, and all of my classmates from class QH2015.E7 for always supporting and believing in me I want to express my love and gratitude towards my parents as well, for they always give me the strength I need to write this paper Finally, many thanks to my favorite barista at Starbucks for the drinks, and for helping me get past a difficult time i ABSTRACT The purpose of this research paper is to examine the anxiety that the thirdyear student teachers at FELTE, ULIS experience while they deliver their microlessons, an issue related to micro-teaching which has not been thoroughly addressed so far in this research context Similar to any other teaching professions, sufficient practice is of great importance to English Language student teachers before they assume the roles of real teachers With the aim of preparing teacher trainees for their future teaching practice, micro-teaching, a widely recognized teacher training method, is integrated into many courses such as EFL/ESL Classroom Techniques and Practices (ELT2), Lesson Planning and Material Development (LPMD) at FELTE, ULIS, VNU From the perspective of the researcher, although micro-teaching is a beneficial training method, factors such as anxiety can potentially reduce its efficacy With the use of survey questionnaires and semi-structured interviews, along with the participation of 124 third-year prospective teachers, this study finds that the concerns about time limit when collaborating with peers, teachers’ rapport and support, mock students’ high language proficiency, peer pressure, artificiality of the lesson, and problems with the facilities and equipment are the main anxiety-inducing factors The anxiety resulting from such sources can adversely influence the performance of the teacher trainees in their microteaching in terms of language proficiency and teaching competence From this reality, recommendations are made based on student teachers’ suggestions to reduce the unwanted anxiety and further improve the effectiveness of micro-teaching ii TABLE OF CONTENT ACKNOWLEDGEMENT i ABSTRACT ii TABLE OF CONTENT iii LIST OF ABBREVIATIONS .v LIST OF TABLES vi LIST OF FIGURES vii PART I: INTRODUCTION 1 Statement of research problems & rationale for the study Research objectives and research questions Significance of the study Scope of the study Organization of the research paper PART II: DELEVOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Overview about micro-teaching 1.1.1 Definition and aims of micro-teaching 1.1.2 Procedure of micro-teaching 1.1.3 Effects of micro-teaching on TEFL student teachers 1.2 Overview about anxiety 1.2.1 Definition of anxiety 1.2.2 Types and manifestations of anxiety 10 1.2.3 Language teachers’ language teaching anxiety 11 1.2.4 Student teacher anxiety 12 1.2.5 Negative influences of anxiety on teachers’ in-class performance 13 CHAPTER 2: RESEARCH METHODOLOGY 15 2.1 Data collection instruments 15 2.1.1 Questionnaire 15 2.1.2 Semi-structured interview 18 2.2 Sampling method 19 2.3 Setting of the study 19 2.4 Participants of the study 20 2.5 Data collection procedure 22 2.5.1 Collecting data from questionnaires 22 2.5.2 Collecting data from semi-structured interviews 23 2.6 Data analysis procedure 23 2.6.1 Data from questionnaires 24 2.6.2 Data from interviews 24 CHAPTER 3: RESULTS AND DISCUSSION 26 iii 3.1 Results 26 3.1.1 Factors contributing to the student teachers’ anxiety while delivering micro-teaching lessons 26 3.1.1.1 Relationship with mentors 27 3.1.1.2 Language proficiency 28 3.1.1.3 Feelings about academic competence 29 3.1.1.4 Fear of being criticized by peers 30 3.1.1.5 Fear of what others think 31 3.1.1.6 Collaborating with partners 32 3.1.1.7 Other factors 33 3.1.2 Negative influences of anxiety on micro-teaching performance as perceived by the student teachers 36 3.1.2.1 Negative influences on language proficiency 36 3.1.2.2 Negative influences on the student teachers’ teaching competence 37 3.1.3 Suggestions from the student teachers 39 3.1.3.1 Suggestions for the teacher trainees 39 3.1.3.2 Suggestions for the teachers 40 3.1.3.3 Suggestions for peers 41 3.2 Discussion 41 3.2.1 Factors contributing to the student teachers’ anxiety while delivering micro-teaching lessons 41 3.2.2 Negative influences of anxiety on micro-teaching performance 43 PART 3: CONCLUSION 45 Summary of the findings 45 Recommendations 46 2.1 For the student teachers 46 2.2 For the teachers 47 Implications of the study 48 Limitations and suggestions for future studies 48 REFERENCES 50 APPENDICES 53 APPENDIX 1: QUESTIONNAIRE 53 APPENDIX 2: INTERVIEW QUESTIONS 58 APPENDIX 3: CONSENT FORM FOR INTERVIEWS 59 iv LIST OF ABBREVIATIONS FLSTAS Foreign Language Student Teacher Anxiety Scale TEFL Teaching English as a Foreign Language ELT English Language Teaching Methodology ELT EFL/ESL Classroom Techniques and Practices LPMD Lesson Planning and Material Development FELTE Faculty of English Language Teacher Education ULIS University of Languages and International Studies VNU Vietnam National University v LIST OF TABLES Table Page Table 2.1 Factors indicated in the FLSTAS 17 Table 2.2 Number of third-year student teachers 21 Table 3.1 Student teachers’ opinions regarding the factor “relationship 28 with mentors” Table 3.2 Student teachers’ opinions regarding the factor “language 29 proficiency” Table 3.3 Student teachers’ opinions regarding the factor “feelings about 29 academic incompetence” Table 3.4 Student teachers’ opinions regarding the factors “fear of being 30 criticized by peers” Table 3.5 Student teachers’ opinions regarding the factor “fear of what 31 others think” Table 3.6 Student teachers’ opinions regarding the factor “Collaborating 32 with partners” Table 3.7 Suggestions for the student teachers 40 Table 3.8 Suggestions for the teachers to help with the student teachers’ 41 anxiety vi PART 3: CONCLUSION This final part of this paper ties and integrates the whole paper together Firstly, the summary of empirical findings of this research will be reported, followed by the implications and limitations of this study Suggestions for future research on the same research area is given to minimize the limitations existing in this paper Summary of the findings This study was conducted to investigate the anxiety experienced by thirdyear student teachers while delivering their micro-teaching lessons Through the use of questionnaire which consisted of both a Likert scale and open-ended questions, as well as semi-structured interviews, information was collected to lead to some insightful findings about the research matter Firstly, the empirical findings confirm there are many factors contributing to the student teachers’ anxiety while teaching micro-lessons The most dominant factor which can induce anxiety is collaborating with partners, with the fear of time limit being the main problem Teachers’ rapport is also another issue, with many participants reported that their teachers’ reactions and showing of boredom made them anxious in numerous occasions The preservice teachers were relatively self-conscious about having to teach their friends who were learners of high English proficiency Pressure from peers, the artificiality of the lesson and problems with the facilities and equipment are also significant factors raised from the perception of the teacher trainees themselves Several negative influences of anxiety on the prospective teachers were identified These harmful effects can be put into two categories Firstly, anxiety can negatively influence the student teachers’ language proficiency, rendering them unable to remember the pronunciation, spelling or meaning of vocabulary items Their oral communication in English is also hindered, making them less fluent in their speech Secondly, the teacher trainee’s teaching competence is also affected in terms of (1) sequencing the lesson, as they often forgot what to 45 next, (2) applying teaching techniques such as explaining, giving instruction or examples, questioning and managing classroom and time and (3) interacting with students, which the student teachers lacked while micro-teaching Finally, some solutions were synthesized based on the responses of the participants to minimize the unfavorable effects of micro-teaching There are suggestions for the student teachers, teachers and their peers to solve the problems For the student teachers, the most common idea is that they should plan their micro-lessons more carefully and have more rehearsals The prospectice teachers should also seek assistance from both their teachers and peers while they plan their lessons, as well as prepare themselves emotionally Assuming the roles of mentors, the teachers should clarify the tasks for the whole class to understand, as well as guide the students in their planning process and provide emotional support It is also recommended that the teachers can lighten the grading pressure by not giving score or assigning a minimum mark for the microteaching Finally, the peers are expected to be cooperative and supportive during their friends’ micro-lessons Recommendations From the results of the study, the researcher would want to propose several suggestions for both the student teachers and teachers to deal with microteaching-related anxiety, and in turn improve the performance of the preservice teachers in this type of assignment The following suggestions originate from previous research, such as Merc’s (2010), Merc’s (2014), the responses from the student teachers and the researcher himself based on the data analysis and previous experiences 2.1 For the student teachers In order to feel less anxious while delivering the micro teaching lesson, it is advisable for the teacher trainees to prepare beforehand The student teachers should: 46 - Plan the lesson carefully with detailed description and sequence of activities Thorough preparation would help the teacher trainees counter the problems with forgetting the flow of the lesson - Predict problems that can arise in the lessons and prepare solutions or backup plans to such situations By doing this, the teacher trainees can reduce the unwanted nervousness - Accept the situation and be emotionally prepared The prospective teachers should understand that anxiety is not necessarily a bad feeling, as a certain amount of anxiety can stimulate improvement (Merc, 2010) Additionally, the preservice teachers are still in the process of learning and improving, and micro-teaching is one tool for them to improve They should see this as an opportunity to practice and should not be afraid of making mistakes - Seek advice and comments from teachers and peers to plan and teach lessons more effectively - Pay attention to other student teachers’ performance to learn from their strengths and weaknesses - Be supportive when their friends deliver their micro-lesson to help them feel less nervous 2.2 For the teachers To help the student teachers reduce their anxiety while performing, there are some certain ways that the teachers can provide the teacher trainees with assistance The teachers should: - Be aware of the fact that the student teachers are anxious The teachers should help their students understand that it is acceptable to feel nervous while they are teaching, and mistakes and errors arising while teaching should be treated as lessons that cater to improvement, not as a source of embarrassment - Clarify the requirements for the micro-teaching assignment in terms of both tasks and assessment The student teachers would feel less nervous if they 47 know and understand thoroughly what they have to and how their performance will be assessed - Provide rapport and create a non-threatening environment while the student teachers are micro-teaching The teachers can smile more to show encouragement, and reduce gestures and expressions showing boredom or criticism - Give constructive comments and advice drawing from teachers’ experience The student teachers would appreciate if they have opportunities to listen to their teachers’ own experience when receiving feedback and advice Implications of the study This study provides teachers and student teachers at FELTE, ULIS with an insight into the anxiety experienced by the teacher trainees while delivering micro-teaching lessons for the two subjects ELT2 and LPMD The research paper confirms the existence of anxiety with the identification of the factors contributing to such nervousness, as well as how this type of emotion can negatively affect the performance of the student teachers Being aware of these matters, the teachers of the subjects requiring micro-teaching can make adjustments to ensure the effectiveness of this teacher training method Suggestions are also provided in this study These suggestions can help both the teachers to improve the situation and the preservice teacher to improve their performance Limitations and suggestions for future studies Despite the researcher’s effort to carry out the research carefully and thoroughly, certain limitations, which cannot be avoided, still persist The first limitation is with regards to the setting The research is of a rather small scale and strictly confined to the context of FELTE, ULIS, VNU; therefore, the result cannot be generalized Additionally, although the number of participants is enough to ensure the representativeness of the whole population, it would be more ideal if more participants were involved 48 Secondly, this study only focused on student teacher participants’ viewpoints, so the perception of teacher participants is missing Further studies should gather information as reported by the teachers so as to provide their opinions and perspectives on the anxiety of the student teachers Finally, this study only focuses on the teaching stage in the whole process of a micro-teaching sequence, which means the anxiety experienced in other stages namely planning and receiving feedback is not examined and reported It is recommended that future researchers should conduct studies including or focusing solely on these stages for detailed information 49 REFERENCES Allen, D.W (1967) Micro-Teaching, A Description Stanford, CA: Stanford Teacher Education Program Bağatur, S (2015) Dismayed or Enchanted: ELT Students’ Perceptions Towards Micro-teaching Procedia - Social and Behavioral Sciences, 199, 770– 776 doi:10.1016/j.sbspro.2015.07.610 Bakir, S (2014) The Effect of Micro Teaching on the Teaching Skills of Pre Service Science Teachers Journal of Baltic Science Education, 13(6), 789-801 Baltaci, H (2017) Foreign Language Teaching Anxiety of Language Teachers: Pre-Service vs In-Service 1st International Black Sea Conference on Language and Language Education Retrieved from https://www.researchgate.net/publication/321532982_Foreign_Language_ Teaching_Anxiety_of_Language_Teachers_Pre-Service_vs_In-Service Bulut, K., Acik, F & Ciftci, O (2016) The effect of micro-teaching on preservice Turkish Language Teachers’ speaking anxieties European Journal of Education Studies, 2(11), 89-106 Choudhary, F R.; Chaudhary, M R & Malik, S K (2013) Application of micro-teaching in teacher education programs: A meta-analysis Language in India, 13(2) Chuanjun, H & Chunmei, Y (2011) Exploring authenticity of micro-teaching in pre-service teacher education programmes Teaching education, 22(3), 395-409 Coates, T J & Thoresen, C E (1976) Teacher anxiety: A review with recommendations Review of Educational Research, 46(2), 159-184 Dam, H.T (2009) Graduation paper: The value of ELTM micro-teaching from perspective of fourth-year students Hanoi: ULIS, VNU Dornyei, J (2003) Questionnaires in second language research: Construction, administration and processing New Jersey: Lawrence Erlbaum Associates Publishers 50 Elias, S.K (2018) Pre-Service Teachers’ Approaches to the Effectiveness of Micro Teaching in Teaching Practice Programs Open Journal of Social Sciences, 6, 205-224 https://doi.org/10.4236/jss.2018.65016 Hart, N I (1987) Student teachers’ anxieties: four measured factors and their relationship to pupil disruption in class Educational Research, 29(1), 1218 Henry, G.T (1990) Practical sampling Newbury Park, CA: Sage Horwitz, E K (1996) Even teachers get the blues: Recognizing and alleviating language teachers’ feelings of foreign language anxiety Foreign Language Annuals, 29(3), 365-372 Karỗkay, A T & Sanli, A (2009) The effect of micro-teaching application on the preservice teachers’ teacher competency levels Procedia Social Behavioral Sciences 1, 844-847 Keavney, G & Sinclair, K E (1978) Teacher concerns and teacher anxiety: A neglected topic of classroom research Review of Educational Research, 48(2), 273-290 Le, T P A (2018) An introduction to Research Methodology in Foreign Language Education Hanoi: FELTE, ULIS, VNU Merỗ, A (2010) Foreign language student teacher anxiety Unpublished Doctoral Dissertation, Anadolu University, Eskişehir Merc, A (2014) Teaching anxiety of student teachers from different disciplines International Global Journal of Education, 4(1), 12-20 Morton, L L., Vesco, R., Williams, N ßH., & Awender, M A (1997) Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations, British Journal of Educational Psychology, 67, 69-89 Nguyen, T L (2011) Graduation paper: Foreign language learning anxiety among 1st year students at FELTE, ULIS Hanoi: ULIS, VNU Nnenna, E E & Olanrewaju, M K (2015) Teaching practice anxiety sources as correlates of teaching performance among student teachers in federal 51 colleges of Education in Southwestern Nigeria European Scientific Journal, 11(22), 181-196 Ogeyik, M C (2009) Attitudes of the student teachers in English language teaching programs towards micro-teaching technique English Language Teaching, 2(3), 205-212 Paker, T (2011) Student teacher anxiety related to the teaching practicum Eurasian Journal of Educational Research, 42, 207-224 Remesh, A (2013) Micro-teaching, an efficient technique for learning effective teaching Journal of Research in Medical Science, 18(2), 158–163 Wallace, M J (1991) Training foreign language teachers – A reflective approach Cambridge: Cambridge University Press Wallace, M J (1998) Action research for language teachers Cambridge: Cambridge University Press Yoon, T (2012) Teaching English through English: Exploring anxiety in nonnative pre-service ESL teachers Theory and Practice in Language Studies, 2(6), 1099-1107 doi:10.4304/tpls.2.6.1099-1107 52 APPENDICES APPENDIX 1: QUESTIONNAIRE FOREIGN LANGUAGE STUDENT TEACHER ANXIETY SCALE Adapted from Merc (2010) My name is Bui Viet Vuong, and I am a fourth-year student from class QH2015.F1.E7 Currently, I am carrying out a study named “The Anxiety experienced by third-year student teachers at FELTE, ULIS” as my graduation paper In order for this study to be conducted, your support is of great value; therefore, I would like to ask you to please kindly complete the following questionnaire, which will be the main sources of data needed for this research Your information and responses will be kept confidential and used for research purposes only Should you have any inquiry, please contact me via email: vuongbv7@gmail.com or phone: 0983.617.796 Your participation and support is highly appreciated Thank you! This survey questionnaire has two parts Part I Personal information Your name: Class: _ Email Address: _ Phone number: _ Part II: Questionnaire Please read the following statements carefully and mark the degree you agree to the statements, ranging from “I completely agree” to “I completely disagree.” 53 Please note that there is no right or wrong answer for each statement, your own opinion is of the most importance I am never sure of myself when I need to manage the class in English I am ashamed when my cooperating teacher(s) (groupmate(s)) make(s) a negative comment about my teaching I am ashamed when my cooperating teacher(s) (groupmate(s)) make(s) a negative comment about my English I feel anxious when I teach receptive skills I am nervous when I need to organize pair or group work I am sorry about negative comments made by my peers about my English during the feedback sessions I am sorry about negative comments made by my peers about my teaching during the feedback sessions I am anxious about my peers’ laughing at me if I make a mistake 10 I feel anxious with the feeling that students compare me with the teacher 54 Completely agree Agree English to high proficient learners Neutral I feel uneasy when I have to teach Disagree Completely disagree 11 I am anxious with the feeling that my partners will teach better than me 12 I feel nervous that my partners and I will not collaborate well with each other to teach the lesson 13 I feel anxious about exceeding the time limit for my part and affect my partners’ teaching 14 I feel anxious when I speak English in the class 15 I feel worried that my partners might exceed the time limit for their parts, so I would not have enough time to finish mine 16 I am afraid of my teacher’s negative comments about my teaching 17 I feel helpless when my teacher reads my lesson plan 18 I am so excited when my teacher is attending my lesson that I forget anything I know 19 I hesitate to discuss a point related to language teaching with my partner(s) 20 I never feel comfortable however wellprepared I am 21 I feel uncomfortable about being observed by my peers 22 I am anxious about dealing with the noise in the classroom 23 I feel anxious about my peers’ showing 55 me my mistake on my lesson plan 24 I feel anxious when I teach productive skills 25 I feel nervous when I correct my students’ mistakes with the feeling that I will also make mistakes 26 I feel anxious about my peers showing me my mistakes I made in the class 27 It is impossible to reach native-like proficiency however hard you try If you have any other situation(s) making you feel anxious while delivering your micro-teaching lesson, please note them here: _ _ _ _ _ _ _ _ What you think should be done to reduce the anxiety you experienced while delivering your micro-teaching lesson? _ _ _ 56 _ _ _ _ _ 57 APPENDIX 2: INTERVIEW QUESTIONS The questions are originally written in Vietnamese The translated version of the interview questions are as follows: Did you feel anxious when you were delivering your micro-teaching lesson? How did your anxiety manifest? (did you feel your heart beat fast? did you stutter or fidget…) What were the reasons for/factors contributing to the anxiety you experience during your micro-teaching in your opinion? You may choose from the following: - Your relationship with your teacher? - Your English proficiency? - Feelings about academic incompetence? - Fear of peer criticism? - What the others think? - Working with your partners? Do you think the experienced anxiety affect yourmicro-teaching performance? In what way did your anxiety affect your performance? Did it stimulate you to perform better or hinder your ability (normally you could better, but because you felt nervous you couldn’t as well)? Can you give examples? Which aspects you think were influenced, your teaching or your language proficiency? Do you have any solutions for situations when you feel anxious? If yes, thenwhat kind of solution did you implement? Did it work? If it didn’t, then why didn’t it? Do you have any recommendation/suggestions/solutions that can be implemented (by your teachers and yourself) to make you less anxious? 58 APPENDIX 3: CONSENT FORM FOR INTERVIEWS Vietnam National University, Hanoi University of Languages and International Studies Faculty of English Language Teacher Education Title of the Research: The anxiety experienced by third-year student teachers at FELTE, ULIS while delivering micro-teaching lessons Consent Form for Interviews Thank you for your kind consideration If you are happy to participate in the interview for this study, please carefully read the form below and indicate your consent by signing I confirm that I have understood the information about the studyand have had the opportunity to ask questions I understand that my participation in the study is voluntary, and at any point should I not want to answer any question or questions, or even withdraw from the project, there will not be consequences of any kind I understand that my identity and responses in the interview will be kept strictly confidential and will not be linked with the research materials, as well as identified or identifiable in the report that results from the research I understand that I hold the right to contact any of the people involved in the research to seek further clarification and information I agree for this interview to be recorded I understand that the audio recording from this interview will be used only for analysis and that extracts from the interview, from which I would not be personally identified, may be used in any conference presentation, report or journal article developed as a result of the research I understand that no other use will be made of the recording without my permission, and that no one besides the researcher and his supervisor will be allowed access to the original recording I agree that my anonymized data will be kept for future research purposes such as publications related to this study after the completion of the study I agree to take part in this interview _ _ Name of participant Date Signature Bui Viet Vuong Name of researcher Date 59 _ Signature ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP SỰ LO LẮNG CỦA SINH VI? ?N NĂM THỨ TẠI KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHI THỰC HIỆN... KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHI THỰC HIỆN GIẢNG DẠY VI MÔ Giáo vi? ?n hướng dẫn: Th.S Đàm Hà Thuỷ Sinh vi? ?n: Bùi Vi? ??t Vương Khóa: QH2015.F1.E7 HÀ NỘI – 2019 Signatures of Approval:... language proficiency 36 3. 1.2.2 Negative influences on the student teachers’ teaching competence 37 3. 1 .3 Suggestions from the student teachers 39 3. 1 .3. 1 Suggestions for the