The influence of personal situational and sociocultural factors on vietnamese EFL novice teachers’ cognitions and practices

THE INFLUENCE OF PERSONAL, SITUATIONAL AND SOCIOCULTURAL FACTORS ON VIETNAMESE EFL NOVICE TEACHERS’ COGNITIONS AND PRACTICES NGUYEN TIEN NGO Supervisors: Dr Michelle J Eady Dr Amanda Baker Professor Janice Wright This thesis is presented as part of the requirement for the conferral of the degree: DOCTOR OF PHILOSOPHY The University of Wollongong School of Education March 2018 Abstract Over the past several decades, English has become a compulsory subject in primary, secondary, high school, and tertiary education in Vietnam Despite its inclusion across multiple tiers of the Vietnamese education system, many Vietnamese learners of English have not acquired adequate language skills to become competent communicators of English (Nunan, 2003; Tien, 2013; Van, 2009) This may be attributed to teachers’ cognitions and practices, as what teachers believe and in their classrooms ultimately impacts students’ learning (Helen, 2003) An increasing number of studies of teacher cognition in Vietnam have been conducted (Canh, 2011; Canh & Barnard, 2009; Hiep, 2007; Tran, 2015; Viet, 2013, 2014); however, these studies are targeted at more experienced teachers, giving little attention to novice teachers There is a need to examine what novice teachers believe and practice in their classrooms because, as recent university graduates, they represent teachers who have received the most contemporary education in how to effectively teach EFL learners Guided by Borg’s (2015) language teacher cognition model and Shulman’s (1986, 1987) teachers’ knowledge categories as theoretical frameworks, this study investigates the relationship between the cognitions and practices of five novice EFL high school teachers in Vietnam and the influence of personal, situational and sociocultural factors on their cognitions and practices Following a qualitative research approach, this study employed multiple methods of data collection including curriculum texts, interviews with teacher educators and school vice-principals, and classroom observations, as well as biographical and stimulated recall interviews with the novice teachers The findings reveal that personal, situational, and sociocultural factors have significant influence on the novice teachers’ cognitions and practices Results indicate that the teachers struggled to find appropriate ways of teaching to meet the expectations of different stakeholders, namely language policy makers, teacher educators, colleagues and students On one hand, the teachers tried to follow a communicative language teaching approach (CLT) (e.g using games and the L2) as mandated in the curriculum, textbooks and teacher education On the other hand, they experienced considerable difficulty in implementing many other important features of CLT into the classroom, due to classroom constraints such as pressures from their students, colleagues and examinations In response to this dilemma, through their various choices in terms of i game utilisation, activity selection, grammar instruction, and the use of the L1 and L2, the participating teachers tried to find a pedagogical compromise between teaching expectations, and what they perceived to be realistic for their students Modifying lessons allowed the teachers to include some elements of CLT for their students but also left room for other components of form-focused teaching to help their students prepare for examinations Nevertheless, due to the more immediate and pressing constraints in their teaching contexts, these compromises and modifications tended to gravitate more towards form-focused rather than communicative practice The results of this study offer several significant contributions to the understanding of novice teachers’ cognitions and practices in the context of Vietnam, which could be applied to similar contexts Methodologically, with the inclusion of teachers’ biographies, this empirical study makes an important contribution to the literature on language teacher cognition research Drawing on these findings, implications for theory, language policy, teacher education programs, schools and teachers are discussed ii Acknowledgments This strenuous and interesting journey has been a good opportunity for me to enrich not only my academic knowledge and research skills but also to gain an understanding more about life and myself The completion of this PhD thesis would not be possible without the support and contributions of many people With my sincerest gratitude, I would like to take this opportunity to thank them all for their important contributions to my learning development First and foremost, I would like to express my deep gratitude and appreciation to my supervisors, Dr Michelle Eady, Dr Amanda Baker and Professor Janice Wright for their continuous and invaluable support and guidance throughout the years that I conducted the PhD study at the University of Wollongong I am indebted to my supervisors not only for their critical, insightful and constructive feedback, but also for their kindness, understanding and encouragement throughout the study I would also like to thank them for their challenging questions, additional valuable time and sense of humour that have helped me relieve my anxieties and be confident in these critical and exciting years of learning Without their support, this thesis would not have been possible I would like to express my sincere thanks to the joint scholarship between the Vietnamese Ministry of Education and Training (MOET) and the University of Wollongong for their financial support for my academic learning Specifically, I am very grateful to MOET officials, Mr Nguyễn Xuân Vang, Ms Quách Thị Ngọc Minh, Ms Nguyễn Thị Ngọc Liên and Ms Hoàng Thị Kim Oanh, for their kind assistance in the scholarship administration I wish to extend my appreciation to the academic and professional staff in the School of Education, Faculty of Social Sciences, University of Wollongong including Professor Sue Bennett, Associate Professor Honglin Chen, Associate Professor Wendy Nielsen, Dr Steven Howard, Dr Ken Cliff, Dr Jane Warren, Ms Kerry Banks, Ms Debra Millar, Ms Leanne Denison, and Ms Kim Oborn for their lectures, understanding and support in my initial years of the PhD journey I wish to thank the staff at the Library, Student Central, Graduate Research School and Learning Development for their great support in many ways through providing excellent support services, extensive and valuable sources of databases, seminars and workshops that I have found very beneficial iii I am also thankful to my Vietnamese and other PhD office mates: Hải Quân, Thanh Phúc, Khánh Đoan, Bích Diệp, Thu Hiền, Hoa, Mike, Amir, Sophie, Saichon, Nasim, Ika, Clara, to name just a few, for their friendship, kindness, and support Especially, Quân and I have had many memorable experiences We were classmates at Cantho University 12 years ago before we met each other again at the University of Wollongong During the PhD life, we have together participated in many academic and fun activities We have shared not only our thoughts about research but also other aspects of life throughout this journey My sincere appreciation also goes to my home university, An Giang University, and my colleagues for providing me with study leave to undertake this doctoral study and excusing me from my teaching responsibilities I also want to thank my friends in Vietnam and Australia for their encouragement and support in different ways during my studies I wish to thank the Provincial Department of Education and Training and the high schools for granting me the permission to conduct the study at the schools I am indebted to my research participants, the teacher educators, vice-principals and especially the five novice teachers, for their voluntary and enthusiastic participation, which has helped me obtain valuable data for the thesis Due to ethical reasons, I cannot mention their names here; however, without their participation and cooperation, this thesis would not come into fruition Finally, my heartfelt appreciation goes to all my extended family members and in-laws, especially my parents and parents-in law for their unwavering love and support for me while I was away from home They have always followed my path, supported me and believed in me I particularly dedicate this work with my love and wholehearted appreciation to my beloved wife, Lý Thị Thanh Trúc and two children, Nguyễn Tiến Khoa and Nguyễn Quỳnh Chi, for their sacrifices and understanding in my initial years of study as well as their unconditional love and support in my final years We have had many beautiful memories while in Australia but they have often seen me not at home in the evenings and during the weekends I promise that, from now on, I will spend more time with all of them iv Certification I, Nguyen Tien Ngo, declare that this thesis submitted in fulfilment of the requirements for the conferral of the degree of Doctor of Philosophy at the School of Education, Faculty of Social Sciences, University of Wollongong, is wholly my own work unless otherwise referenced or acknowledged This document has not been submitted for qualifications at any other academic institution Nguyen Tien Ngo March 2018 v Table of Contents Abstract i Acknowledgments iii Certification v Table of Contents vi List of Tables x List of Figures x List of Abbreviations xi Chapter Introduction 1.1 Research problem 1.2 Purpose of the study 1.3 Significance of the study 1.4 Outline of the thesis Chapter Literature review 2.1 Introduction 2.2 Novice teachers and their challenges 2.3 Language teachers’ cognitions and relations to practice 14 2.3.1 Pre-service teachers’ cognitions 15 2.3.2 Experienced teachers’ cognitions 18 2.3.3 Novice teachers’ cognitions 21 2.4 Challenges of teaching CLT in an Asian context 23 2.5 In summary: Identifying the gap 32 Chapter Theoretical framework 35 3.1 Introduction 35 3.2 Borg’s model of language teacher cognition 35 3.3 Shulman’s teachers’ knowledge base categories 39 3.4 Communicative language teaching and its principles 41 3.5 Language assessment 47 3.6 Task-based language teaching 48 3.6.1 3.7 Scaffolding and related concepts 49 Summary 54 Chapter Methodology 56 vi 4.1 Introduction 56 4.2 Research methodology 57 4.3 The schools 57 4.4 Gaining access to schools 59 4.5 Participants 60 4.5.1 The novice teachers 60 4.5.2 The teacher educators 62 4.5.3 Vice-principals (Executives) 62 4.6 Data collection 62 4.6.1 Curriculum texts 63 4.6.2 Interviews 63 4.6.3 Classroom observations 67 4.7 Data analysis 70 4.8 Trustworthiness of the study 75 4.9 Summary 76 Chapter Sociocultural factors impacting teachers’ cognitions and practices: The role of curriculum and teacher education 79 5.1 Introduction 79 5.2 Curriculum analysis: A curriculum commitment to CLT 79 5.3 Assessment in the curriculum 82 5.4 Curriculum influences: In summary 85 5.5 Textbook analysis: An overview 85 5.6 A closer look: An analysis of a textbook unit 88 5.7 The textbooks and the components of communicative competence in CLT 95 5.7.1 Linguistic competence 95 5.7.2 Discourse competence 96 5.7.3 Sociolinguistic competence 97 5.7.4 Strategic competence 99 5.8 A summary of the textbook analysis 99 5.9 Teacher education 100 5.9.1 CLT- A preferred teaching approach 100 5.9.2 Adaptability issues and teaching flexibility with CLT 105 5.9.3 Classroom constraints in implementing CLT 109 5.10 Summary 113 vii Chapter Impact of the teachers’ biographies on their cognitions 115 6.1 Introduction 115 6.2 The sociocultural context: The Mekong Delta 115 6.3 The biographies of the participating teachers 116 6.3.1 Tam 117 6.3.2 Mai 123 6.3.3 Anh 128 6.3.4 Minh 133 6.3.5 Long 138 6.4 Insights from teachers’ biographies 142 6.4.1 School-based experiences of language teaching and learning 142 6.4.2 Professional coursework 143 6.4.3 The classroom and related contexts 144 6.5 Summary 146 Chapter Teachers’ cognitions and classroom practices 149 7.1 Introduction 149 7.2 Activity selection 150 7.2.1 Retention of activities 151 7.2.2 Modification of activities 163 7.2.3 Omission of activities 170 7.2.4 Addition of activities 176 7.2.5 In summary 189 7.3 The use of target and source language 190 7.4 Form-focused grammar instruction 196 7.5 Summary 202 Chapter Discussion and conclusion 205 8.1 Introduction 205 8.2 The context of teaching English in Vietnamese schools 207 8.2.1 English language education in Vietnam 207 8.2.2 Professional coursework 210 8.3 Impact of context on novice teachers’ cognitions and practices 211 8.3.1 The influence of school-based language learning 212 8.3.2 The influence of professional coursework 213 viii 8.3.3 The influence of the school and classroom contexts 214 8.3.4 Conclusion 218 8.4 Implications of the study 220 8.4.1 Theoretical contribution 220 8.4.2 Policy implications 221 8.4.3 Implications for teaching reluctant students 223 8.4.4 Implications for teacher education 224 8.4.5 Implications for schools and teachers 226 Contributions of the study 227 Limitations of the study 227 8.7 Future research 228 References 230 Appendix A: Participant information sheet for novice teachers 246 Appendix B: Consent form for novice teachers 248 Appendix C:Email scripts to school principals 250 Appendix D: Letter of approval from school principals 251 Appendix E: Letter of approval from DOET 252 Appendix F: Participant information sheet for school vice-principals 253 Appendix G: Consent form for school vice-principals 254 Appendix H: Participant information sheet for teacher educators 256 Appendix I: Consent form for teacher educators 257 Appendix J: Semi-structured interview questions for teacher educators 258 Appendix K: Biographical semi-structured interview questions for novice teachers 259 Appendix L: Stimulated recall interview guidelines 260 Appendix M: Timelines of semi-structured interviews, classroom observations and stimulated recall interviews conducted with the novice teachers 261 Appendix N: Semi-structured interview questions for school vice-principals 263 ix My refusal to participate or withdrawal of consent will not affect my teaching and/or personal life If I have any enquiries about the research, I can contact Ngo Tien Nguyen by mobile phone or via his email address (tnn503@uowmail.edu.au), or any researcher listed in the Information Sheet If I have any concerns or complaints regarding the way the research is or has been conducted, I can contact the Ethics Officer, Research Office, University of Wollongong on (61) 4221 3386 or email rso-ethics@uow.edu.au By signing below I am indicating my consent to participate in the research entitled “Investigating Vietnamese EFL Novice Teachers’ Cognitions and Practices about Language Teaching and Learning” as it has been described to me in the information sheet I understand that the data collected from my participation will be used for the preparation of a report and possible journal publications and I consent for it to be used in that manner Signed …………………………………… Date ……/……/…… Name (please print) …………………………………… 249 Appendix C: EMAIL SCRIPT TO SCHOOL PRINCIPALS Dear Principal ABC, My name is Ngo Tien Nguyen, an English lecturer at An Giang University At the moment, I am doing my PhD study at the University of Wollongong, Australia My research topic is to investigate the novice teachers’ cognitions and practices about language teaching and learning This project will provide teacher educators with a better understanding of how novice teachers’ cognitions impact their instructional practices in order to improve their own practices as educators and therefore enhance the teaching and learning quality There will be no risks in participating this project while it may be beneficial to their professional development My study has been approved by the DOET and I have approached the novice teachers through the administrator of the DOET The novice teachers at your school have expressed an interest in participating in my study During the study, the novice teachers will be invited to allow me to access their lesson plans, English textbooks, worksheets, tests, and teaching reports Each novice teacher will also be invited for two interviews at the beginning and at the end of the project respectively about the teacher’s cognitions about language teaching and learning; each interview lasts approximately 40 minutes Additionally, I would like to observe and video tape four lessons of their classroom teaching and follow up with two interviews in which the teacher will watch parts of those video-taped lessons and recall his or her thoughts during those parts, each lasts approximately one hour If you are willing to allow me to conduct the research in your school, could you please sign the attached letter of approval and return to me? If you have any questions or would like to discuss the research further, please don’t hesitate to call me on (+84) 0918.808.912 or email me at this address I am very happy to provide you with more detailed information about the study Many thanks for your support Kind regards, Ngo 250 (NAME OF SCHOOL) (Address of school) Tel: Appendix D: LETTER OF APPROVAL FROM SCHOOL PRINCIPALS To whom it may concern, This letter is to confirm that Mr Ngo Tien Nguyen has been given permission to conduct the research project titled Investigating Vietnamese EFL Novice Teachers’ Cognitions and Practices about Language Teaching and Learning at High School I give Mr Ngo Tien Nguyen permission to conduct his research at our school from October 2014 to June 2015 I understand that methods of data collection will be document collection (including policy documents related to EFL teaching in Vietnam, school programs, English textbooks, teachers’ plans, assessment tests, teaching reports), interviews with the vice-principal, teachers and classroom observations Regarding the interview and classroom observation, the procedures anticipated for each teacher are: - Four lessons of their classroom teaching will be observed and video-taped Two recorded interviews in which the teacher will watch parts of those video-taped lessons and recall their thoughts during those parts, each lasts approximately one hour - Two interviews at the beginning and at the end of the project respectively about the teacher’s cognitions about language teaching and learning; each interview lasts approximately 40 minutes - One recorded interview with the vice principal about the novice teachers and funding and resources of the school All information will be confidential and the names of all participants will be pseudonyms Audio and video records will be kept locked in the researcher’s office or password protected on researcher Ngo Tien Nguyen’s computer The teachers will be invited to participate in this project on the basis of their willingness, and they can withdraw from the project providing that the researchers are informed of their decision no longer than one month after the completion of data collection I am aware that this project must be reviewed and approved by the Human Research Ethics Committee (Social Science, Humanities and Behavioural Science) of the University of Wollongong If I have any concerns, I can contact the UoW Ethics Officer on (02) 4221 3386 or email rso-ethics@uow.edu.au For further information I can contact Ngo Tien Nguyen at tnn503@uowmail.edu.au, Dr Michelle Eady at meady@uow.edu.au, or Dr Amanda Baker at abaker@uow.edu.au, or Prof Jan Wright at jwright@uow.edu.au Yours respectfully, Signature Date……………… Principal ABC 251 Appendix E: LETTER OF APPROVAL FROM DOET To whom it may concern, This letter is to confirm that Mr Ngo Tien Nguyen has been given permission to conduct the research project titled Investigating Vietnamese EFL Novice Teachers’ Cognitions and Practices about Language Teaching and Learning at the high schools in XXX Province I am aware that he will conduct his research at the high schools from October 2014 to June 2015 During this project, 4-6 teachers will be participants at their willingness I understand that methods of data collection will be document collection (including school program, English textbooks, teachers’ plans, assessment tests, teaching reports), interviews with teachers and classroom observations Regarding the interview and classroom observation, the procedures anticipated for each teacher are: - Four lessons of their classroom teaching will be observed and video-taped Two audio-recorded interviews in which the teacher will watch parts of those videotaped lessons and recall their thoughts during those parts, each lasts approximately one hour Two audio-recorded interviews at the beginning and at the end of the project respectively about the teacher’s cognitions about language teaching and learning; each interview lasts approximately 40 minutes All information will be confidential and the names of all participants will be pseudonyms Audio and video records will be kept locked in the researcher’s office or password protected on researcher Ngo Tien Nguyen’s computer The teachers will be invited to participate in this project on the basis of their willingness, and they can withdraw from the project providing that the researchers are informed of their decision no longer than one month after the completion of data collection I am aware that this project must be reviewed and approved by the Human Research Ethics Committee (Social Science, Humanities and Behavioural Science) of the University of Wollongong If I have any concerns, I can contact the UoW Ethics Officer on (02) 4221 3386 or email rso-ethics@uow.edu.au For further information I can contact Ngo Tien Nguyen at tnn503@uowmail.edu.au, Dr Michelle Eady at meady@uow.edu.au, or Dr Amanda Baker at abaker@uow.edu.au, or Prof Jan Wright at jwright@uow.edu.au Yours respectfully, Signed Date……………… Name (please print) 252 Appendix F: PARTICIPANT INFORMATION SHEET FOR SCHOOL VICEPRINCIPALS RESEARCH TITLE: EFL novice teachers’ cognitions and practices about language teaching and learning This is an invitation to participate in PhD research conducted by researchers at the University of Wollongong The purposes of the research are to investigate the cognitions and practices in relation to English teaching and learning of high school novice teachers and identify how various factors influence these cognitions and practices This project will provide teacher educators with a better understanding of how novice teachers’ cognitions impact their instructional practices, in order to improve their own practices as educators and therefore enhance the teaching and learning quality You are invited because you are the vice-principal of the school where the study is conducted If you are willing to participate in the project, you will be asked to allow the researcher to have a short interview regarding the novice teachers, the language teaching and learning and resources of the school You are free to refuse to participate and even if you agree to participate, you can change your mind and withdraw from the research providing that the researchers are informed of your decision no longer than one month after the completion of data collection Refusal or withdrawing will not in any way affect your work and/or personal life All information will be confidential Interviews will be audio-recorded The data will be coded and transcribed and no identifying information will be used in any written report Audio records will be kept locked in the researcher’s office or password protected on the researcher Ngo Tien Nguyen’s computer The data collected from your participation will be used for the preparation of a report and possible journal publications For further information please contact Ngo Tien Nguyen or any of the other researchers listed below Ngo Tien Nguyen, MA (Research student) Faculty of Social Science Mobile: (84) 0918808912 tnn503@uowmail.edu.au Dr Michelle Eady Dr Amanda Baker Faculty of Social Sciences Faculty of Social Sciences University of Wollongong University of Wollongong Email: meady@uow.edu.au Email: abaker@uow.edu.au This study has been reviewed by the Human Research Ethics Committee (Social Science, Humanities and Behavioral Science) of the University of Wollongong If you have any concerns or complaints regarding the way this research has been conducted, you can contact the UoW Ethics Officer on (02) 4221 3386 or email rso-ethics@uow.edu.au Thank you for your interest in this study 253 Appendix G: CONSENT FORM FOR SCHOOL VICE-PRINCIPALS RESEARCH TITLE: EFL novice teachers’ cognitions and practices about language teaching and learning RESEARCHERS: Ngo Tien Nguyen Faculty of Social Sciences University of Wollongong Mobile: (84) 0918808912 tnn503@uowmail.edu.au Dr Michelle Eady Faculty of Social Sciences University of Wollongong Email: meady@uow.edu.au Dr Amanda Baker Faculty of Social Sciences University of Wollongong Email: abaker@uow.edu.au I have been given information about the above research inquiry and been provided with the opportunity to discuss this project with Ngo Tien Nguyen who is conducting this research as part of a PhD degree at the University of Wollongong, Australia By ticking the following boxes I would like to indicate my agreement to be a participant in the following tasks of the project: □ An audio-recorded interview about the novice teachers, the language teaching and learning and resources of the school I understand that the interview will be recorded and transcribed and that every effort will be made to ensure confidentiality I have been advised of the potential burdens associated with this research and have had an opportunity to ask any questions I may have about the research and my participation I understand that my participation in this research is voluntary, I am free to refuse to participate and I am free to withdraw from the research providing that the researchers are informed of my decision no longer than one month after the completion of data collection My refusal to participate or withdrawal of consent will not affect my teaching and/or personal life If I have any enquiries about the research, I can contact Ngo Tien Nguyen by mobile phone or via his email address (tnn503@uowmail.edu.au), or any researcher listed in the Information Sheet If I have any concerns or complaints regarding the way the research is or has been conducted, I can contact the Ethics Officer, Research Office, University of Wollongong on (61) 4221 3386 or email rso-ethics@uow.edu.au 254 By signing below I am indicating my consent to participate in the research entitled “Investigating Vietnamese EFL Novice Teachers’ Cognitions and Practices about Language Teaching and Learning” as it has been described to me in the information sheet I understand that the data collected from my participation will be used for the preparation of a report and possible journal publications and I consent for it to be used in that manner Signed Date ……/……/…… …………………………………… Name (please print) …………………………………… 255 Appendix H: PARTICIPANT INFORMATION SHEET FOR TEACHER EDUCATORS RESEARCH TITLE: EFL novice teachers’ cognitions and practices about language teaching and learning This is an invitation to participate in PhD research conducted by researchers at the University of Wollongong The purposes of the research are to investigate the cognitions and practices in relation to English teaching and learning of high school novice teachers and identify how various factors influence these cognitions and practices This project will provide teacher educators with a better understanding of how novice teachers’ cognitions impact their instructional practices, in order to improve their own practices as educators and therefore enhance the teaching and learning quality You are invited because you are an instructor of the English teaching methodology courses in the teacher education program If you are willing to participate in the project, you will be asked to allow the researcher to access the methodology syllabuses (i.e the subject outlines) and policy documents related to EFL teaching in Vietnam that you might use in your teaching You will also be invited for an interview about the English teaching methodology courses you are in charge of, in particular about the theories and practices included in these courses You are free to refuse to participate and even if you agree to participate, you can change your mind and withdraw from the research providing that the researchers are informed of your decision no longer than one month after the completion of data collection Refusal or withdrawing will not in any way affect your teaching and/or personal life All information will be confidential Interviews will be audio-recorded The data will be coded and transcribed and no identifying information will be used in any written report Audio records will be kept locked in the researcher’s office or password protected on the researcher Ngo Tien Nguyen’s computer The data collected from your participation will be used for the preparation of a report and possible journal publications For further information please contact Ngo Tien Nguyen or any of the other researchers listed below Ngo Tien Nguyen, MA (Research student) Faculty of Social Science Mobile: (84) 0918808912 tnn503@uowmail.edu.au Dr Michelle Eady Dr Amanda Baker Faculty of Social Sciences Faculty of Social Sciences University of Wollongong University of Wollongong Email: meady@uow.edu.au Email: abaker@uow.edu.au This study has been reviewed by the Human Research Ethics Committee (Social Science, Humanities and Behavioural Science) of the University of Wollongong If you have any concerns or complaints regarding the way this research has been conducted, you can contact the UoW Ethics Officer on (02) 4221 3386 or email rso-ethics@uow.edu.au Thank you for your interest in this study 256 Appendix I: CONSENT FORM FOR TEACHER EDUCATORS RESEARCH TITLE: EFL novice teachers’ cognitions and practices about language teaching and learning RESEARCHERS: Ngo Tien Nguyen Dr Michelle Eady Dr Amanda Baker Faculty of Social Sciences Faculty of Social Sciences Faculty of Social Sciences University of Wollongong University of Wollongong University of Wollongong Mobile: (84) 0918808912 Email: meady@uow.edu.au Email: abaker@uow.edu.au tnn503@uowmail.edu.au I have been given information about the above research inquiry and been provided with the opportunity to discuss this project with Ngo Tien Nguyen who is conducting this research as part of a PhD degree at the University of Wollongong, Australia By ticking the following boxes I would like to indicate my agreement to be a participant in the following tasks of the project: □ To provide copies of my methodology syllabuses and policy documents related to EFL teaching in Vietnam which I might use in my teaching □ An audio-recorded interview about the English methodology courses I am in charge of I understand that the interview will be recorded and transcribed and that every effort will be made to ensure confidentiality I have been advised of the potential burdens associated with this research and have had an opportunity to ask any questions I may have about the research and my participation I understand that my participation in this research is voluntary, I am free to refuse to participate and I am free to withdraw from the research providing that the researchers are informed of my decision no longer than one month after the completion of data collection My refusal to participate or withdrawal of consent will not affect my teaching and/or personal life If I have any enquiries about the research, I can contact Ngo Tien Nguyen by mobile phone or via his email address (tnn503@uowmail.edu.au), or any researcher listed in the Information Sheet If I have any concerns or complaints regarding the way the research is or has been conducted, I can contact the Ethics Officer, Research Office, University of Wollongong on (61) 4221 3386 or email rsoethics@uow.edu.au By signing below I am indicating my consent to participate in the research entitled “Investigating Vietnamese EFL Novice Teachers’ Cognitions and Practices about Language Teaching and Learning” as it has been described to me in the information sheet I understand that the data collected from my participation will be used for the preparation of a report and possible journal publications and I consent for it to be used in that manner Signed Date ……/……/…… …………………………………… Name (please print)…………………………………… 257 Appendix J: SEMI-STRUCTURED INTERVIEW QUESTIONS FOR TEACHER EDUCATORS How long have you been teaching English? How many teaching methodology courses are there in the teacher education program for pre-service teachers? What teaching methodology courses have you taught to pre-service teachers? What are the objectives of each course? What are the contents of each course? Prompts: theories and principles of language teaching methods; lesson planning How you teach these contents to your pre-service teachers? What is the goal of a grammar lesson? How you teach grammar in a communicative way? Which method(s) you expect your pre-service teachers to use when they are high school teachers? Why? 10 In your opinion, what are the goals in teaching English to high school learners? What kinds of methods should be used to achieve the goals? 11 Do you think newly graduated pre-service teachers can apply the methods they have learnt at university? 12 According to you, what skills are mainly emphasized at high schools? 13 In your opinion, how should language (English and Vietnamese) be used in a high school class? 14 Do you have any suggestions for the methodology courses? The teacher education program? The English teaching at high school? Thank you very much for your support! 258 Appendix K: BIOGRAPHICAL SEMI-STRUCTURED INTERVIEW QUESTIONS FOR NOVICE TEACHERS Can you tell me when did you begin to learn English? Could you tell me how you learned English? (e.g at primary school, secondary school, high school, university) How did your teachers teach you English during that time? If you can recall your teachers at that time, which teachers would be unforgettable (positive and/or negative) to you? Why? Do you remember an unforgettable lesson (positive and/or negative) that you had before? What qualities would an ideal English teacher possess? Besides teachers, what you think helped you learn English the most? Did your family support your English learning? Why (not)? Did you think English was important? Why (not)? Did you like learning English? Why (not)? 10 Overall, how you evaluate your language learning experiences? 11 Can you tell me the objectives and contents of the methodology courses that you learnt in the pre-service teacher education? 12 What kinds of teaching methods did your teachers introduce and encourage you to use? 13 Can you tell me about the objectives of teaching English at high school? 14 Can you describe a typical lesson? Why you structure it that way? 15 What skills you feel comfortable and confident teaching? Why? 16 Is English considered important in the neighbourhood where you teach? Why? Why not? 17 Do your students’ parents support their children’s English learning? Why? Why not? 18 Can you describe your students (age, needs, abilities, learning styles, family background) a Do you have any difficulties in working with your students? How you deal with the difficulties? b Do you think your students are capable of learning English? Why (not)? 19 What resources you use for your teaching? Prompts: textbooks; other supplementary materials; internet resources, projectors 20 Do you collaborate with other colleagues in teaching? Does this collaboration impact your teaching? 21 Have you had any professional training development since you began teaching? If yes, what was it about? Are you able to apply what you learnt from the training into your teaching? Why (not)? Thank you very much for your support! 259 Appendix L: STIMULATED RECALL INTERVIEW GUIDELINES Prior to the stimulated recall interviews: - I collected the notes from classroom observation and watched the video recorded lessons During this process, I selected the video extracts that I would like the teachers to provide further explanation and detail During the stimulated recall interviews: - - At the stimulated recall interviews, the teachers were invited to watch the video of the lessons and to make comments on any part of the lessons that they wanted to In addition, I informed the teachers that I would pause the video at some particular parts of the lessons that were recorded and ask them to provide rationales for those particular teaching behaviors Proposed questions for stimulated recall interviews: • What were you thinking at that point? • What were you thinking when you were doing this? • Could you recall your thoughts why you were doing this? • Would you always organize your lessons around other skills like that? Thank you very much for your support! 260 Appendix M: TIMELINES OF SEMI-STRUCTURED INTERVIEWS, CLASSROOM OBSERVATIONS AND STIMULATED RECALL INTERVIEWS CONDUCTED WITH THE NOVICE TEACHERS Pre-obs interview Obs Tam Nov Mai Nov Anh March 19 11A1 Unit Illiteracy Language focus Nov 11 10A6 Unit 13 Films and Cinema Writing March 23 April 10A6 Unit 13 Films and Cinema Language focus March 23 April SRI Obs Nov 12 11A1 Unit World Population Speaking Nov 11 SRI Nov 12 Obs 10A4 Unit The Mass Media Listening Nov 24 11A5 Unit World Population Reading Nov 12 Nov 13 11A5 Unit World Population Listening Nov 12 and 17 Nov 18 and 19 11A4 Unit World Population Reading Nov 14 SRI Obs Jan 15 10A4 Unit The Mass Media Speaking Nov 24 Jan 17 11A4 Unit World Population Listening Nov 15 April 10 10A8 Unit 14 The World Cup Speaking April SRI Obs Jan 15 11A1 Unit Celebrations Reading Nov 25 SRI Obs Nov 26 11A1 Unit Celebrations Speaking Nov 25 Nov 26 10A3 Jan 17 11A5 Unit World Population Language focus Nov 26 Jan 15 11A4 Unit Celebrations Speaking Dec Dec 23 April 10 10A8 Unit 16 Historical Places Listening April 22 May 16 SRI Obs 261 10A8 Unit 14 The World Cup Reading April Minh March 16 and 23 11A8 Unit 13 Hobbies Listening March 25 April 11A8 Unit 13 Hobbies Writing March 25 Long March 18 April April 11A8 Unit 15 Space Conquest Language focus April 14 April 17 11A8 Unit 16 The Wonders of the World Reading April 22 April 23 11A8 Unit 16 The Wonders of the World Speaking April 22 April 23 10A5 Unit 14 The World Cup Writing April 10A5 Unit 14 The World Cup Reading March 31 April 10A5 Unit 14 The World Cup Speaking March 31 April 10A5 Unit 14 The World Cup Language focus April April 10A5 Unit 16 Historical Places Listening April 21 April 21 SRI Obs SRI Unit The Mass Media Speaking Dec Dec 24 10A3 Unit The Story of My Village Reading Dec Dec 24 Note: Pre-obs Interview: Pre-observation interview Obs: Observation SRI: Stimulated recall interview 262 Appendix N: SEMI-STRUCTURED INTERVIEW QUESTIONS FOR SCHOOL VICE-PRINCIPALS Could you introduce about yourself and your responsibilities? Can you describe about your school? Can you talk about the socio-economic backgrounds of the students at your school? Do the students’ socio-economic backgrounds influence their English learning? Are your students interested in learning English? Do students’ parents value their children’s English learning? How would you describe the English novice teachers at your school? What challenges the English novice teachers at your school have to face? What support you think novice teachers can have to overcome the challenges? 10 What extra-curricular activities does your school offer students to support their English learning? 11 What resources and teaching facilities would you like to request for your school? 12 What are your expectations about teaching English at high schools? Thank you very much for your support! 263 ... the relationship between the cognitions and practices of five novice EFL high school teachers in Vietnam and the influence of personal, situational and sociocultural factors on their cognitions. .. identify the extent to which they have an impact on the participating teachers’ cognitions and practices In this study, the influence of situational factors on the novice teachers’ cognitions and practices. .. study, then, was to investigate the cognitions and practices in relation to English teaching and learning of five EFL high school novice teachers, and the personal, situational and sociocultural factors