Exploring the learning experience of esl efl pre service teachers in a new practicum model a case study

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER EXPLORING THE LEARNING EXPERIENCE OF ESL/ EFL PRE-SERVICE TEACHERS IN A NEW PRACTICUM MODEL: A CASE STUDY Supervisor: Pham Hoang Long Bien, M.A Student: Nguyen Dieu Thuy Course: QH2016 HA NOI – 2020 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP NGHIÊN CỨU TRẢI NGHIỆM HỌC TẬP CỦA GIÁO SINH THỰC TẬP TRONG MƠ HÌNH THỰC TẬP MỚI: NGHIÊN CỨU TRƯỜNG HỢP ĐIỂN HÌNH Giáo viên hướng dẫn: Phạm Hồng Long Biên, M.A Sinh viên: Nguyễn Diệu Thuý Khóa: QH2016 HÀ NỘI – 2020 ACCEPTANCE PAGE I hereby state that I: Nguyen Dieu Thuy – QH2016.F1.E3 being a candidate for the degree of Bachelor of Arts accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date ACKNOWLEDGEMENT First and foremost, I would like to express deep gratitude to my supervisor, Ms Pham Hoang Long Bien (M.A), who has kept me to be strong and determined whenever the road got tough I am also sincerely thankful for her invaluable guidance and recommendations during the development of this study Without her persistent help, this work would never have been completed Thank you for all the professional and emotional supports that you have provided to me Secondly, I wish to express my great appreciation to Ms Tran Thi Lan Anh (Ph.D) who has shaped the very first steps of this research and inspired me to initiate valuable ideas on the subject I was pursuing Thank you for always keeping an eye on me and enlightening me with critical comments so that I could realize the shortcomings of this research and make necessary improvements My special thanks also go to the participants of this research Thank you for the valuable time you have spent on participating in this study Had it not been for your support, this research could never have reached a meaningful conclusion From the bottom of my heart, I would like to say big thank you to all of my classmates from class QH2016.E3, my best friends and family members, who have always been supportive and showed great sympathy for all the difficulties I have been through during the time I conducted this study Thank you for always be there and help me whenever I needed it Last but not least, to my “weirdo partner”, Nguyen Ngoc Hong Minh, who has endured the erratic, grumpy and irritable me through all the ups and downs of this study Thanks for not leaving me alone despite all the negative feelings that I might have caused to you i ABSTRACT A new model of teaching practicum has just been launched in university U, one of the leading higher education institutions of the nation in the field of teacher education Innovative as it is, no research has investigated the new practicum, especially the learning experience of student teachers in such model This study thus sought to reveal what student teachers learnt in a new practicum model and how their learning occurred For this purpose, qualitative research methodology was adopted with six participants took part in the study There were four senior year student teachers and two representatives from the university where the new practicum model was launched participating in this study The data were collected via reflective journals, semistructured interviews, observation notes and were analyzed through thematic content analysis The results indicated student learning during their practicum occurred through both intra and interpersonal process that involved observation, reflection, action and interaction with experienced teachers In addition, pre-service teachers were also found to have basically demonstrated eight out of ten competencies from Domain and of the English Teacher Competency Framework (ETCF) for Vietnamese in-service teachers Among these competencies, understanding learners and employing technology in teaching were prominent in the student participants Based on the findings, some recommendations were offered ii TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION 1.1 Background of the study, statement of research problem and questions 1.2 Scope of the study 1.3 Significance of the study 1.4 Organization CHAPTER TWO: LITERATURE REVIEW 2.1 Student teachers 2.2 An overview of Vietnam English Teacher Competency Framework (ETCF) 2.3 Teaching practicum in TESOL Teacher Education 2.3.1 Features of a teaching practicum 2.3.2 Models of teaching practicum 10 2.3.3 The role of practicum program on developing student teacher competencies 12 2.4 English Language Teacher Education Program at university U 13 2.4.1 Overview of the program 13 2.4.2 The Learning By Doing project 15 2.4.1 Philosophy 15 2.4.2 Reasons for change 15 2.4.3 Main features of teaching practicum in the LBD project 16 2.4.4 Guidelines for pre-service students 17 2.5 Previous studies 18 2.6 Research gap 21 CHAPTER THREE: METHODOLOGY 22 3.1 Case study as the research approach 22 3.3 Research design 23 3.3.1 Research sites 23 3.3.2 Participants 24 iii 3.3 Data collection procedure 25 3.4 Data collection instruments 27 3.4.1 Interviews 27 3.4.2 Classroom observation 32 3.4.3 Written reflection 33 3.5 Thematic data analysis 34 3.6 Researcher Reflexivity 38 3.7 Ethical considerations 38 CHAPTER 4: FINDINGS 40 4.1 CASE 1: THE RESEARCHED INSTITUTION EXPECTATIONS FOR PRESERVICE TEACHERS IN THE NEW PRACTICUM MODEL 40 4.1.1 What are the underlying expectations for pre-service teachers? 41 4.1.2 How would pre-service teachers learn in their practicum? 42 4.2 CASE 2: THE PROFESSIONAL LEARNING EXPERIENCE OF PRESERVICE TEACHERS IN THE NEW PRACTICUM MODEL 43 4.2.1 What pre-service teacher learn? 46 4.2.2 How pre-service teachers learn? 62 4.3 Cross-case analysis and discussion 68 CHAPTER 5: CONCLUSION 72 5.1 Findings 72 5.2 Implications 74 5.3 Limitations and suggestions for further research 75 5.4 Conclusions 76 References 77 APPENDIX 83 iv LIST OF TABLES, FIGURES, ABBREVIATIONS Tables Table 2.1 An overview of English teacher competency framework Table 2.2 The compatibility between the ELT courses and the standards of ETCF 14 Table 3.1 Participants’ background 26 Table 3.2 Interview details 30 Table 3.3 Observation details 33 Table 3.4 Descriptive coding in interview analysis 36 Table 3.5 In Vivo coding 36 Table 3.6 Process coding 37 Table 3.7 Descriptive coding in written reflection analysis 37 Table 4.1 Student teachers’ teaching background 41 Table 4.2 The compatibility between the researched institution expectation and the actual practice of student teachers 70 Figures Figure 3.1 Data collection procedure 26 Abbreviation ELT: English Language Teaching EFL: English as a Foreign Language ESL: English as a Second Language ELTE English Language Teacher Education ETCF: English Language Teacher Competency Framework IELTS: International English Language Testing System LBD: Learning By Doing TESOL: Teaching English to Speakers of Other Languages YL: Young learners VYL: Very young learners v CHAPTER ONE: INTRODUCTION 1.1 Background of the study, statement of research problem and questions In any teacher training programs, practice teaching is regarded as the key component of the whole process (Wilson, 2006) and often highly valued by student teachers and teacher educators (Beck & Kosnik, 2002) Farrell (2008) stressed the value of field-based experiences as profoundly influential to student teachers‟ professional development in the sense that it provides them with opportunities to experience real classroom setting The significance of teaching practicum is also noted as allowing student-teachers to put their university-acquired knowledge into practice (Bezzina & Michalack, 2009; Leshem & Bar-Hama, 2007) As a matter of fact, different eucational faculties across universities in the world operate different teaching practice systems However, the ultimate goal of clinical experience is to have student teachers to demonstrate specific competencies that they are expected to have mastered before entering the field as professionals It is their first-hand experience with the learnt pedagogical skills and “it is the best way to acquire professional knowledge and competences as a teacher” (Hascher, Cocard, & Moser, 2004, p.626) Professional experience is also deemed as “protected field for experimentation and socialization within the profession” (Hascher et al., 2004, p.626) Thus, it can be considered that teaching practicum sets the stage for success or failure in student teaching, and what happens during student teachers training period determines a student teacher‟s future in education Teaching practicum is an essential component in the English teacher education program at university U (the researched university) Thus, together with a constantly reviewed and improved curriculum to keep pace with new trends in education, the practicum is as well being redesigned to create most opportunities for student teachers to experience the nature of being a teacher A new practicum model was, therefore, constructed and integrated in the Learning by Doing project (LBD project) The project was introduced at the researched institution in the academic year of 2018 and put into practice since 2019 onward The need for alternative models of teaching practicum was stressed by Yan & He (2010), who question some of the inappropriate ways conventional practicum are approached that adversely affect the learning experience of pre-service teachers Although there has been a considerable amount of research on teacher learning in the general education field, there is a paucity of data on what actually occurs during the practicum, espectially those undertaken by non-native ESL teacher candidates (Farrell, 2003) In the context of the researched institution, there exists a body of published research concerning the teaching practicum of their senior-year EFL/ ESL students, yet only one study focuses on the value of teaching practicum concerning the learning experience of practitioners (Tran & Nguyen, 2014) However, the research was conducted in the previous practicum context, which has recently been replaced by the new model It is, therefore, well worth investigating to explore the learning experience of pedagogical senior-year EFL/ ESL students in the new context Most importantly, the researcher aims to find out whether the actual learning experience of pre-service teachers goes in line with the expectations of those who are directly involved in the construction of the LBD project Findings gained from this study hopes to lay foundation for the innovation of teaching practicum in the context of Vietnam as well as fill in the mentioned gap in literature on the subject By and large, this study was conducted to seek answers to the following research questions: - RQ1: What are the researched institution expectations for pre-service teachers in the new teaching practicum model? - RQ2: What and how pre-service teachers learn in their teaching practicum in terms of pedagogical skills? - RQ3: Does the learning experience of pre-service teachers match the mentioned expectations from the researched institution? 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Sage publications Richardson -Koehler, V (1988) Barriers to the effective supervision of student teaching: A field study Journal of Teacher Education, 39 (2), 28 - 34 Hudson, P (2005) Identifying mentoring practices for developing effective primary science teaching International Journal of Science Education, 27 (14), 1723 - 1739 82 APPENDIX APPENDIX INFORMED CONSENT FOR PARTICIPATION IN RESEARCH STUDY Exploring the Learning experience of senior-year ESL/ EFL students in a new practicum model You are being invited to participate in a research study Before giving your consent, it is essential that you read the following information and ask all questions you may have to be sure what you will upon your participation Introduction My name is Nguyen Dieu Thuy I am an undergraduate student in Class QH2016.E3, Faculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS) I am conducting a research study for my graduation paper My supervisor is Ms Pham Hoang Long Bien, MA (FELTE, ULIS) If you have any questions or concerns about this research, I am available for contact via email at Ngdieuthuy.ulis@gmail.com or via phone at (+84) 968305881 Purpose of Study This research study aims at investigating the learning experience of ESL/ EFL students in a new practicum model It will be presented as a graduation paper for assessment by the Faculty of my university Procedures If you agree to participate in this research, you will be interviewed before and after teaching four lessons Each interview should last for about approximately 20 minutes Your lesson plans for and written reflections on these four lessons will also be collected for analysis In addition, you will also participate in one preliminary interview and one final interview before and after all four lessons The results will be sent to you for your agreement before being presented in the final paper Potential Risks or Discomfort This study may cause minor discomfort when the participant is observed during teaching practice However, you can rest assured that the study is not intended to evaluate participants’ performance; therefore, discomfort is expected to be temporary and minimized by the researcher 83 Potential Benefits Participants may benefit from sharing their learning experience with the researcher as this might help you relieve should any unwilling problems arise during your practicum Moreover, participants’ actual learning experience is the main source for the university officers to refer to evaluate and make neccessary adaptations to the current practicum model Last but not least, data produced by participants is hoped to provide insights into the new teaching practicum model, which may benefit the field of language teaching as a whole Confidentiality This study is completely anonymous The researcher will not reveal your identity in any way The data collected will be kept confidential and access is only limited to the researcher and her supervisor No information published will make it possible to tell who you are Participation and Withdrawal Your participation in this research is voluntary You can refuse to participate or you can withdraw from the study at any time without any loss of benefits or penalty Your participation is greatly appreciated Participant Agreement Your signature indicates that you have read the information provided above and you agree to give voluntary consent to participate in this research You will be given one copy of the consent form for your records Participant's Signature Date 84 APPENDIX INTERVIEW PROTOCOL Preliminary Interview Name of the participant: Date/time: Session No.: INTRODUCTION: My name is Nguyen Dieu Thuy and I am a senior year student at University of Languages and International Studies I am conducting a research study on the Learning experience of senior-year ESL/ EFL students in a new practicum model for my graduation paper The purpose of my study is to investigate the learning experience of ESL/ EFL students in a new practicum model as well as the process of how they learn The information gained from this study will be presented in my graduation paper and presented for assessment at my university However, the study is completely anonymous and participants’ identity will not be revealed under any circumstances You were selected as a participant because of your willingness to take part in the research Prior to this meeting, you were sent an introduction letter that explains the process of collecting data for this research and a consent form Please remember that participation in this study is totally voluntary and you may refuse to partake or withdraw from the study at any time So, if you agree, may I collect the consent form with your signature on it? Thank you The following interview is the first interview of the whole data collection process It will last approximately 45 to 60 minutes and will follow a designed interview protocol You will be asked questions regarding your experience and expectations in teaching English There is no right or wrong answer, so please feel free to express yourself If you allow, your answers will be tape recorded for later investigation Do you have any questions regarding this interview? If not, let’s get started with the first interview question QUESTION: PERSONAL BACKGROUND Please introduce yourself In your introduction, please tell me about your educational background 85 Please share with me your teaching experiences Probe: Where did you work? What did you do? How long did you it? Who were your students? What are your weaknesses as an ESL teacher? For example: classroom management, time management, language proficiency, etc PREVIOUS TEACHING EXPERIENCES Can you briefly describe your responsibilities at each of the institutions that you have worked for, including both teaching and non-teaching activities? Probe: What did you before each lesson? What did you after each lesson? What language knowledge or skills did you teach? What did you to motivate your students to learn English? Why did you so? Who has supervised you at work? What did he/ she to make sure you accomplish your working goals? 10 Who did you share with when teaching problems occur? 11 What have you learnt/ developed in your previous teaching experiences in terms of Teaching? 12 From whom/ what have you learnt? UP-COMING PRACTICUM 13 Can you describe your work responsibilities? Probe: Who are your students? What you before/ after each lesson? 14 What you expect to learn in this practicum? 15 How would you like to be supported in order to conduct successful teaching sessions? We are reaching the end of this interview Do you want to add any further information for the previous questions? Thank you very much for your participation today We will see each other in future interview sessions 86 INTERVIEW PROTOCOL Pre-teaching Interview Name of the participant: ………………….………………….………………….………… Date/time: Session No.: INTRODUCTION: My name is Nguyen Dieu Thuy and I am a senior year student at University of Languages and International Studies I am conducting a research study on the Learning experience of senior-year ESL/ EFL students in a new practicum model for my graduation paper, in which you have given your consent to take part in We have met each other in the preliminary interview of this research The following interview follows up that interview and will explore what you plan to in a lesson before you teach It will last approximately 15 minutes If you allow, your answers will be tape recorded for later investigation Do you have any questions regarding this interview? If not, let’s get started with the first interview question QUESTION: What are the objectives of today’s lesson? What you prepare for today’s lesson? What activities will you conduct with your students to fulfill these objectives? Why you choose this […] activity? Do you anticipate any problems that might arise in today’s lesson? How would you plan to deal with these problems? *Follow-up questions are based up on interviewee’s response 87 INTERVIEW PROTOCOL Post-teaching Interview Name of the participant: Date/time: Session No.: INTRODUCTION: My name is Nguyen Dieu Thuy and I am a senior year student at University of Languages and International Studies I am conducting a research study on the Learning experience of senior-year ESL/ EFL students in a new practicum model for my graduation paper, in which you have given your consent to take part in The following interview is a part of the research The purpose of this interview is to investigate what happen inside the classroom in today’s lesson and how you think about that teaching experience It will last approximately 20 minutes If you allow, your answers will be tape recorded for later investigation Do you have any questions regarding this interview? If not, let’s get started with the first interview question QUESTION: Did your students achieve all your intended objectives? Probe: If not, what objectives were not reached? Why weren’t those objectives fulfilled? Did your lesson plan go well? Did you stick to your lesson plan? Why did you so? What teaching activities went well? How did you know this? What you think contributed to this positive experience? What should you have done in today’s lesson? Why/ Why not? What should you not have done in the lesson today? Why/why not? What teaching activities went wrong? How did you know this? What you think contributed to this negative experience? What did you learn after today’s lesson? (time management, classroom management, giving instructions, …) *Follow-up questions are based up on interviewee’s response 88 INTERVIEW PROTOCOL Final Interview Name of the participant: ………………………………………………………………… Date/time: Session No.:……………………………… INTRODUCTION: My name is Nguyen Dieu Thuy and I am a senior year student at University of Languages and International Studies I am conducting a research study on the Learning experience of senior-year ESL/ EFL students in a new practicum model for my graduation paper, in which you have given your consent to take part in The following interview is the final interview of the whole data collection process It will last approximately 30 minutes and will follow a designed interview protocol You will be asked questions regarding your learning experience in the new practicum model that you have been involved in from the beginning of this study and what you could draw from this experience There is no right or wrong answer, so please feel free to express yourself If you allow, your answers will be tape recorded for later investigation Do you have any questions regarding this interview? If not, let’s get started with the first interview question QUESTION: What you like the most about the current practicum? What have you learnt/ improved in the current teaching experiences in terms of Teaching? From whom/ what have you learnt? Did you have a chance to practice with language assessment? Probe: Did you score or design tests? How did you score or design tests? After a prolonged practicum, what teaching experience you find the most valuable? Do you wish to change anything about your practicum? Probe: If yes, what would you like to change? *Follow-up questions are based up on interviewee’s response 89 INTERVIEW PROTOCOL For the new practicum model constructors Name of the participant: ………………………………………………………………… Date/time: ………………………………………………………… Session No………… INTRODUCTION: My name is Nguyen Dieu Thuy and I am a senior year student at University of Languages and International Studies I am conducting a research study on the Learning experience of senior-year ESL/ EFL students in their learning by doing project-based practicum for my graduation paper, in which you have given your consent to take part The following interview is a part of the research The purpose of this interview is to investigate the expectations for pre-service teachers in the Learning by doing project practicum from the view of the project constructors It will last approximately 20 minutes If you allow, your answers will be tape recorded for later investigation Do you have any questions regarding this interview? If not, let’s get started with the first interview question QUESTION: 1.What are some pedagogical skills that pedagogical students are expected to demonstrate during their practicum? What are the rationales for these expectations? Is there any framework that the practicum model based on? What are the official supports from the university provided to pre-service teachers in their teaching practicum? How are the supports going to help pre-service teachers? In any teacher training programs, practice teaching is regarded as a key component of the whole process However, according to project X, the teaching practice only weighs 40% of the overall points given to the practicum, could you specify the reasons? With evidence provided by student teachers only, how can the credibility of their performance during the practicum be assured? What are the frameworks for the teaching practicum assessment? *Follow-up questions are based up on interviewee’s response 90 APPENDIX POST-LESSON REFLECTION Teacher’s name: Date: Subject: Class: Unit/Lesson: Please reflect on your teaching experience and answer the following questions You may want to add any relevant examples to support your statements Detailed description and explanation are highly recommended and appreciated What you think about today’s lesson? How were your students’ behaviour during each learning activity? What went well in today’s lesson? What contributed to this positive experience? What did not go well in today’s lesson? What contributed to this negative experience? What you plan to next to improve your teaching practice in the next lesson? 91 92 ... project: Learning by doing 4.2 CASE 2: THE PROFESSIONAL LEARNING EXPERIENCE OF PRESERVICE TEACHERS IN THE NEW PRACTICUM MODEL The second part of this chapter analyses the actual professional learning. .. undertaking their practicum at a school and/ or an English language center in the final year of their teacher education program Although pre- service teachers are not initially clearly aware of the. .. enhance the learning experience of preservice teachers Additionally, the reseach can lay the foundations for the innovations of teaching practicum, especially in the context of Vietnamese education