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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER A GOOD EFL TEACHER FROM THE PERSPECTIVE OF STUDENTS IN FELTE, ULIS, VNU Supervisor: Nguyễn Thị Kim Phượng (M.Ed) Student: Đinh Thu Hiền Course: QH2014.F1.E1 HÀ NỘI – 2018 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP MỘT NGƯỜI GIÁO VIÊN TIẾNG ANH TỐT TỪ GĨC NHÌN CỦA SINH VIÊN KHOA SƯ PHẠM TIẾNG ANH, ĐHNN, ĐHQGHN Giáo viên hướng dẫn: Th.s Nguyễn Thị Kim Phượng Sinh viên: Đinh Thu Hiền Khóa: QH2014.F1.E1 HÀ NỘI – 2018 I hereby state that I: Dinh Thu Hien, class QH2014.F1.E1, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature May 4, 2018 ACKNOWLEDGEMENTS These are my heartfelt thanks dedicated to all the ones who have made this graduation paper possible First and foremost, I would like to express my sincere gratitude to my supervisor, Mrs Nguyen Thi Kim Phuong for the wholehearted support and constructive feedback that she has offered to me during the last months To be honest, it should be sheer luck that I conducted this research under her enthusiastic and dutiful supervision No matter how hard I have struggled to finish the thesis, she has always been there with infinite patience and timely assistance I am also thankful to her for never imposing any personal ideas on me, even when I chose to change the topic of research She was always respectful and accompanied me with the greatest encouragement that I would have never imagined Secondly, I would like to say thanks to Mrs Dinh Hai Yen, Ms Phung Ha Thanh, Mrs Pham Thi Thu Ha, Mrs Nguyen Thuy Phuong Lan, Mrs Can Thuy Linh, Mrs Nguyen Thi Hoa and many other teachers in Faculty of English Language Teacher Education Although they have not ever been my supervisors, or ever heard about my topic, they did, in one way or another, inspire me to conduct this graduation paper Of course, all of them are “good teachers”, to me Thirdly, I am extremely thankful to all the participants who were willing to spend their valuable time completing the questionnaire and taking the interviews But for their supportive participation, my research would be far from finished I also wish to acknowledge my debt of gratitude to all the previous scholars and researchers who have explored the topic Thanks for their hard work in the past, I was able to gain a deep insight into the issue and inherited a source of wisdom, laying foundation for my research Next, my deepest thanks go to my parents, my sister and other family members for unconditional love and care They have always given me i considerable encouragement so that I could concentrate on my study and finish this paper Thanks to all my dear friends who have shared with me the amazing experience on the way to carry out this research Last but not least, I send special thanks to myself of last days Had it not been for her persistence, effort and a mind for good things, this paper would not be fully finished Thanks to her for having appreciated every single moment doing this thesis, and reporting honestly whatever found This thank is also for her not to forget that she has to try harder in the future career, if she dreams to be a good teacher and a good researcher Thank you so much for reading this paper at the moment I wish you enjoy it someway! ii ABSTRACT Foreign language teaching and learning in Vietnam has been undergoing drastic changes, creating the need for training high-quality English as a Foreign Language (EFL) teachers This mixed-method study investigated the perspectives of students in a teacher education program about characteristics of a good EFL teacher and the construction of their perceptions Initially, 117 juniors and seniors in Faculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS) were asked to complete a self-report questionnaire Semi-structured interviews were then conducted to provide explanation for significant quantitative data The results disclosed that pedagogical skills and content knowledge were the two most important aspects of an EFL teacher as perceived by the participants Specifically, they highly valued teachers who suit teaching with students‟ level; give explicit instructions and useful feedback; master English language; respect students; be open-minded, inspiring and support learning independence On the other hand, using ICT and learnercentered approach, catering for individual learner, being humorous, and performing as moral guides were the least desired qualities Student teachers‟ perceptions were mostly influenced by their experience with previous teachers, from whom they form their role models Their beliefs were also shaped through self-reflection, “filtering”, and problem-solving in teaching experience, knowledge base and reflective practice provided in teacher education course Social context acted as a platform for them to negotiate between genuine beliefs and the reality These findings have signified a role model of EFL teachers from the perspective of pre-service teachers They also implied the consideration of student teacher‟ pre-existing beliefs in teacher training and a program shifting from theory-based to experience-based that employs reflective approach iii TABLE OF CONTENTS PAGE Acknowledgements i Abstract iii Lists of figures vi List of tables vi List of abbreviations vii CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Statement of research problem & research questions 1.3 Scope of research 1.4 Significance 1.5 Organization CHAPTER 2: LITERATURE REVIEW 2.1 A good teacher 2.1.1 Definition of a good teacher 2.1.2 Characteristics of a good teacher 6 2.2 A good EFL teacher 2.2.1 A good EFL teacher from the perspective of students 2.2.2 A good EFL teacher from the perspective of practicing teachers 2.2.3 A good EFL teacher from the perspective of pre-service teacher 10 10 11 13 2.3 Summary 21 CHAPTER 3: METHODOLOGY 22 3.1 Research design 22 3.2 Research population and Sampling 22 3.3 Data collection 24 3.4 Data analysis 28 iv CHAPTER 4: RESULTS AND DISCUSSION 31 4.1 Characteristics of a good EFL teacher as perceived by third year and fourth year students 31 4.1.1 Content knowledge – an preliminary condition of a good EFL teacher32 4.1.2 Pedagogical skills - the most desirable EFL teacher qualities 34 4.1.3 Behaviors towards students – creating working and personal relationships 37 4.1.4 Personality - a bonus point for a teacher of English 39 4.1.5 Broader educational goals – Is it the main responsibility of a teacher? 41 4.2 The construction of third year and fourth year students‟ perceptions of a good EFL teacher 44 4.2.1 Factors shaping pre-service teachers‟ idea about a good EFL teacher 44 4.2.2 Ways to affect student teacher‟s teaching beliefs 46 CHAPTER 5: CONCLUSION 52 5.1 Summary of major findings 52 5.2 Implications 54 5.3 Limitations and Suggestions for further research 56 REFERENCES 58 APPENDICES 63 Appendix 1: Questionnaire 63 Appendix 2: Interview questions 67 Appendix 3: Transcript 69 v LIST OF FIGURES Figure 1: Teacher cognition, schooling, professional education and classroom practice 17 Figure 2: The importance of categories to an EFL teacher as ranked by third year and fourth year students 31 Figure 3: Factors influencing student teachers‟ perceptions of a good EFL teacher 45 LIST OF TABLES Table 1: Mean score for characteristics of a good EFL teacher in terms of the content knowledge 33 Table 2: Mean score for characteristics of a good EFL teacher in terms of the pedagogical skills 35 Table 3: Mean score for the characteristics of a good EFL teacher in terms of the attitudes and behaviors towards students 38 Table 4: Mean score for characteristics of a good EFL teacher in terms of the personal characteristics and attitudes 40 Table 5: Mean score for characteristics of a good EFL teacher in terms of the broader educational goals and skills 41 vi LIST OF ABBREVIATIONS EFL FELTE FL ICT NNEST TESOL ULIS VNU English as a Foreign Language Faculty of English Language Teacher Education Foreign Language Information and Communications technology Non-native English Speaker Teacher Teaching English to Speakers of Other Languages University of Languages and International Studies Vietnam National University vii They should like in each lesson, let the students be more active It‟s not like that you let students everything, they will feel overwhelmed, so in each lesson I think that you let them them work in groups for about fifteen minutes then you help them, you teach the rest of the time… Interviewer: Ok, I see According to your answer in the questionnaire, taking a personal interest in each student is not really necessary to an EFL teacher Can you explain your opinion in more detail? Interviewee: I think it is necessary to take personal interest in each student, I mean, in reality, when I teach a large class, it‟s very difficult How you can cater for the demand of every student in a large class when the levels of students are not so equal For example, when I teach in the center, the class size is just under ten students and I can know very well, the characteristics and also the weakness and strength of each student and I can take care of them When I teach, in the internship, a class of over 20 students and there are just some students who always raise their hands and I can know them very well And for students who just nothing, I can barely know their personalities, I can guess, but I cannot take care of them Interviewer: ok, I see What you think about a teacher who is humorous? Interviewee: Well, actually I used to wish myself to be humorous, because I‟m kind of serious teacher In the class, I think humor is, if a teacher can be humorous, it would be great, it is natural for everyone to like a humorous person They can raise atmosphere, they can make the lesson more interesting and less tense, you know Sometimes when the knowledge is too much and the teacher can tell jokes and the whole class can burst out laughing, it would be great However, I think not many people can be humorous, right? Actually, it would be great if you have that quality but if no, it‟s ok The important thing is how you develop yourself, your personality For example, I know that, I cannot be humorous 82 Instead I have some kind of qualities for example, caring Instead of trying to be humorous, I try to develop what I have Interviewer: You mean, having a sense of humor is kind of a bonus, right? But if you not have that quality, you can still become a good teacher? Interviewee: uh huh Interviewer: Uh huh However, in your questionnaire, you don‟t rate this characteristic as important Is there any conflict here? Interviewee: Maybe when I compare it to others, I think it‟s not really important Interviewer: You know, in traditional Vietnamese culture, teachers are often considered a moral example What is your opinion about this social norm? Interviewee: I agree that in Vietnamese culture, most people think teacher, unlike other careers, other occupations, they should set a good example for students I think now, things may have changed I still think that they should to some extent, be a good moral, but not like a perfect moral, like, all people think they have to be like this, like that… Teacher is just a job, right?, just like doctor, just like other occupations, so I think they can have the freedom to what they want But of course, I mean, when they teach, they should not express too much about … For example, most people think that a teacher should be serious, or gentle or that kind of things… And for example, Ms An, she has a tattoo, for some parents they may think that Oh my god, she is a teacher… She is too, like,… Interviewer: It may be inappropriate for a teacher, right? Interviewee: Yes, actually it is difficult to say… Can you ask me a smaller question? Interviewer: Ok, so for example, a teacher goes to the bar… what you think about it? Interviewee: I think of course it does not matter It does not affect the way she teaches, ok It is just her personality But what I mean here is that good morality here means that ohm, … 83 Interviewer: they not violate any rule? Interviewee: Maybe… and also like they should have good morality in terms of teaching, you see For example, maybe outside, they can go to the bar, they can hang out with a lot of people, maybe not really good people but she has a passion for teaching and she cares about their students and I think that‟s the most important Interviewer: uh huh, so you mean morality in teaching is when the teacher cares about students Anything else? Interviewee: I think during the period when they teach, they also help the students to … I mean, it‟s not the teacher who is the moral example for students, but maybe some lessons, they share their experience Maybe just experience only… It‟s still the norm that students admire the teacher, they tend to think that the teacher is better than them in every aspect, so maybe sometimes the teacher should the positive aspects of themselves, not like to show off that I‟m a good person but just for students, to somehow, follow their good example Interviewer: Uh huh But in the questionnaire, that teacher should help students form good personalities is not highly appreciated by you Can you explain in more detail? Interviewee: I think, about forming a good personality, it‟s more about the role of parents They hold the most important role The teacher is just like an assistant at school For example, when they realize that the students have inappropriate behaviors, they may have them to adjust But at the same time, they inform the parents and I think the parents should be the ones who take the most responsibilities but of course the teacher has to share that responsibility as well Interviewer: uh huh, share the responsibility but not too much Is it what you mean? Interviewee: Yes 84 Interviewer: What is the most influential factor that shapes your beliefs about a good EFL teacher? Interviewee: I think my experience as a learner and also my teaching experience may be equally important Interviewer: in what ways these factors impact your ideas about a good EFL teacher? Interviewee: My experience as a learner… Because I used to be student so in my opinion, I will have some opinions about… when I was a student, back in highs school or secondary school, I also hold the opinion of how a good teacher was And then when I go to university, I think the teachers in our university are all very excellent, not only academically but also I think their personality is great as well, they can inspire me a lot So when I look at the good teachers and also some not so good teachers, I can shape my perceptions of a good EFL teacher Also my teaching experience, it is important as well When I teach at the center, I think somehow I change my mind a lot For example like I say, before I started teaching in the center, in front of the class, I used to think that humor is very important and I wished all the time that I can possess humor but when I started teaching, I realize some speaking teachers are very energetic, they are funny and I‟m not (I teach writing) but students still like me So I realize that well, it isn‟t that necessary Interviewer: Ok, I see Only 43% of participants in my research respond that teacher education program in ULIS influence their teaching beliefs What you think this figure means to you as a pre-service teacher? Interviewee: Actually for myself, it did have a great influence on me Because before I started learning in ULIS, I did not have any interest in teaching at all But after I start learning, I used to talk to some teachers, my old teachers They also studied in ULIS, and they told me that “Oh my God, all the theory, the methodology studied here is of ULIS outside When you come to the high school, you have to learn from the scratch It was not helpful… I think the methodology I 85 learn here, they are helpful, I mean they shape the foundation for me, sometimes we need the theory for lesson planning I can know why I have to put this, why I have to put that It is important When I teach in the center, and I see the people in the center they develop the materials but just randomly They did not really care about the target, the learners, how they combine the materials, how they adapt,… I‟m kind of surprised that not many people think that the experience in ULIS does not have influence on them… Interviewer: Uh huh So as a student of ULIS, you have any suggestions for the Faculty to help you become a good teacher? Interviewee: Well, maybe for some subjects, for example the Assessment, I find it kind of a challenge I not think that I can grasp all the information in the book, sometimes it‟s too difficult and too much theory with little practice It‟s just one subject For others, for example the Syllabus Design, the workload was so heavy but actually it did help us to… I think it‟s kind of helpful when the teacher pushed us so much to design a whole syllabus for several weeks but it‟s a good experience I mean, I really like the experience when we have to design the lesson ourselves, and teach ourselves, it‟s helpful But sometimes, for some kind of assignments, they are just too heavy and not relevant, and we, the students may feel frustrated Why we have to this? For example, the documentary, we felt tired Of course after all, we still gain something, for example IT skill, some people think that it is not really necessary It does play an important role but sometimes when students have to that and the workload is too heavy, they just feel very annoyed They feel like frustrated They finish the assignment in not really a good mood It may affect them Interviewer: I can see that teaching experience is the most influential factor on your perceptions of a good teacher So in order to help you become a desirable teacher, you want more teaching experiences are integrated into ULIS‟s Teacher Education Course? 86 Interviewee: Ah, because most of the time we just teach the friends, yeah, we teach the classmates right? I think it‟s not that helpful I mean what we really need is the experience in different environments For example, now I teach in the center I teach IELTS, but next time when I teach at high school, it may be different, I teach university students, it may be different… But if we just teach our friends, it is not really helpful The integration, a little bit more, may be useful, but not too much Because I think all the time we just teach our classmates It‟s like the same Interviewer: Reflecting back, are there any other characteristics that you think an EFL teacher should have? Interviewee: I think in the questionnaire you have mentioned a lot of factors and I think I don‟t want to add more Interviewer: Reflecting back, are there any other factors that shape your perceptions of a good teacher? Interviewee: I don‟t know These are the most important… Interviewer: yeah, because some students say that their experience in observing other people‟ class can affect the way they perceive how a good EFL teacher should be… Interviewee: ah, because actually in my experience, I have had much chance to observe others‟ class At the internship, I did not receive much useful lesson from observing my teacher… there is nothing to study from And except for that experience, I never observe any other class The only teachers that I observe are the ones who teach me every day at school Interviewer: uh huh Thank you so much for your participation in the interview… INTERVIEW 4: Interviewer: You are training to be a teacher of English What motivation leads to this choice? 87 Interviewee: when I was young, I dreamt to become a teacher The first reason is my teenage dream And the second reason is based on the role model that I have during my academic life I always idolized my teacher who have great knowledge about almost everything on earth, and can offer help when I need with a very friendly and nice attitude Interviewer: Ok thank you According to your answer in the questionnaire, pedagogical knowledge and skill is the most important quality of a teacher of English Can you explain for your answer? Interviewee: Well I guess it‟s quite obvious A good teacher needs good content knowledge They don‟t have to know everything but at least they have to be like knowledgeable enough in their field Because they are the one who provide the knowledge to students and they are supposed to be ready to answer students‟ questions at any time when they need So they need to be equipped with equivalent knowledge in that filed in order to fulfill that task Interviewer: uh huh, what about pedagogical skill? Interviewee: yeah, you have to have the knowledge, but the knowledge alone is not enough You can become a researcher with such knowledge, but to become a teacher, you need some skills to convey the knowledge successfully to your students and to be able to communicate things with your students Interviewer: You mean the utmost purpose of teaching is to convey the knowledge to students, right? Interviewee: Yeah, to be able to communicate the knowledge correctly Interviewer: What is your view about the importance of personal characteristics to an EFL teacher? Interviewee: I think it‟s like a bonus If you have it, that‟s good If you don‟t have it, that doesn‟t matter much Interviewer: Can you specify some characteristics that you suppose to be bonus for teacher? 88 Interviewee: From my perspective, the teacher should be friendly and approachable so that the students can approach them and ask for assistance whenever they want And that will benefit learning About friendly, that is my own style I prefer to be able to create a good rapport between me and my students So I think being friendly is necessary for my case but for others, I‟m not sure Interviewer: What you think about the use of ICT in teaching English? Interviewee: Well, in this modern world, maybe the use of ICT is quite important but it doesn‟t play the most important role It‟s like personality is a bonus, if you can use it, you will be able to create creative visual aids for your teaching purposes But if you don‟t have it, like my previous teacher, some of them didn‟t make use of any ICT, projectors or tools, but they still manage to deliver good lessons and I think that‟s enough… Interviewer: so you think that using ICT in teaching English is not important or you have difficulty using ICT? Interviewee: It‟s not important I don‟t have any difficulty Interviewer: Uh huh According to your answer in the questionnaire, taking a personal interest in each student is not really necessary to an EFL teacher Can you explain your opinion in more detail? Interviewee: I see that I don‟t disagree with this point I‟m somewhere at the middle It depends on the class size If you have, like, big class to manage, it seems unfair when you discover the characteristics and the learning style of every single learner in class But if you have a smaller group of students, like, from ten to fifteen or somewhere below, then, it is manageable for you to explore the learning style of each person so that you can adapt it to your teaching so that every student can benefit Interviewer: What you think about a teacher who is humorous? Interviewee: Yeah, I like those who have a good sense of humor Somehow they make the lesson more interesting When it comes to more serious things, I 89 don‟t think that others will have a similar attitude like me because sometimes they prefer the atmosphere to be focused and serious In that case, a sense of humor sometimes makes the lesson lasts longer than they are supposed to be Interviewer: Uh huh However, in the questionnaire, you not rate the sense of humor high Interviewee: yes, as I explained, for me it‟s good for you if you have a good sense of humor but for some cases, humor is totally unnecessary Interviewer: What you think about a teacher who is open-minded? Interviewee: Of course, they need to be open-minded Interviewer: What you mean by open-minded? Interviewee: There are different kinds of behaviors to show that you are an openminded person Just give an example You have to be open to criticism For example, if you make a mistake when delivering the lesson, and the students are able to point out your mistakes, you must accept that rather than scold the students because they embarrass you or something The second example of being openminded, I think the teacher should change in the way that the society is moving For example, we are having some issues with the LGBT In my class there are some students who belong to the LGBT world So if the teacher is not openminded, teacher will find it hard to accept their real gender And maybe the teachers, if they are not thoughtful enough, they might create some kind of sex joke, which might hurt the students By these two examples, I think the teacher should be open to receive the comments and keep an open mind Interviewer: uh huh Thank you In traditional Vietnamese culture, teachers are often considered a moral example What is your opinion about this social norm? Interviewee: Yeah I think there should be some kind of change or adaptation in that notion Because teacher, at the end of the other day, is just human and I think they should be given more freedom rather than be restricted to a form As long as they are able to their job which is to teach English, it is enough And I don‟t 90 think it‟s necessary for asking them to be a role model for students If they can inspire students to become a good role model, that‟s great But the teacher can whatever she/he likes, you know Considering then payment that they teacher are getting nowadays, I just feel that we are requiring too much from teachers Interviewer: You mean we cannot ask someone to behave like this, like that with an average payment? Interviewee: Yes Interviewer: Ok, I see it What is the most influential factor that shapes your beliefs about a good EFL teacher? Interviewee: There are a lot of factors that influence decision to become a teacher As I have told you, my dream, and some good teachers I have met during my primary, secondary and high school years, and in my university life as well The thing that I have studied in the university has taught me how I can adapt my teaching style to suit the needs of learners Also, I have gone out to actually experience in the field I think my own teaching experience and my understanding of Vietnamese culture, which you know, like native teachers sometimes cannot do, help me to gain an insight of the current learning and teaching situation so that I can make the most suitable adaptation to meet the demand of the society and the learners Interviewer: All the four factors affect you equally? Interviewee: Not equally There is some priority If I have to choose, then the most crucial element should be my teaching experience and the education program Interviewer: Ok In what way does the teacher education program influence your perception of a good EFL teacher? Interviewee: They have equipped me with god knowledge about the learners and learning styles and the different ways that we can to suit the learners For example, one message that we have learned throughout four years here is to respect differences If I haven‟t had the chance to learn about that, I wouldn‟t be as 91 open-minded as I‟m now And the teaching program has provided me with a chance to meet and learn with experts in the field who have very good ideas of how a teacher should behave Interviewer: Ok As a student of FELTE, ULIS, you have any suggestions for the Faculty to help you become a good teacher? Interviewee: I think the curriculum at the faculty now is still a little bit theorybased They know that they are changing to keep a balance between the theory and the practice But we still have a long way to go to reach that balance What I suggest is more practice, more tutoring programs, more demo sessions As long as we are given more opportunity to expose to the real teaching and learning situations, the more we are expose, the better it will be Interviewer: uh huh, reflecting back, are there any other characteristics that you think an EFL teacher should have? Interviewee: No… Interviewer: ok Reflecting back, are there any other factors that shape your perceptions of a good EFL teacher? Interviewee: No Interviewer: ok, so that‟s the end of our interview Thank you… INTERVIEWEE Interviewer: You are training to be a teacher of English What motivation leads to this choice? Interviewee: It is not really a motivation Before taking the university entrance exam, I chose a major that related to English, which was my strength Moreover, this school was tuition-free… Interviewer: Ok, thank you According to your answer in the questionnaire, pedagogical knowledge and skill is the most important quality of a teacher of English Can you explain for your answer? 92 Interviewee: I think teacher is someone who teaches In order to teach, their knowledge should be good, and they need to be able to transmit the knowledge to students Those are the core values of teachers Interviewer: Ok, I see it What is your view about the importance of personal characteristics to an EFL teacher? Interviewee: I think personalities are quite important Actually, even when a teacher is very good, if he or she does not have the charisma to attract students, it is hard to raise interest for students Anyway, it is just a bonus I know some teachers who are boring but they are still good teachers because of their ability to deliver knowledge But, if a teacher has an attractive character, it is better Interviewer: Ok, I see What you think about the use of ICT in teaching English? Interviewee: Using ICT has just become a trend recently When I was a student, I was taught grammar-translation, there was nearly no ICT Personally, I think using ICT is good as it is helpful to teachers and makes the lesson easier to understand But I did not learn in an environment that used much ICT, I‟m not sure about its actual effectiveness Interviewer: What you think about the employ of learner-centered approach in teaching English? Interviewee: I think it is like ICT It is a necessary change in teaching English because it helps students with their problems Interviewer: Ok, I see According to your answer in the questionnaire, taking a personal interest in each student is not really necessary to an EFL teacher Can you explain your opinion in more detail? Interviewee: I think there should be a standard that students need to follow in class Unless they are far lower than that standard, teachers need pay more attention to them Usually, every student should try to reach that standard, or even exceed it It is ok if teachers could care for individual learners, but it is not 93 necessary Instead, they should make sure that all students meet the standard It is more feasible Interviewer: What you think about a teacher who is open-minded? Interviewee: Of course Not only teacher, anyone needs to be open-minded Personally, I think it is important in this society When you are close-minded,… I not like close-minded people, so I think that anyone should be open-minded regardless of their job Interviewer: Uh huh What you think about a teacher who is humorous? Interviewee: Sense of humor is a personal thing Not every can be humorous to draw the attention of students If a teacher is humorous, it is good But it is not the requirement to become a teacher It is more associated with teacher styles There are still good teachers who are not humorous They are even serious people, they not like joking But they concentrate on their job Interviewer: Uh huh, ok You know, in traditional Vietnamese culture, teachers are often considered a moral example What is your opinion about this social norm? Interviewee: Well, this is quite a controversial issue In my opinion, teachers should comply with a certain moral standard, but it depends on the environment If your students are young learners, morality is more important because students are developing their cognition and building character But when students are older, teachers are not necessarily a moral model They are just themselves, not have to be role models I personally not want to become a role model morally, but it depends on the context Interviewer: Ok, I see it Do you think that helping students form good personality is necessary to an EFL teacher? Interviewee: I think it depends on the setting They more you are close to students, the easier it is to help them But if you teach in a commercial context, it is not necessary that you should help students form good personality I think the main 94 responsibility of teachers is to transmit the knowledge, helping students form good personalities is supplementary If I can help them, it is good, but the question is that, what is good personality? Each one defines “good” personality in their own way, so it is not compulsory to teachers Interviewer: Ok, I see Thank you What is the most influential factor that shapes your beliefs about a good EFL teacher? Interviewee: It mainly comes from my experience Because I‟m not really interested in becoming a teacher, my impression about a good teacher based on my experience as a learner If a teacher could raise my interest, and help me learn well, that is a good teacher About the ones who not make any impression, I not judge them, but I not appreciate them Interviewer: Only 43% of participants in my research respond that teacher education program influence their teaching beliefs What you think this figure means to you as a pre-service teacher? Interviewee: It does not mean much to me People think differently Interviewer: As a student of FELTE, ULIS, you have any other suggestions for the Faculty to help you become a good teacher? Interviewee: About the suggestion to improve the curriculum… I think it is ok now, except that there should be more teaching practice Not every student here wants to become a teacher, I think it is hard to teach people a moral standard Interviewer: Reflecting back, are there any other characteristics that you think an EFL teacher should have? Interviewee: I think it is more about teacher style Everyone has their own style As long as they have good knowledge and ability to deliver the knowledge, that is ok Interviewer: Reflecting back, are there any other factors that shape your perceptions of a good teacher? 95 Interviewee: Sometimes it comes from my teaching experience when I imagine what can be suitable for my students But actually I not have much experience I just in the way that I think may be good and suitable with my style I‟m not sure whether it shapes my perceptions of a good teacher, but I think it is a source of inspiration Interviewer: Ok I see Thank you so much for your participation in the interview… 96 ... NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP MỘT NGƯỜI GIÁO VIÊN TIẾNG ANH TỐT TỪ GĨC NHÌN CỦA SINH VIÊN KHOA SƯ PHẠM TIẾNG ANH, ĐHNN, ĐHQGHN Giáo viên hướng dẫn: Th.s Nguyễn Thị Kim Phượng Sinh. .. VIÊN KHOA SƯ PHẠM TIẾNG ANH, ĐHNN, ĐHQGHN Giáo viên hướng dẫn: Th.s Nguyễn Thị Kim Phượng Sinh viên: Đinh Thu Hiền Khóa: QH2014.F1.E1 HÀ NỘI – 2018 I hereby state that I: Dinh Thu Hien, class... would have never imagined Secondly, I would like to say thanks to Mrs Dinh Hai Yen, Ms Phung Ha Thanh, Mrs Pham Thi Thu Ha, Mrs Nguyen Thuy Phuong Lan, Mrs Can Thuy Linh, Mrs Nguyen Thi Hoa and