English teaching and learning in ho chi minh city university of technology (hutech), vietnam

English teaching and learning in Ho Chi Minh City University of Technology (HUTECH), Vietnam A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Thi Hong Nguyen MA in TESOL School of Education College of Design and Social Context RMIT University March 2015 Declaration I certify that except where due acknowledgement has been made, the work is that of the author alone; the work has not been submitted previously, in whole or in part, to qualify for any other academic award; the content of the thesis/project is the result of work which has been carried out since the official commencement date of the approved research program; any editorial work, paid or unpaid, carried out by a third party is acknowledged; and, ethics procedures and guidelines have been followed Thi Hong Nguyen 24 August 2015 i Acknowledgements On the completion of this research, I have received great assistance from many wonderful people in different meaningful ways I would like to express my sincere thanks and appreciation to these persons First, I wish to express my deepest gratitude and thanks to my Senior Supervisor, Doctor Wendy Warren for her guidance and valuable advice She has supported and encouraged me to proceed and complete the research effectively Also, I would like to express my sincerest gratitude and thanks to my Associate Supervisor, Professor Heather Fehring, who has been always helpful, given me critical advice and valuable feedback for my thesis I also wish to express my warm and sincere thanks to my friend, Asher Warren, who spent precious time copy editing my thesis, with patience and enthusiasm Along the way, I also wish to acknowledge Ms Louise Prentice and all the staff of the School of Education, College of Social Context and Design of RMIT University, who have been always considerate, supported and provided me with tremendous assistance during my study I would also like to express my deep and sincere thanks to the Management Board, the teachers, the staff and the students of Ho Chi Minh City University of Technology (HUTECH), who provided me with great assistance and a comfortable atmosphere during the data collection phase of this study My warm and sincere thanks go to my dear colleagues, and my dear friends who were willing to give help and support to me when I needed it, sending me valuable books, articles and documents which were helpful for my thesis: Yuhong Lu, Anh Thi Pham, Quynh Hai Thi Pham, Huyen Minh Bui, Cam Hong Thi Khuong, Urip Sulistyo, Ngan Kim Tong, Di Thanh Ba Duong, Tuyen Song Do, and Thu Hoai Nguyen ii I would also like to thank my parents in law for their kind assistance and thoughtfulness To my sisters in law and brother in law, their understandings and kindness mean so much to me My appreciation also goes to my beloved husband, Hoa Quoc Nguyen He has always been beside me, encouraged me and supported me in any possible ways he can With his love, care and kindness, I have been confident to proceed my study To my lovely kids: Hong Phuc Tien Nguyen and Minh Quoc Gia Nguyen, who have been always a great motivation and inspiration to me, so that I can complete my thesis with joys and happiness To my wonderful brothers: Duc Minh Nguyen and Cong Thanh Nguyen Their kind and constant support and understandings have encouraged me so much Without them, I could not have come to this success My deepest and sincerest appreciation goes to my wonderful and loving mum and dad Without their love, care, support and encouragement, I could not have achieved this pride and success iii Table of Contents Acknowledgements ii List of Tables xiv List of Figures xv List of Abbreviations xvii Abstract 1 Chapter 1 Introduction 2 1.0 Introduction 2 1.1 Background and Context 2 1.2 Research Problem and Reasons for Choosing the Research Topic 5 1.3 Purpose of the Study 8 1.4 Research Questions 9 1.5 Scope of the Study 9 1.6 Research Methodology 10 1.6.1 Mixed methods research 10 1.6.2 Case study 11 1.6.3 Research methods 12 1.6.3.1 Quantitative methods 12 1.6.3.2 Qualitative methods 12 1.7 Significance of the Study 13 1.8 Outline of Thesis Structure 14 Chapter 2 Background and Context 17 2.0 Introduction 17 2.1 Brief History of Language and Education in Vietnam 17 2.1.1 History of language in Vietnam 17 2.1.2 Current status of English in Vietnam 19 2.1.3 English as an important subject 21 2.1.4 Common pedagogical practices of teaching English in Vietnamese classrooms 23 iv 2.2 The Ministry of Education and Training (MOET) 25 2.2.1 An overview of the Ministry of Education and Training 25 2.2.2 Challenges facing the higher education sector in Vietnam 27 2.2.3 Recent legislation and vision for Vietnamese higher education 29 2.3 An overview of HUTECH 31 2.3.1 History and background information 32 2.3.2 HUTECH’s mission and vision 33 2.3.3 The administration organization and academic faculty of HUTECH 34 2.3.4 Education policy and curriculum at HUTECH 36 2.3.5 Procedures and qualifications for admission to HUTECH 36 2.3.6 Evaluation and grading system 37 2.3.7 English programs in HUTECH 37 2.3.7.1 English major and non-major English teaching in HUTECH 37 2.3.7.2 English teaching staff 38 2.3.7.3 Syllabus 39 2.3.8 Professional development for English teachers 39 2.4 Summary 40 Chapter 3 Literature Review 42 3.0 Introduction 42 3.1 Foreign Language Teaching and Learning 42 3.1.1 General theories of teaching and learning 42 3.1.2 Goals of language teaching and learning 43 3.1.3 Student-centered approach 44 3.1.4 The use of teaching materials 45 3.1.5 Four major methods in foreign language teaching 46 3.1.5.1 Grammar-Translation Method 47 3.1.5.2 Direct Method 49 3.1.5.3 Audiolingual Method 50 3.1.5.4 Communicative Language Teaching (CLT) 52 3.1.6 English in higher education in Vietnam 55 3.1.7 Implementation of CLT in Vietnam 58 3.2 Previous Studies about English Teaching and Learning 63 3.2.1 Research studies about the roles of teaching aids, about teachers and learners in ELT 63 v 3.2.2 Research studies about English teaching methods and policies for TEFL 70 3.2.3 Research studies about factors affecting English teaching and learning 73 3.2.4 Research studies relating to English teaching and learning in Vietnamese context 77 3.3 Summary 85 Chapter 4 Research Design 88 4.0 Introduction 88 4.1 RMIT Research Processes 88 4.2 Research Questions 88 4.3 Philosophical Worldview: Pragmatism 90 4.4 Mixed Methods Case Study Approach 91 4.4.1 Mixed methods research 91 4.4.2 Case study 92 4.5 Sampling and Selection of Participants 94 4.5.1 Sampling 94 4.5.2 Selection of participants 96 4.6 Research Methods 97 4.6.1 Data collection 97 4.6.1.1 Pilot questionnaire 97 4.6.1.2 Main questionnaire 101 4.6.1.3 Teachers’ interviews 103 4.6.1.4 Managers’ interviews 106 4.6.1.5 Class observations 107 4.6.2 Data analysis 109 4.6.2.1 Quantitative data analysis (survey questionnaires) 109 4.6.2.2 Qualitative data analysis (interviews and class observations) 110 vi 4.7 Validity and Reliability 113 4.8 Ethical Considerations 118 4.9 Summary 121 Chapter 5 Students’ Perspectives of English Teaching and Learning in HUTECH 122 5.0 Introduction 122 5.1 General Information 122 5.1.1 General information about data presentation 122 5.1.2 General information about the students who participated 122 5.2 Students’ English Background Knowledge 124 5.3 Curriculum 128 5.3.1 Syllabus 128 5.3.2 Majors taught in English 129 5.3.3 Time allocated for English 132 5.3.4 English skills being taught in classes 133 5.4 Teachers 134 5.4.1 Teachers’ enthusiasm 134 5.4.2 Teaching style 135 5.4.3 Teaching methods 136 5.4.4 Classroom activities 137 5.4.5 Native English teachers and non-native English teachers 138 5.5 Facilities 139 5.6 Class Size 140 5.7 Students’ English Levels 141 5.8 Students’ Motivations 142 5.9 Students’ Autonomy 145 5.10 Assessment 148 5.11 Students’ Expectations 150 5.11.1 About teachers 150 5.11.2 About the university 152 vii 5.12 Summary 154 Chapter 6 Teachers’ Perspectives of English Teaching and Learning in HUTECH 155 6.0 Introduction 155 6.1 General Information about Participating Teachers 155 6.2 Teachers’ Educational Background 156 6.3 Positive Aspects of English teaching and learning in HUTECH 159 6.3.1 Syllabus 160 6.3.2 Language teaching methods 161 6.3.3 Facilities and equipment 162 6.3.3.1 Data projectors 162 6.3.3.2 Benches and tables 163 6.3.4 HUTECH leaders’ support 163 6.3.4.1 Increasing the time amount for English 163 6.3.4.2 Increasing salary 164 6.4 Negative Aspects of English Training in HUTECH and Suggested Solutions 164 6.4.1 Curriculum revision 165 6.4.1.1 Time allocated for EFL 165 6.4.1.2 Time for teaching English speaking and communication 165 6.4.1.3 Speaking tests in examinations 166 6.4.1.4 Benefits for students 167 6.4.1.5 Schedule and timetable 168 6.4.1.6 Disparity of students’ English levels 169 6.4.2 Class size 169 6.4.3 Facilities and equipment 170 6.4.3.1 Air conditioning 170 6.4.3.2 Sunlight 171 6.4.3.3 Furniture 171 6.4.3.4 Room and multimedia room allocation 171 6.4.3.5 Data projectors 172 6.4.3.6 Wireless microphones 172 6.4.3.7 Number of cassette players at Ung Van Khiem campus 173 6.4.4 Support from HUTECH leaders 173 viii 6.4.4.1 Programs for teachers’ professional development 174 6.4.4.2 Response time to the teachers’ problems 174 6.4.4.3 Funds for English improvement activities outside class time 174 6.4.5 Recruitment 175 6.4.6 Students’ attitudes and motivation for English study 175 6.5 Teachers’ Expectations 179 6.5.1 Teaching opportunity 179 6.5.2 Salary policy 180 6.5.3 Professional development for teachers 181 6.5.4 Teacher assessment 182 6.5.5 Using English for teaching major subjects 183 6.5.6 Feedback from teachers and students 183 6.5.7 Full-time positions and work load 184 6.6 Suggestions for an Ideal EFL Training Program in HUTECH 185 6.6.1 Balance between financial profit and education quality 185 6.6.2 Independence for teachers and students 185 6.6.3 EFL program hurdle 186 6.6.4 Placement tests 187 6.6.5 Good and enthusiastic teachers 187 6.6.6 Good curriculum 187 6.6.7 Smaller class size 187 6.6.8 Students’ autonomy 188 6.7 Summary 188 Chapter 7 Managers’ Perspectives of English Teaching and Learning in HUTECH 189 7.0 Introduction 189 7.1 General information about managers participating 189 7.2 Positive aspects of English training in HUTECH 190 7.2.1 Syllabus 190 7.2.2 Curriculum 191 7.2.2.1 Program structure 191 7.2.2.2 Communicative competence 191 7.2.2.3 Allocated time for EFL 192 ix Table 10: The helpfulness of using English as a medium of instruction in some major subjects Frequency Percent Valid Percent Cumulative Percent 1 0.4 0.4 0.4 Yes 209 76.8 76.8 77.2 No 62 22.8 22.8 100.0 Total 272 100.0 100.0 No answer Valid Table 11: Students’ support for the use of English in teaching major subjects Frequency Percent Valid Percent Cumulative Percent 1 0.4 0.4 0.4 Yes 194 71.3 71.3 71.7 No 77 28.3 28.3 100.0 Total 272 100.0 100.0 No answer Valid Table 12: Reasons for which students do not like their major subjects taught in English Reasons for which the students do not like their major subjects being taught in English Count % Difficult to keep up with classmates 4 5.2% Do not understand lessons 50 64.9% Programs are difficult 3 3.9% Afraid of failing the exams Quality of lessons will be affected English ability is not good enough 1 1 17 1.3% 1.3% 22.1% Teachers can not teach the lessons well 1 1.3% 77 100.0% Total Table 13: Time allocated for English subject in HUTECH Valid Frequency Percent Valid Percent Cumulative Percent No answer 1 0.4 0.4 0.4 Too much 5 1.8 1.8 2.2 Enough 133 48.9 48.9 51.1 Not enough 133 48.9 48.9 100.0 Total 272 100.0 100.0 332 Table 14: English skills and knowledge being taught in classes English skills and knowledge being taught in classes Cases Col Response % Col Response % Listening 155 57.0% 22.8% Speaking 125 46.0% 18.4% Grammar 164 60.3% 24.1% Vocabulary 101 37.1% 14.9% Reading 79 29.0% 11.6% Writing 54 19.9% 7.9% All 2 0.7% 0.3% Table 15: Teachers’ enthusiasm Valid Frequency Percent Valid Percent Cumulative Percent Yes 164 60.3 60.3 60.3 Neutral 93 34.2 34.2 94.5 No 15 5.5 5.5 100.0 Total 272 100.0 100.0 Table 16: Students’ opinions about teachers’ teaching style Frequency Percent Valid Percent Percent Interesting 93 34.2 34.2 34.2 Neutral 156 57.4 57.4 91.5 Not interesting 23 8.5 8.5 100.0 Total 272 100.0 100.0 Frequency Percent Valid Percent Cumulative Percent Easy to understand 96 35.3 35.3 35.3 Neutral 149 54.8 54.8 90.1 Not easy to understand 27 9.9 9.9 100.0 Total 272 100.0 100.0 Valid Table 17: Teachers’ teaching methods Valid 333 Table 18: The use of pair work and group work in English classes Frequency Percent Valid Percent Cumulative Percent Very often 30 11.0 11.0 11.0 Often 88 32.4 32.4 43.4 Sometimes 117 43.0 43.0 86.4 Rarely 28 10.3 10.3 96.7 Never 9 3.3 3.3 100.0 Total 272 100.0 100.0 Valid Table 19: Types of teachers who students prefer to study with Valid No answer Teachers from native English speaking countries Vietnamese teachers Foreign teachers in general Combination of teachers Total Frequency Percent Valid Percent Cumulative Percent 1 0.4 0.4 0.4 68 25.0 25.0 25.4 34 12.5 12.5 37.9 25 9.2 9.2 47.1 144 52.9 52.9 100.0 272 100.0 100.0 Table 20: Students’ opinions about facilities and equipment Valid Frequency Percent Valid Percent Cumulative Percent No answer 1 0.4 0.4 0.4 Adequate 161 59.2 59.2 59.6 Inadequate 94 34.6 34.6 94.1 Too poor 16 5.9 5.9 100.0 Total 272 100.0 100.0 334 Table 21: Number of students in English class Frequency Percent Valid Percent Cumulative Percent No answer 2 0.7 0.7 0.7 Too many 84 30.9 30.9 31.6 reasonable 186 68.4 68.4 100.0 Total 272 100.0 100.0 Frequency Percent Valid Percent Cumulative Percent No answer 2 0.7 0.7 0.7 Very equal 11 4.0 4.0 4.8 Equal 50 18.4 18.4 23.2 Unequal 209 76.8 76.8 100.0 Total 272 100.0 100.0 Frequency Percent Valid Percent Cumulative Percent Very interested 45 16.5 16.5 16.5 Quite interested 142 52.2 52.2 68.8 Not very interested 76 27.9 27.9 96.7 Not interested at all 9 3.3 3.3 100.0 272 100.0 100.0 Frequency Percent Valid Percent Cumulative Percent Very necessary 192 70.6 70.6 70.6 Necessary 74 27.2 27.2 97.8 Not very necessary 5 1.8 1.8 99.6 Not necessary 1 0.4 0.4 100.0 272 100.0 100.0 Valid Table 22: Students’ English levels Valid Table 23: Students’ interests toward English Valid Total Table 24: The necessity of English to students Valid Total 335 Table 25: Reasons for studying English Reasons for English studying Cases Col Response % Col Response % No answer 2 0.7% 0.7% For exams and tests 23 8.2% 8.5% Because English is useful for future 227 81.4% 83.5% Because students like English 20 7.2% 7.4% The requirement of current part time jobs 4 1.4% 1.5% To watch movies 1 0.4% 0.4% For entertainmnet 1 0.4% 0.4% To study abroad 1 0.4% 0.4% 272 100.0% 102.6% Total Table 26: Effort for English learning Valid Frequency Percent Valid Percent Cumulative Percent Much effort 74 27.2 27.2 27.2 Neutral 173 63.6 63.6 90.8 Little effort 19 7.0 7.0 97.8 No effort 6 2.2 2.2 100.0 272 100.0 100.0 Frequency Percent Valid Percent Cumulative Percent No answer 1 0.4 0.4 0.4 Often 80 29.4 29.4 29.8 Not often 171 62.9 62.9 92.6 Never 20 7.4 7.4 100.0 Total 272 100.0 100.0 Total Table 27: Students’ lesson preparation before classes Valid 336 Table 28: English study at home Valid Frequency Percent Valid Percent Cumulative Percent No answer 1 0.4 0.4 0.4 Often 86 31.6 31.6 32 Not often 107 62.5 62.5 94.5 Never 15 5.5 5.5 100.0 Total 272 100.0 100.0 Table 29: Communication in English outside class time Valid Frequency Percent Valid Percent Cumulative Percent No answer 1 0.4 0.4 0.4 Often 13 4.8 4.8 5.1 Sometimes 126 46.3 46.3 51.5 Rarely 99 36.4 36.4 87.9 Never 33 12.1 12.1 100.0 Total 272 100.0 100.0 Table 30: The appropriateness of the tests’ content with the course’s content Valid Frequency Percent Valid Percent Cumulativ e Percent Yes 232 85.3 85.3 85.3 No 40 14.7 14.7 100.0 Total 272 100.0 100.0 Table 31: The role of the speaking tests in the improvement of students’ English speaking and communication skills Valid Frequency Percent Valid Percent Cumulativ e Percent Yes 238 87.5 87.5 87.5 No 34 12.5 12.5 100.0 Total 272 100.0 100.0 337 Table 32: Students’ expectations of an English teacher Cases Col Response % Col Response % Enthusiastic, friendly and humourous 250 91.9% 24.9% Good pronunciation, clear voice 106 39.0% 10.5% 230 84.6% 22.9% 93 34.2% 9.3% Concern, respect, understand students 128 47.1% 12.7% Young and good looking 50 18.4% 5.0% Experienced 32 11.8% 3.2% Focus on teaching various skills for students 15 5.5% 1.5% Check students' work regularly 10 3.7% 1.0% Use English as instruction In classes 24 8.8% 2.4% Responsibility 25 9.2% 2.5% Native English speaking teachers 11 4.0% 1.1% Have a passion for teaching job 15 5.5% 1.5% Helpful 6 2.2% 0.6% Fair in assessment 3 1.1% 0.3% Good at technology 1 0.4% 0.1% Understand Vietnamese and English culture 3 1.1% 0.3% High qualifications and overseas study 3 1.1% 0.3% 272 369.5% 100.0% Interesting teaching style and effective teaching method Amusement ability to make lively and comfortable classes Expected factors in an English teacher Total 338 Table 33: Students’ expectations about HUTECH Cases Col Response % Col Response % 1 0.1% 0.4% Facilities and equipment 155 14.1% 57.0% Clubs and activities relating to English improvement 146 13.3% 53.7% Class size 110 10.0% 40.4% Lecturer 185 16.8% 68.0% Syllabus 82 7.4% 30.1% Timetable 3 0.3% 1.1% Friendly environment 18 1.6% 6.6% Teaching methods 113 10.3% 41.5% More time for English 70 6.4% 25.7% More practice and regular students' work check 69 6.3% 25.4% Helpful and listen to students' ideas 73 6.6% 26.8% Reasonable tuition fees 22 2.0% 8.1% Communication in English 2 0.2% 0.7% Find opportunities for students to travel abroad 2 0.2% 0.7% Classify students in levels 36 3.3% 13.2% Have connection with enterprises and companies 1 0.1% 0.4% The university' signs should be in English 1 0.1% 0.4% Use English in teaching and learning 12 1.1% 4.4% 272 100.0% 404.8% Open high quality classes Expectations about the university Total 339 Appendix K Sample of Textbook Pages American Headway, book 2 (Soars & Soars, 2009) 340 341 342 343 344 345 346 ... learning in HUTECH? What are teachers’ perspectives of English teaching and learning in HUTECH? What are managers’ perspectives of English teaching and learning in HUTECH? How is English being taught... universities, Ho Chi Minh City University of Technology (HUTECH), and explored the current practices of English teaching and learning as well as the main factors that influenced the efficacy of how people... quality of English teaching (Richards, 2010) In Vietnam, English teaching and learning is also becoming more and more popular English is taught widely in public and private schools, colleges and