TEACHING STRATEGIES APPLIED BY a VIETNAMESE TEACHER IN PRIMARY ENGLISH CLASSES WITH ADHD AND ASD STUDENTS

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION THESIS TEACHING STRATEGIES APPLIED BY A VIETNAMESE TEACHER IN PRIMARY ENGLISH CLASSES WITH ADHD AND ASD STUDENTS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF BACHELOR OF ARTS ENGLISH LANGUAGE TEACHER EDUCATION Supervisor: Nguyen Tuan Anh (MA) Student: Nguyen Hai Ha Course: QH2017 Class: 17E2 Hanoi - 2021 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHOÁ LUẬN TỐT NGHIỆP NHỮNG CHIẾN LƯỢC GIẢNG DẠY ÁP DỤNG BỞI MỘT GIÁO VIÊN TIỂU HỌC TRONG LỚP HỌC TIẾNG ANH CÓ CÁC HỌC SINH MẮC HỘI CHỨNG TĂNG ĐỘNG GIẢM CHÚ Ý & RỐI LOẠN PHỔ TỰ KỶ Giáo viên hướng dẫn: Thạc sĩ Nguyễn Tuấn Anh Sinh viên: Nguyễn Hải Hà Khoá: QH2017 Lớp: 17E2 HÀ NỘI – NĂM 2021 I hereby state that I: Nguyen Hai Ha from class 17E2, being a candidate for the degree of Bachelor of Arts (Honored English Language Teacher Education program) accept the requirements of 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 Nguyễn Hải Hà 14.05.202 ACKNOWLEDGEMENT A long journey has come to an end I have finished my bachelor thesis This is my piece of work but created with various and valuable support from other people First and foremost, I would like to express my deep and sincere gratitude to my supervisor, Mr Tuan Anh Nguyen, the Vice Dean of Faculty of English Language Teacher Education, University of Languages and International Studies, for giving me the opportunity to carry out the study and providing invaluable guidance throughout the progress He has accompanied me through all challenging stages His vision, dedication, sincerity and motivation have tremendously inspired me to complete the thesis I am extremely grateful for what he has offered me It was my great privilege and honor to work under his guidance I am extremely grateful to my parents, for their endless love, caring, encouragement and sacrifices for educating and preparing me for my future They are the greatest source of motivation throughout my life I am very much thankful to my boyfriend, who is my lover, supporter, and also the best friend of mine, for his love, understanding, trust and continuing support in completion of this paper My special thanks go to all of my classmates of 17E2 My girls have been the strongest, coolest and greatest ones I have ever met in my life Thanks for their friendship, unwavering encouragement and competition, of course, which boost my confidence a lot Wish all of you guys the best! All of you are always the best on earth! Last but certainly not least, I am highly indebted to the English teacher who took part in my research for her honest and cooperative response to all the questions solicited in this study She was willing to have me in her lessons and impart her knowledge Had it not been for her enormous contribution, I could have never reached the journey’s end i ABSTRACT The increased prevalence of learners with ADHD and ASD places grave challenges on Vietnamese teachers, particularly when they find themselves in mainstream English classrooms of elementary schools A rich repertoire of instructional strategies is prerequisite in order for teachers to effectively meet their students’ needs and enhance their own teaching efficacy This study aims to portray perceptions of a Vietnamese primary teacher about teaching strategies used in her English regular classes with ADHD and ASD students It also explores how her beliefs and opinions are reflected through her application of teaching strategies in real practice This study made use of a qualitative approach and case study research design One primary English teacher was chosen as the research participant Semi-structured interviews and classroom observation were used to gather data The results showed that the teacher not only successfully grasped the concept “teaching strategies” but also utilized a wide range of strategies to cater for individual learner’s needs and teaching contexts Importantly, she realized their effectiveness despite some common barriers Furthermore, the analysis of classroom observation reflected the implementation of diverse teaching strategies to support students’ learning as well as control their behaviors with some different strategies when compared to the collected interview data These findings suggest that from the teacher’s perspective, teaching strategies need applying in a creative and flexible way with additional modifications and interventions It also appeared that these strategies were rather general teaching strategies Substantial implications for teacher education and general classroom functioning emerged The relevant issues under the concept teaching strategies for ADHD & ASD students are of critical importance in designing professional training courses and conducting further research in the future Keywords: Teaching strategies, Vietnamese teachers’ perceptions, primary English classes, ADHD and ASD primary students ii TABLE OF CONTENT ACKNOWLEDEMENT …………………………………………………………………… i ABTRACT ………………………………………………………………………………… ii TABLES AND FIGURES ………………………………………………………………… vi LIST OF ABBREVIATIONS …………………………… …………………………… viii INTRODUCTION ………………………………………………………………………… 1 Rationale of the study ………………………………………………………………… Research aims and questions …………………………………………………………… 3 Research scope …………………………………………………………… Expected contribution of the research ………………………………………………… CHAPTER LITERATURE REVIEW ………………………………………………… 1.1 Key concepts ………………………………………………………………………… 1.1.1 Attention Deficit/Hyperactivity Disorder (ADHD) ………………………… 1.1.2 Autism Spectrum Disorder (ASD) 1.1.3 Teaching strategies 1.2 Learning difficulties encountered by primary students diagnosed with ADHD and ASD 1.2.1 Learning difficulties encountered by primary students diagnosed with ADHD ……………………………………………………………… 1.2.2 Learning difficulties encountered by primary students iii diagnosed with ASD ………………………………………………………………… 1.3 English teacher training programs in Vietnam ……………………….………… 10 1.4 Problems encountered by English teachers in mainstream classrooms having students with ADHD and ASD ………………………………………………………… 13 1.5 Strategies applied in teaching English for students with ADHD and ASD …… 14 CHAPTER METHODOLOGY …………………………………………………… … 17 2.1 Research design ………………………………………………………………… 17 2.2 Research participants and sampling ……………………………………………… 17 2.3 Data collection procedure and methods ………………………………………… 18 2.4 Data analysis procedure and methods …………………………………………… 21 CHAPTER RESULTS ……………………………….………………………………… 23 3.1 Teacher’s perceptions regarding teaching strategies used in her English classes with ADHD and ASD students …………….………………………………… 23 3.1.1 Teacher’s understanding of ADHD and ASD …………………………… 24 3.1.2 Teacher’s understanding of teaching strategies …………………………… 26 3.1.2.1 Teacher’s definition of teaching strategies ………………………… 26 3.1.2.2 Teacher’s beliefs of features of teaching strategies ……………… 26 3.1.3 Teacher’s perceptions of teaching strategies employed in her English classes with ADHD and ASD students …………………………………………… 28 iv 3.1.4 Factors that hinder effective implementation of teaching strategies … 36 3.2 How the teacher’s perceptions are reflected in the ways she uses teaching strategies ……………………… ………………………… 40 3.2.1 The diversity of teaching strategies used in the classroom ………………… 42 3.2.2 Teaching strategies utilized by the teacher in her English classrooms having ADHD and ASD students …………………………………………… 43 CHAPTER FINDINGS AND DISCUSSION ………………………………………… 52 4.1 Teacher’s understanding of teaching strategies ………………………………… 52 4.2 The diversity of teaching strategies applied to English classes with ADHD and ASD students …………………………………………………… 52 4.3 Teacher’s combination of teaching strategies ……………………………… 53 4.4 Teacher’s perceptions about the effectiveness of her applied teaching strategies ………………………………………………………………… 55 4.5 Teacher’s use of behavioral strategies in English classes with ADHD and ASD students …………………………………………………………… 56 CONCLUSION ………………………………………….………………………………… 57 REFERENCES …………………………………………………………………………… 62 APPENDIX ………………………………………………………………………………… 73 v TABLES AND FIGURES TABLE Table Landmark National Laws, Policies, Regulations, and Circulars 10 Advancing Inclusive Education in Vietnam since 2006 (adapted from Nguyen et al., 2020) Table Summary of classroom observation 21 Table Strategies described in the interview and how they are reflected in the 41 participant’s real English classrooms including students with ADHD and ASD Table Lesson procedure 49 Table Qualitative coding scheme for interview data 77 FIGURE Figure Core themes that feature teacher’s perceptions regarding teaching 23 strategies used in her English classes with ADHD and ASD students Figure Aspects that lie in teacher’s understanding of ADHD and ASD 24 Figure 3.1 List of teaching strategies that were self-reported by the teacher 28 Figure 3.2 List of teaching strategies that were self-reported by the teacher 33 (cont.) Figure Factors that were reported to hinder effective implementation 37 of teaching strategies Figure List of teaching strategies that were applied to ADHD and ASD students in the teacher English classes vi 40 Figure 6.1 (Appendix B) Role of teacher & teacher talk - Competency 2.1 for 75 Primary Teachers - Domain (in English Teacher Competency Framework) Figure 6.2 (Appendix B) Learner Development - Competency 3.1 for Primary Teachers - Domain (in English Teacher Competency Framework) vii 76 Lukowiak, T., & Bridges, J (2010) Punishment Strategies: First Choice of Last Resort Journal of the American Academy of Special Education Professionals, 63-72 Lybarger-Monson, K (2017) Effective Teaching Strategies for Students with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder Retrieved Oct 1, 2020, from https://www.vcccd.edu/sites/default/files/departments/human- resources/sabbaticals/2017-2018/lybarger-monson-final_report.pdf Mash, E J., & Wolfe, D.A (2005) Abnormal Child Psychology (3rd ed.) 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Section B Questions about teachers’ perceptions regarding teaching strategies applied in general primary English classrooms with ADHD and ASD students Knowledge of ADHD and ASD 1.1 How much you know about ADHD and ASD? (definition, symptoms, learning difficulties and needs, strategies and interventions) 1.2 Where are the sources of your knowledge? Are they from your friends, colleagues, Internet, TV, other kinds of media, or from formal training courses? 1.3 Do you believe these disorders can affect learning needs of children? How can they so? 73 1.4 Do you believe these disorders can affect learning abilities and outcomes of children? How can they so? Teaching strategies in general English classes with ADHD and ASD students 2.1 How can teaching strategies be defined? 2.2 What are teaching strategies you have applied in the pre-teaching stage? 2.3 What are teaching strategies you have applied in the while-teaching stage? 2.4 What are teaching strategies you have applied in the post-teaching stage? 2.5 How have you implemented these strategies? 2.6 What are similarities/ between these strategies and those applied in other general classrooms? 2.7 What strategies you feel effective? Why? 2.8 What strategies you feel ineffective? Why? 2.9 Which specific strategy/strategies have you found to be the most effective one(s)? Why? 2.10 How does your awareness affect your selection of teaching strategies and how you implement them inside your classes? 74 APPENDIX Figure 6.1 Role of teacher & teacher talk – Primary Teacher Performance Indicators – Competency 2.1 – Domain (in English Teacher Competency Framework) 75 Figure 6.2 Learner Development – Primary Teacher Performance Indicators – Competency 3.1 – Domain (in English Teacher Competency Framework) 76 APPENDIX Table Qualitative coding scheme for interview data Samples of coded text These disorders are nothing but concerned with the brain Students with these disorders are those who have abnormalities inside their brains which lead to their behavioral disorders (Response 1.1) Sub-theme and coding instructions Deficiencies in the brains of children with ADHD and ASD The brain malfunction is to blame for their uncontrollable and undesirable manners (Response 1.1) [ ] I observed dozens of them at the Core symptoms of same time, each of them manifests ADHD and ASD differently, right? (Response 1.1) Their symptoms vary depending upon different levels of severity (Response 1.1) Most of them … A few are poor in making eye contact They never look straight at our face (Response 1.1) Their attention span is extremely short, maybe after just minute of learning, they will hide under the table to, after minutes, they run outside without permission, after minutes they crawl, creep on the floor uncontrollably They can’t focus (Response 1.1) Some huddle themselves up, stay quiet, don’t want to communicate with others They sit still and keep silent and sometimes they suddenly burst out into tears or shout noisily and then look motionless, many different types (Response 1.1) 77 Core theme Teacher’s understanding of ADHD and ASD Some others are so hyperactive, like they run around, shout and within one lesson, crawl around, they play with anything they touch by hands, in general, they disturb everything surrounding (Response 1.1) I mean this disorder can be categorized into several kinds: very severe, severe, average, mild and very mild Students classified as of the level “mild, very mild” can learn and fit in (Response 1.1) About more severe ones, they have disruptive behaviors like breaking things, hitting others; they are very special cases (Response 1.1) I assume that the children with mild/very mild levels of (ADHD), if teachers, schools and parents effectively collaborate to provide them with appropriate educational approaches, they are also taken to the psychiatrists who are certified and experienced to diagnose, prescribe medication and provide treatment, they can fully develop (Response 2.2) From my own experience, some children who were diagnosed with ASD when they were little (recorded in their medical profiles) also got access to schooling, were taught by SE teachers When I met them a long time later, I could see they have improved a lot They nearly reach the level of a normal one, which makes me cheerful (Response 2.2) With early diagnosis, effective medical treatment and therapy, societal and parental support, those with mild severity can socialize very well (Response 3.1) Classification of disorders based on severity levels Potential treatment and interventions 78 Teacher’s understanding of ADHD and ASD I myself have never had any official Lack of professional training/ professional development I training and have to self-discover and learn new development knowledge from books because the teaching situations require me to so (Response 3.10) Factors that hindered effective implementation of teaching strategies There are a few workshops in which I took part and was only an audience, as a receptive listener who wish to gain knowledge (Response 3.10) Teachers have to research by themselves and create the so-called most appropriate teaching syllabus to handle those with the same disorders but integrated in mainstream classrooms (Response 2.1) There are so many methods but to be Limited teaching honest, I just have that certain amount of time time in class so I must try to ignore them several times (Response 3.3) Should they study in a class whose size is Overcrowded classes smaller, it would be much better Otherwise, the form teacher must also pay attention to other students in such a large-size class and maintain the teaching process to stay on track, ADHD and ASD students, as a result, cannot receive adequate care and attention (Response 3.3) Due to the varying nature of their symptoms, there must be a wide range of applicable strategies/approaches for each situation (Response 3.7) Teacher’s creativity and flexibility in applying teaching strategies 79 Teacher’s beliefs of features of teaching strategies At the moment I start one particular lesson, I’ve come up with numerous backup plans inside my head I have ideas available in my head without preparing them before class (at home) because the students’ actions and behaviors are different from those observed in the day before They change every day It mainly relies on each teacher’s creativity (Response 3.2) With the restricted classroom environment like this, it is hard to manage them effectively However, taking the teaching context in our country into consideration (large class size, etc.), teachers like us have to be flexible and creative to apply suitable teaching strategies (Response 3.3) For example, in today’s lesson, the old punitive method doesn’t work so I have to select another one like giving rewards and compliments (Response 3.8) And the tests should be made easier to Test modifications some certain extent and should include what matches their learning performance rather than forcing them to follow a fixed program and content like others because they will fall short of our expectations (Response 2.1) Actually, these students prefer group Group work works By working in groups, they desire to show their contributions, they raise their hands many times (Response 3.4) 80 Teacher’s perceptions of teaching strategies employed in her English classes with ADHD and ASD students Or I can place him/her in a group In this group, there are students who have better academic ability […] In general, in a class, I usually gather some female students who are kind, well-behaved and they will understand their special friends’ wishes, remind them “You shouldn’t that” or “you should study now” (Response 3.4) Students can well comprehend my Giving instructions instructions but the more important thing is whether they want to follow or not (Response 3.4) In other words, instructions must be broken into smaller parts With students in my own classes, most of them can understand everything I say but what is important is whether they want to or not I have to repeat the instructions several times (Response 3.4) If the instructions keep being repeated and the student doesn’t it, I myself have to open the book for him, put it on his table or if I ask him to open one page but he turns over the other, I will again help him or ask other students to support him (Response 3.4) When visual aids such as slides are used, Visual aids it’s better if colorful pictures, illustrations are shown, or maybe sounds, music are played (Response 3.4) We can turn on a cheerful piece of Music music, they can dance along and feel more relaxed and then they can absorb knowledge better (Response 3.4) Nevertheless, it’s essential that I Punishment discipline them some time because they jump on the table, on the chair, but it’s 81 obvious that overusing punitive methods is not totally helpful (Response 3.4) We have to punish them in some ways in order for them to realize that what they’ve done is wrong (Response 3.4) Over-coddling them can be counterproductive because they won’t be aware of which is good or bad (Response 3.4) Honestly, I have always encouraged Giving compliments these boys by giving compliments and rewards (Response 3.4) In the classroom, I must prepare a lot of gifts such as sweets, pens If they behave well or interact with me better than other days, I will reward them with small presents to motivate them (Response 3.4) 82 ... qualitative approach in collecting and analyzing the data and adopts a case study research design Qualitative research was defined as an “approach for exploring and understanding the meaning individuals... encountered by English teachers in mainstream classrooms having students with ADHD and ASD The inclusion of pupils with ADHD and ASD in mainstream primary schools can present unique problems and tension... the students themselves With appropriate instructional and behavioral strategies and interventions, ADHD and ASD students can succeed in English learning in mainstream settings and inclusive classrooms