Students attitudes towards native english speaker teacher and non native english speaker teachers an investigation at thai nguyen university of technology

Ministry of education and training Hanoi university vu thi hao students' attitudes towards native English speaker teachers and non-native English speaker teachers: an investigation at thai nguyen university of technology Submitted in partial fulfillment of requirements of the degree of master in tesol Supervisor: nguyen nguyet minh, m.a Hanoi May, 2009 ACKNOWLEDGEMENTS First of all, I would like to express my profound gratitude to my supervisor, Ms Nguyen Nguyet Minh, M.A., for her valuable assistance, suggestions and creative analysis in the development of this study Without her guidance and help, this work would not have been accomplished I would like to express my deep gratitude to Ms Nguyen Thai Ha, M.A., Vice-Dean of the Department of Post-graduate Studies for her valuable suggestion, encouragement, and help Also, I would like to express my many thanks to lecturers at Hanoi University for their lectures, useful and sources of knowledge I would like to express my special thanks to Mr Vu Van Dai, Dean of Department of Post-graduate Studies and whole staff members of the Department for their support and enthusiastic assistance I would like to many thank to my colleagues and students at Thai Nguyen University of Technology for their support and participation in the study Finally, I would like to express my deep gratitude to my parents, husband and my son for their support and encouragement i ABSTRACT There are a numbers of NESTs are at Thai Nguyen University of Technology working as volunteer teachers Given the fact that attitudes play an important role in mastering a foreign language (Lightbown and Spada 1999 and Garder & Lamber 1972) this study aims to investigate the second-year students’ attitudes towards both NESTs and NNESTs A questionnaire designed to measure their attitudes towards NESTs and NNESTs was administered to 128 students at Thai Nguyen University of Technology The results shown that in general the students have a positive attitude toward both NESTs and NNESTs Also, the results shown that there is no significant different attitudes between students in different classes Based on the findings, some suggestions on how to make the best of NESTs and NNESTs at TNUT are made ii TABLE OF CONTENTS ACKNOWLEDGEMENTS I ABSTRACT II TABLE OF CONTENTS III LIST OF ABBREVIATIONS V CHAPTER 1: INTRODUCTION 1.1 BACKGROUND TO THE STUDY 1.2 AIMS OF THE STUDY 1.3 SCOPE OF THE STUDY 1.4 SIGNIFICANT OF THE STUDY 1.5 OVERVIEW OF THE STUDY CHAPTER 2: LITERATURE REVIEW 2.1 QUALIFIED LANGUAGE TEACHER 2.2 NATIVE AND NONNATIVE SPEAKER TEACHERS 2.2.1 Native Speaker Teachers 2.2.2 Nonnative English Speaker Teachers 10 2.3 ATTITUDES 15 2.3.1 Definition of Attitude .15 2.3.2 The role of attitudes in language learning 16 2.3.3 Attitudes measurement 17 2.4 ATTITUDES TOWARDS LANGUAGE TEACHERS 18 CHAPTER 3: METHODOLOGY 24 3.1 THE RESEARCH QUESTIONS 24 3.2 DATA COLLECTION INSTRUMENT .24 3.2.1 Rationale for using questionnaire 24 3.2.2 Questionnaire construct 25 3.3 SUBJECTS 27 3.3.1 Student population 27 3.3.2 Student sample .27 iii 3.3.3 Procedure 27 3.3.4 Data Analysis 29 CHAPTER 4: DATA ANALYSIS AND DISCUSSION .31 4.1 STUDENTS’ OVERALL ATTITUDES TOWARDS NESTS AND NNESTS 31 4.2 AP, N, AND HQ STUDENTS’ OVERALL ATTITUDES TOWARDS NESTS .32 4.3 GENERAL EXPECTATION AND APPRECIATION OF NESTS 34 4.4 NESTS’ BASIC TEACHING SKILLS .37 4.5 NESTS’ SPEAKING ABILITY AND KNOWLEDGE OF GRAMMAR 41 4.6 AP, N AND HQ STUDENTS’ OVERALL ATTITUDES TOWARDS NNESTS 46 4.7 GENERAL EXPECTATION AND APPRECIATION OF NNESTS .48 4.8 NNESTS’ BASIC TEACHING SKILLS 52 4.9 NNESTS’ SPEAKING ABILITY AND KNOWLEDGE OF GRAMMAR 56 4.10 MAJOR FINDINGS 61 CHAPTER 5: RECOMMENDATIONS 64 5.1 CONCLUSION 64 5.2 RECOMMENDATIONS 65 5.3 LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDY 65 REFERENCES 67 APPENDIXES 73 APPENDIX 1: QUESTIONNAIRES 73 APPENDIX 2: QUESTIONNAIRES 76 iv LIST OF ABBREVIATIONS NEST Native English-Speaking ESL/EFL Teacher An ESL/EFL teacher whose first language is English (This definition seems to be widely accepted today, but has meant, in the past, that the teacher spoke natively the first language if the EFL students, as for example, in Edge’s (1988) article) NNEST Non-Native English-Speaking ESL/EFL Teacher An ESL/EFL teacher whose first language is not English In EFL setting, the NNESTs’ first language is often that of the EFL students NS Native Speaker (of English, in this case) Someone whose main or first language is English and who has learned it first as a child As will be discussed later, these definitions are vague and highly contested, and the distinction between NS and NNS is often problematic NNS Non-Native Speaker (of English, in this case) Someone who has learned a language other than English as a first language, and is learning or has learned English as an additional language L1 The first language L2 The second language TNUT Thai Nguyen University of Technology FME Faculty of Mechanical Engineering GE General English ESP English for Spesific Purposes MOET Ministry of Education and Training P Probability value SD Standard deviation N Normal class AP Advanced Program class HQ High Quality class v LIST OF TABLES AND FIGURES Table 1: 29 Table 2: 31 Table 33 Table 4: 34 Table 5: 35 Table 6: 36 Table 7: 37 Table 8: 38 Table 9: 39 Table 10: 40 Table 11: 41 Table 12: 42 Table 13: 43 Table 14: 44 Table 15: 45 Table 16: 46 Table 17: 47 Table 18: 49 Table 19: 50 Table 20: 51 Table 21: 52 Table 22: 53 Table 23: 54 Table 24: 55 Table 25: 55 Table 26: 56 Table 27: 57 Table 28: 58 Table 29: 59 Table 30: 60 Table 31: 61 Figure 1: 32 Figure 2: 34 Figure 3: 35 Figure 4: 36 Figure 5: 37 Figure 6: 38 Figure 7: 39 Figure 8: 40 Figure 9: 41 Figure 10: 42 Figure 11: 43 Figure 12: 44 Figure 13: 45 Figure 14: 46 Figure 15: 47 Figure 16: 48 Figure 17: 49 vi Figure 18: 50 Figure 19: 51 Figure 20: 52 Figure 21: 53 Figure 22: 54 Figure 23: 55 Figure 24: 56 Figure 25: 57 Figure 26: 58 Figure 27: 59 Figure 28: 60 vii Chapter 1: INTRODUCTION This first chapter presents the background of the study, the scope and the aims of the study as well as the organization of the thesis 1.1 Background to the study Thai Nguyen University of Technology (TNUT), a member of Thai Nguyen University, was established in 1965 Presently, there are 12.000 students studying in different programs namely: Post-graduate studies, Mechanical Engineering, Electrical Engineering, Electronics, Industrial Management & Environmental Engineering, Engineering Education, Automotive Engineering and Fundamental Sciences English is a compulsory subject at TNUT from the academic year of 1997 – 1998 At TNUT, all students have to take two courses of English with 225 class hours: the General English (GE) – 180 hours and the rest of time is for English for Specific Purposes (ESP) Most of students study English at high school Before starting the first year of study at TNUT, students are asked to take a placement test at the elementary level The students who pass will take the GE course in the first term of their study The others will continue to learn English at the elementary level and they will take the GE course in later term Generally, GE is taught for students in the first three terms The textbook used is Headway Pre-intermediate by John and Liz Soars After this GE stage, the students are expected to be at the pre-intermediate level On the other hand, ESP is taught to the students of the fourth term in the second year of study There are 19 Vietnamese lectures of English were the numbers of teaching staff of the English Language Section, Faculty of Fundamental Sciences They were young, aged from 25 to 37 All of them hold at least a B.A in English Five teachers had Master degree Seven teachers were doing a Master course in English All of the teachers had at least years’ experience in teaching English These teachers were qualified language teachers In 2001, according to the General Agreement between Ministry of Education and Training (MOET) and Lattitude Organization (formerly named GAP Organization), every academic year, four volunteer Lattitude teachers are sent to TNUT to teach English These volunteer teachers come from either Britain or Australia These native English speaker teachers are very young, aged from 18 to 20 In order to be accepted to come to our university to work as volunteer teachers, they must finish and have excellent results for their studying at secondary education grade 12 Also, they must have the TEFL certificates Before they can actually teach at our university they are gathered in Ho Chi Minh City to attend a short course about how to teach English for Vietnamese students and get familiar with Vietnamese culture These volunteer teachers’ aim to come to Vietnam is to explore Vietnamese culture and get experience In the academic year of 2006-2007, the university got the permission from MOET to implement the Advanced program for students at Faculty of Mechanical Engineering The special thing about this course is that the curriculums are imported from the University of Buffalo in the United State All subjects are taught in English Therefore, the students have one year learning English intensively These students have lots of chance taught by NESTs Attitude is fundamental to the success or failure that we experience in learning Depending on the learners’ attitudes, learning language can be a source of enrichment or a source of resentment (Lightbrown and Spada, 1999) Moreover, Brown (1994) emphasized that language learner’s benefit from positive attitudes while negative attitudes may lead to unsuccessful attainment of proficiency Agreeing with the role of attitudes, Gardner (1985: 41) claimed that favourable attitudes would be expected to result in better performance than negative attitudes If the students hold positive attitudes to learning, they will be willing to participate in it This attitude will be helpful for them in their learning Marzano et all (1994) mentioned the importance of positive attitude in learning that “without positive attitudes and perceptions or holding negative attitudes towards the learning, students have little chance of learning proficiently, if at all” In the case of this study, it is assumed that if students hold a positive attitude toward NESTs and NNESTs, they will their best to take the chance to learn with their language teachers, make progress and enjoy their learning Chapter 5: RECOMMENDATIONS The final chapter includes three sections The first section summarises the key points The recommendations are discussed in the second section The limitations and suggestions for the further research are provided in the last section Following this chapter is the References for the study and Appendices 5.1 Conclusion The research was presented with the aims to investigate the students’ attitudes towards NESTs and NNESTs as well as any possible differences between students’ attitudes in different classes The Literature was presented to review theories and previous research on qualified language teachers, native and nonnative speaker teachers (their advantages and disadvantages), the attitudes, the role of attitudes in language learning, the attitudes measurement, also the attitudes towards language teachers By administering a questionnaire data was generated to reveal information about students general expectation and appreciation of NESTs, teachers’ basic teaching skills such as how to explain things and simplify difficult materials, act as motivator, and teachers’ grammar use and knowledge, their pronunciation For the data analysis, descriptive statistics were used to measure the students’ attitudes towards NESTs The table of distribution of summed scores for students’ attitudes towards NESTs and NNESTs were used to describe their overall attitudes To have detailed description, the mean scores, the median, and the standard deviation (SD) were calculated to ensure that the mean score was reliable Then the results of these data collection instruments from previous chapter were analyzed It has been found that the subjects were generally content with the performance of both NESTs and NNESTs Conflicting comments must be noted and they are those on the skills to explain demanding items, teachers’ grammar and speaking 64 Minor differences across the three groups of students are found and it could be concluded that the more advanced students were more critical of NESTs while more appreciative to NNESTs 5.2 Recommendations Findings in this study indicate that in general students want to learn from both NNESTs and NESTs However, there are some aspects should take into consideration First, for the students, they should take the advantages of NESTs Having NESTs at the university is a good chance of practicing speaking, listening English Students should not shy when they made mistakes They should involve in learning process In order to learn well from NESTs students should show their active, independent, in their learning process And especially they should enjoy their studying Second, for the NESTs, they should pay attention to students’ needs and expectation Students’ level of English at TNUT is quite low Their vocabulary is limited Therefore, NESTs should use the appropriate methods of teaching Besides, NESTs should learn some Vietnamese words in order to show their respect to learner’s language and culture Third, for TNUT administration, having NESTs at TNUT is like bringing authentic language and culture to TNUT These NESTs are useful and beneficial not only for students but also for TNUT’s teachers of English They increase the learning English environment However, besides volunteer teacher TNUT should hire NESTs who are qualified language teacher The implication is that having low qualified NESTs at TNUT the students’ attitudes are positive If the TNUT hires high quality teachers the educational results will increase a lot TNUT should also have proper policy for teacher professional development to improve their teaching skills and language ares such as speaking This is an urgent need because students at AP have to complete their degree only in English 5.3 Limitations and Suggestions for Further Study Although the study has offered some insightful findings, there are still some limitations 65 In term of methodology, the study is limited in the fact that the data may not fully reflect all students’ attitudes and reactions to NESTs Some respondents might not give all the answers according to their true thinking and true feeling They may copy from others Thus, the reliability of this study may be partly reduced Secondly, the data were gathered from a limited number of subjects The information would be more reliable if it was possible to investigate a large number of participants Thirdly, in this study the researcher only use questionnaire as the data collection instrument Therefore, it is suggested that more than one kind of data collection instrument should be used 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(a) ……… K44AP (b) ……… K44 KC (c) ………K44 CLC I Your Native English Teachers Please answer the following questions about your past/present Native English Teachers Would you encourage a friend to take a class with these Native English teachers? (a)……… yes (b) ……… no (c) ……… not sure Please answer the following questions about your past/ present Native English Teachers by circling the numbers that correspond to your feelings (only one number per question), according to the following scale: 1: strongly DISAGREE 2: disagree 3: not sure 4: agree 5: strongly AGREE This is an example My NESTs are/ were good English teachers My NESTs are/ were the kind of teacher I expected to have My NESTs are/ were ideal teachers for me I am/ was learning a lot of English with NESTs I would enjoy taking another class with these NESTs 1 2 3 (4) 4 5 1 2 3 4 5 My NESTs explain/ explained difficult concepts well My NESTs are/ were able to simplify difficult materials so I can/could understand it 1 2 3 4 5 73 My NESTs teach/ taught in a manner that helps me learn 10 My NESTs motivate/ motivated me to my best to learn English 11 My NESTs are/ were good example of the ideal English speaker teachers 12 I understand what my NESTs are/ were saying without a problem 13 The English pronunciation of my NESTs are/ were good 14 I understand/understood my NESTs’ pronunciation easily 1 2 3 4 5 5 1 2 3 4 5 15 My NESTs know/ knew the English grammar very well 16 My NESTs rarely make/ made grammar mistakes when he/she writes 17 My NESTs rarely make/ made grammar mistakes when he/she speaks 18 My NESTs explain/ explained grammar rules very clearly 1 2 3 4 5 5 II Your Non - Native English Teachers 19 Would you encourage a friend to take a class with these Nonnative English speaker teachers? (a)……… yes (b) ……… no (c) ……… not sure 20 My NNESTs are/ were good English teachers 21 My NNESTs are/ were the kind of teachers I expected to have 22 My NNESTs are/ were ideal teachers for me 23 I am/ was learning a lot of English with NNESTs 24 I would enjoy taking another class with these NNESTs 25 My NNESTs explain/ explained difficult concepts well 26 My NNESTs are/ were able to simplify difficult materials so I can/could understand it 27 My NNESTs teach/ taught in a manner that helps me learn 28 My NNESTs motivate/ motivated me to my best to learn English 29 My NNESTs are/ were good example of the ideal English speakers 30 I understand what my NNESTs are/ were saying without a problem 31 The English pronunciation of my NNESTs are/ were 74 1 2 3 4 5 5 5 good 32 I understand/understood my NNESTs’ pronunciation easily 33 My NNESTs know/ knew the English grammar very well 34 My NNESTs rarely make/ made grammar mistakes when he/she writes 35 My NNESTs rarely make/ made grammar mistakes when he/she speaks 36 My NESTs explain/ explained grammar rules very clearly THANK YOU VERY MUCH FOR YOUR HELP! 75 1 2 3 4 5 5 APPENDIX 2: QUESTIONNAIRES (Vietnamese version) PHIẾU ĐIỂU TRA Mục đích phiếu điều tra tìm hiểu thái độ em sinh viên giáo viên ngữ tiếng Anh giáo viên dạy tiếng Anh người Việt Nam Tất thơng tin giữ bí mật Các em không cần phải cho biết tên điều tra Khơng có câu trả lời sai câu trả lời không gây ảnh hưởng đến điểm cuối kỳ em Tôi mong muốn nhận giúp đỡ em - Giáo viên người ngữ Tiếng Anh (NESTs) giáo viên mà ngôn ngữ thứ (ngôn ngữ ngữ) tiếng Anh - Giáo viên người ngữ tiếng Anh (NNESTs) giáo viên mà tiếng Anh dùng bên cạnh với ngôn ngữ ngữ họ - trường hợp giáo viên tiếng Anh người Việt Nam Em sinh viên lớp? (a) ……… K44AP (b) ……… K44 KC (c) ………K44 CLC I Giáo viên tiếng Anh người ngữ Em trả lời câu hỏi sau giáo viên tiếng Anh người ngữ tại/ khứ Em có khuyến khích bạn em học với giáo viên người ngữ khơng? (a)……… có (b) ……… không (c) ……… không chắn Em trả lời câu hỏi sau giáo viên tiếng Anh người ngữ tại/ khứ cách khoanh tròn số tương ứng với lựa chọn em, theo mức độ khác sau: 1: không đồng ý 2: không đồng ý 3: không chắn 4: đồng ý 5: đồng ý Ví dụ (4) Giáo viên người ngữ em là/ giáo viên tiếng Anh tốt Giáo viên người ngữ là/ người giáo viên mà mong muốn học Giáo viên người ngữ là/ giáo viên lý tưởng 5 Tôi học nhiều tiếng Anh với giáo viên 76 người ngữ Tơi thích học thêm lớp khác với giáo viên người ngữ Giáo viên người ngữ giải thích khái niệm khó tốt Giáo viên người ngữ có khả đơn giản hóa tài liệu giúp tơi hiểu Giáo viên người ngữ dạy theo cách giúp học 10 Giáo viên người ngữ khuyến khích tơi cách tốt để học tiếng Anh 11 Giáo viên người ngữ ví dụ tốt người nói tiếng Anh lý tưởng 12 Tôi hiểu điều giáo viên người ngữ nói mà khơng có vấn đề 13 Phát âm tiếng Anh giáo viên người ngữ tốt 14 Tôi dễ dàng hiểu giáo viên người ngữ phát âm 15 Giáo viên người ngữ biết ngữ pháp tiếng Anh tốt 16 Giáo viên người ngữ mắc lỗi ngữ pháp cô/thầy viết 17 Giáo viên người ngữ mắc lỗi ngữ pháp cơ/ thầy nói 18 Giáo viên người ngữ giải thích quy luật ngữ pháp rõ ràng II Giáo viên tiếng Anh người Việt Nam 19 Em có khuyến khích bạn em học với giáo viên tiếng Anh người Việt Nam khơng? (a)……… có (b) ……… không (c) ……… không chắn 20 Giáo viên tiếng Anh người Việt Nam em là/ giáo viên tiếng Anh tốt 21 Giáo viên tiếng Anh người Việt Nam là/ người 77 giáo viên mà mong muốn học 22 Giáo viên tiếng Anh người Việt Nam là/ giáo viên lý tưởng 23 Tôi học nhiều tiếng Anh giáo viên tiếng Anh người Việt Nam 24 Tơi thích học thêm lớp khác với giáo viên tiếng Anh người Việt Nam 25 Giáo viên tiếng Anh người Việt Nam giải thích khái niệm khó tốt 26 Giáo viên tiếng Anh người Việt Nam có khả đơn giản hóa tài liệu giúp tơi hiểu 27 Giáo viên tiếng Anh người Việt Nam dạy theo cách giúp học 28 Giáo viên tiếng Anh người Việt Nam khuyến khích tơi cách tốt để học tiếng Anh 29 Giáo viên tiếng Anh người Việt Nam ví dụ tốt người nói tiếng Anh lý tưởng 30 Tôi hiểu điều giáo viên tiếng Anh người Việt Nam nói mà khơng có vấn đề 31 Phát âm tiếng Anh giáo viên tiếng Anh người Việt Nam tốt 32 Tơi dễ dàng hiểu giáo viên tiếng Anh người Việt Nam phát âm 33 Giáo viên tiếng Anh người Việt Nam biết ngữ pháp tiếng Anh tốt 34 Giáo viên tiếng Anh người Việt Nam mắc lỗi ngữ pháp cô/thầy viết 35 Giáo viên tiếng Anh người Việt Nam mắc lỗi ngữ pháp cô/thầy nói 36 Giáo viên tiếng Anh người Việt Nam giải thích quy luật ngữ pháp rõ ràng CẢM ƠN EM RẤT NHIỀU VÌ SỰ HỢP TÁC! 78 ... QUALIFIED LANGUAGE TEACHER 2.2 NATIVE AND NONNATIVE SPEAKER TEACHERS 2.2.1 Native Speaker Teachers 2.2.2 Nonnative English Speaker Teachers 10 2.3 ATTITUDES. .. that thoroughly discussed nonnative speakers of English A teacher educator and language program director in Hungary and the first scholar to argue that both native and nonnative speakers of English. .. was to investigate the students attitudes about native speaker teachers and non -native speaker teachers of English 98 students of which about three-quarters were university students and about one