An investigation into difficulties in designing lesson plans experienced by pre service teachers at the university of foreign language studies – the university of danang

THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES - - RESEARCH PAPER Topic: An investigation into difficulties in designing lesson plans experienced by pre-service teachers at the University of Foreign Language Studies – the University of Danang Student’s Name: Phan Thi Thanh Nga Class: 17SPA01 Danang, May, 20th 2021 THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES _ RESEARCH PAPER UNDERGRADUATE RESEARCH YEAR: 2020-2021 Topic: An investigation into difficulties in designing lesson plans experienced by pre-service teachers at the University of Foreign Language Studies – the University of Danang Subject Area: Language Teaching Methodology Student’s Name: Phan Thi Thanh Nga Class: 17SPA01 Danang, May, 20th 2021 ĐẠI HỌC ĐÀ NẴNG TRƯỜNG ĐẠI HỌC NGOẠI NGỮ THÔNG TIN VỀ SINH VIÊN CHỊU TRÁCH NHIỆM CHÍNH THỰC HIỆN ĐỀ TÀI I SƠ LƯỢC VỀ SINH VIÊN: Họ tên: Phan Thị Thanh Nga Sinh ngày: 13 tháng 10 năm 1999 Nơi sinh: Thành phố Đà Nẵng Lớp: 17SPA01 Khóa: 2017 Khoa: Địa liên hệ: H49/24K408 Hoàng Diệu, Hải Châu, Đà Nẵng Điện thoại: 076 304 7594 Email: ptthanhngaa@gmail.com II QUÁ TRÌNH HỌC TẬP (kê khai thành tích sinh viên từ năm thứ đến năm học): * Năm thứ 1: Ngành học: Sư phạm tiếng Anh Khoa: Sư phạm Ngoại Ngữ Kết xếp loại học tập: 3.60/4.0 * Năm thứ 2: Ngành học: Sư phạm tiếng Anh Khoa: Sư phạm Ngoại Ngữ Kết xếp loại học tập: 3.61/4.0 * Năm thứ 3: Ngành học: Sư phạm tiếng Anh Khoa: Sư phạm Ngoại Ngữ Kết xếp loại học tập: 3.60/4.0 Ngày 20 tháng năm 2021 Xác nhận Khoa (ký tên đóng dấu) Sinh viên chịu trách nhiệm thực đề tài (ký, họ tên) Nga Phan Thị Thanh Nga ĐẠI HỌC ĐÀ NẴNG TRƯỜNG ĐẠI HỌC NGOẠI NGỮ THÔNG TIN KẾT QUẢ NGHIÊN CỨU CỦA ĐỀ TÀI Thông tin chung: - Tên đề tài: An investigation into difficulties in designing lesson plans experienced by pre-service teachers at the University of Foreign Language Studies – the University of Danang - Sinh viên thực hiện: Phan Thị Thanh Nga - Lớp: 17SPA01 Khoa: Sư phạm Ngoại Ngữ Năm thứ: Số năm đào tạo: Mục tiêu đề tài: Khảo sát khó khăn soạn giáo án sinh viên chuyên ngành Sư phạm tiếng Anh trường đại học Ngoại Ngữ - Đại học Đà Nẵng Tính sáng tạo: - Bài nghiên cứu giúp sinh viên chuyên ngành sư phạm tiếng Anh tìm hiểu trình thiết kể giáo án hiệu quả, sáng tạo, đồng thời làm rõ khó khăn mà sinh viên thường gặp soạn giáo án Bài nghiên cứu đồng thời đưa giải pháp thực tiễn để sinh viên áp dụng vào thực hành soạn giáo án - Mặt khác, thông qua đề tài nghiên cứu, giảng viên có nhìn tổng quan khó khăn mà sinh viên ngành Sư phạm gặp phải soạn giáo án môn Giáo Học Pháp trình thực tập trường tiểu học phổ thơng Từ đó, giảng viên có điều chỉnh q trình dạy học để giúp sinh viên hồn thiện kĩ soạn giáo án Kết nghiên cứu: Bài nghiên cứu giúp làm rõ quan điểm sinh viên thực tập chuyên ngành Sư phạm Tiếng Anh trường Đại học Ngoại Ngữ - Đại học Đà Nẵng trình thiết kế giáo án, khó khăn mà sinh viên thường gặp phải đồng thời đề xuất giải pháp khả thi nhằm giúp sinh viên giảm bớt khó khăn q trình thực hành soạn giáo án Đóng góp mặt kinh tế - xã hội, giáo dục đào tạo, an ninh, quốc phòng khả áp dụng đề tài: Nghiên cứu đóng góp vào cơng tác đào tạo sinh viên chuyên ngành sư phạm tiếng Anh trường Đại học Ngoại Ngữ - Đại học Đà Nẵng nói riêng sinh viên chuyên ngành sư phạm nói chung Công bố khoa học sinh viên từ kết nghiên cứu đề tài (ghi rõ họ tên tác giả, nhan đề yếu tố xuất có) nhận xét, đánh giá sở áp dụng kết nghiên cứu (nếu có): Ngày 20 tháng năm 2021 Sinh viên chịu trách nhiệm thực đề tài (ký, họ tên) Phan Thị Thanh Nga Nhận xét người hướng dẫn đóng góp khoa học sinh viên thực đề tài (phần người hướng dẫn ghi): Đề tài nghiên cứu “Khảo sát khó khăn soạn giáo án sinh viên trường đại học Ngoại Ngữ - Đại học Đà Nẵng” sinh viên Phan Thị Thanh Nga mang tính thực tiễn cao, góp phần làm rõ khó khăn sinh viên ngành sư phạm tiếng Anh việc thực hành kỹ soạn giáo án - kỹ quan trọng trình đào tạo giáo viên Kết nghiên cứu đề tài giúp người nghiên cứu phản tư lại trình học tập mình, giúp bạn đồng học hiểu rõ yêu cầu soạn giáo án Đồng thời, đề tài nghiên cứu giúp giảng viên ngành sư phạm có điều chỉnh cần thiết q trình giảng dạy để cơng tác đào tạo giáo viên hiệu Ngày 20 Xác nhận Trường Đại học Ngoại ngữ (ký tên đóng dấu) tháng năm 2021 Người hướng dẫn (ký, họ tên) ABSTRACT It is indisputable that developing pre-service teachers’ lesson-planning skills plays a key role in the language teacher training program However, lesson planning is currently inadequately evaluated as a laborious task to many pre-service teachers and they encounter a host of difficulties in tailoring a meticulous lesson plan Since there is not much research into this subject in Vietnam, this paper is carried out with the purpose of investigating the difficulties in designing lesson plans experienced by pre-service teachers at the University of Foreign Language Studies – the University of Danang This research employs qualitative approach of the data collected from questionnaire and semi-structured interview The subject involves in the research are pre-service teachers majoring in English Language Teacher Education Seventy (70) trainee teachers took part in the questionnaire at the first stage of data collection Among these participants, at the second stage for semi-structured interview, the recording was administered to a population of ten (10) pre-service teachers who were chosen randomly with convenience Hopefully, the research would serve as a source of reference for trainee teachers in particular and teachers of English in general Key word: lesson plan; pre-service teacher; difficulties in designing lesson plans i TABLE OF CONTENTS Abstract i List of contents ii List of tables and figures iv INTRODUCTION 1.1 Rationale 1.2 Aims and Objectives 1.2.1 Aims 1.2.2 Objectives 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study LITERATURE REVIEW 2.1 Literature Review 2.2 Theoretical Background 2.2.1 The importance of lesson plans 2.2.2 The importance of lesson plans to pre-service teachers 2.2.3 Problems in designing lesson plans 2.2.4 Definitions of key terms 2.2.4.1 Lesson plan 2.2.4.2 Lesson plan in ELTM3 2.2.4.3 Micro-teaching 2.2.4.4 Teaching practicum Research Design and Methodology 4.1 Research designs 4.2 Research methods 10 4.2.1 Description of population 10 4.2.2 Sampling 10 4.3 Data collection and data analysis 11 4.3.1 Data collection 11 4.3.2 Data analysis 11 4.4 Discussion of Reliability and Validity 12 Findings and Discussions 12 5.1 Overview about the practice of designing lesson plans in ELTM3 course and teaching practicum 12 5.1.1 The practice of designing lesson plans 12 5.1.2 The usefulness of resources in designing lesson plans 14 ii 5.2 Perspectives of pre-service teachers of designing lesson plans 15 5.3 Problems encountered by pre-service teachers in lesson planning process 17 5.3.1 Tasks in lesson planning process pre-service teachers find difficult 17 5.3.2 Parts of a lesson pre-service teacher encounter difficulties when designing a lesson plan 19 5.3.1.1 Language elements 19 5.3.1.2 Language skills 20 5.3.3 Factors relating to the difficulties in designing lesson plans of pre-service teachers 21 5.3.4 Other challenges for pre-service teachers in designing lesson plans 22 Conclusions and Implications 23 6.1 Conclusions 23 6.2 Implications 23 6.3 Limitation and suggestions for further research 24 REFERENCES 25 APPENDIX 27 APPENDIX 32 iii LIST OF TABLES AND FIGURUES Table 5.1 Overview about the practice of designing lesson plans in ELTM3 course and teaching practicum 13 Chart 5.1 The usefulness of resources in designing lesson plans 14 Table 5.2 The importance of a lesson plan for a pre-service teacher 16 Table 5.3 Tasks in lesson planning process pre-service teachers find difficult 18 Chart 5.2 Parts of a lesson pre-service teachers encounter difficulties when designing a lesson plan (Language element) 19 Chart 5.3 Parts of a lesson pre-service teachers encounter difficulties when designing a lesson plan (Language skill) 20 Table 5.4 Pre-service teachers’ evaluation of time pressure in designing lesson plans 21 Chart 5.4 Other challenges for pre-service teachers in designing lesson plans 22 iv INTRODUCTION 1.1 Rationale Designing lesson plans has long been considered as an integral part in teaching and training system in Vietnam and is used as a core element for a successful lesson since it provides teachers with a detailed road map for their teaching in particular and enhances teaching innovation process in general (Nguyen, 2011) In the current procedure of teaching foreign languages, as class timing for every lesson is limited, lesson plan is a crucial framework for teachers to allocate time for each activity in the class, ensuring the smooth and effectiveness of a lesson Therefore, preparing the lesson beforehand not only provides teachers with a sense of control and direction while teaching but also helps them identify and be aware of what they intend to deliver to students (Rusznyak & Walton, 2011) With a viewpoint: “Effective teaching can be done only with effective planning” (Alanazi, 2019), lesson planning plays a pivotal role in the success of a lesson The act of listing out all the textbook activities in a given template is not an effective lesson plan Designing lesson plans is a multifaceted procedure demanding the creativeness and flexibility of the teacher to fulfill all the educational goals Planning for classroom teaching, thus, is one of the fundamental skills that trainee teachers must gain during their training period at the university to enhance their professional competence for the future teaching career In the teacher training curriculum of Faculty of Foreign Language Teacher Education, students get prepared for teaching practice in real settings in English Language Teaching Methodology (ELTM3) course and teaching practicum During these two courses, preservice teachers have opportunities to design lesson plans and use them as guides for their micro teaching Therefore, with the aim of creating a successful micro-teaching lesson, preservice teachers need to have a meticulous lesson plan including clear objectives, a wide range of meaningful activities based on the content of the provided teaching materials along with detailed instructions to motivate students during the lesson Both the lesson plans and pre-service teachers’ performance during micro-teaching classes are then assessed, marked and given feedback by the supervisor It is indisputable that the transition from students into pre-service teachers is an extremely challenging task Teacher trainees, therefore, encounter a host of difficulties during the process of designing lesson plans Realizing the importance of lesson plans for teachers in general and for pre-service teachers in particular, this research is carried out Allocating the time for each stage/activity 28,6% Deciding on appropriate interaction patterns among students (individual work, pair work, group work, etc.) 17,1% Writing clear and detailed instruction for the activities 22,9% 10 Selecting assignments that enhance student mastery of content 31,4% Table 5.3 Tasks in lesson planning process pre-service teachers find difficult As can be seen clearly from the table, among the trainee teachers surveyed, 74,3% participants state planning a structured lesson as the main stress part during the process of designing lesson plans Through the information collected from in-depth interviews, preservice teachers claim that with the constraints of time and knowledge delivered in a lesson, they need to consider thoroughly and organize activities in a logical order to ensure that there is a connection in each part of a lesson Standing in the second place are two aspects: “choosing in advance the appropriate classroom activities that match aims and objectives of the lesson as well as the level of students” and “designing meaningful activities in production part to enhance language competence especially speaking skill of students” which are voted by 71,4% of pre-service teachers They encounter a host of difficulties in deciding the classroom activities to motivate students during the lesson They point out that if the activity is too easy, strong students are more likely to get distracted and feel bored, whereas if the activity is too difficult, it is extremely hard for weak students to catch up with the flow of the lesson and feel demotivated Therefore, they always need to make modifications and adopt the given exercises flexibly to ensure the smooth and effectiveness of a lesson Also, ranked in the fourth and fifth position are “Deciding warm-up activities to motivate students at the beginning of the lesson”, “analyzing the content in the Student’s book” and “formulating and identifying aims and objectives of the lesson” which are voted by 51,4% and 37,1% of pre-service teachers respectively Moreover, it is immediately evident that a minor number of trainees encounters the difficulties in “deciding on appropriate interaction patterns among students” (17,1%) and “writing clear and detailed instruction for the activities” (22,9%) It is due to the fact that pre-service teachers already know the nature and process of each activity they plan Hence, they not face any obstacles in the procedure of distribution of interaction patterns among students of writing instructions for activities 18 5.3.2 Parts of a lesson pre-service teacher encounter difficulties when designing a lesson plan To gain in-depth knowledge about the lesson planning process, trainee teachers are asked to recognize which parts of a lesson they encounter difficulties when designing a lesson plan The data collected is stated on chart 5.1 and chart 5.2 5.3.2.1 Language elements 40 35 30 25 20 15 10 Grammar Warm-up Vocabulary Presentation Practice Pronunciation Production Homework Chart 5.2 Parts of a lesson pre-service teachers encounter difficulties when designing a lesson plan (Language element) It is immediately evident that with different language elements, pre-service teachers face difficulties in different parts of a lesson: - - - Grammar: 38 out of 70 pre-service teacher surveyed reply that they find presentation stage is most difficult when designing a lesson plan It is mainly because this process demands planning beforehand in details the usages, structures and examples of specific grammar points and they need to think thoroughly the effective ways to convey to students in the most comprehensible way Vocabulary: there is not a wide disparity between the results of each part 21 out of 70 pre-service teachers on average encounter difficulties in designing a vocabulary section Through interviews, 8-9 participants surveyed reveals that thanks to the availability of monolingual and bilingual dictionaries as well as the sources of illustrations, pre-service teachers can provide students not just the meaning of words/phrases but also give out the examples and illustration, helping them fully understand all the new words Pronunciation: over a half of participants face difficulties in designing production 19 part when designing lesson plans for pronunciation session According to the data through the interview, pre-service teachers share that as activities for production stage demand the self-practice among students, it is hard for pre-service teachers to choose meaningful activities that can help students practice pronouncing while at the same time control and correct mistakes 5.3.2.2 Language skills 25 20 15 10 Listening Speaking Warm-up Pre Reading While Post Writing Homework Chart 5.3 Parts of a lesson pre-service teachers encounter difficulties when designing a lesson plan (Language skill) Different from language elements, choosing warm-up activities for each language skill is considered as the most difficult stage when designing lesson plans Also, 20 surveyed pre-service teachers state that they encounter difficulties in planning while-reading activities for students Although the exercises are already in the student’s book, pre-service teachers claim that the process of giving answers for each activity is quite tedious if they just follow the textbook Therefore, pre-service teachers always make modifications to boost students’ interests in these activities by playing games or interactive activities In terms of writing skill, equal number of pre-service teachers (16) claim that they have difficulties in planning for post-writing and homework session The main problems mentioned from interviews related to the level of students and time pressure As time spending on fulfill a writing task and writing correction part can be differed depending on student’s level and nature of a class, pre-service teachers encounter difficulties in choosing appropriate activity in production part to conclude the lesson 20 5.3.3 Factors related to difficulties in designing lesson plans of pre-service teachers With the previously discussed difficulties that pre-service teachers encounter when designing lesson plans, question 15 on the questionnaire aims to delve into the factors causing challenges for pre-service teachers in designing lesson plans The data is presented on the table and chart below: ELTM3 course Teaching practicum 8,6% 2,9% Sometimes under time pressure but could manage it 85,7% 80% Often under time pressure and could hardly manage it 5,7% 14,3% Do not have enough time to prepare lesson plan 0% 2,9% Do not have any problem with time pressure Time pressure Table 5.4 Pre-service teachers’ evaluation of time pressure in designing lesson plans According to the chart, over 80% of the pre-service teachers surveyed admits that they sometimes encounter the time pressure when designing lesson plans However, they can still manage and accomplish all the assigned task on time Interestingly, pre-service teachers tend to suffer time pressure more during teaching practicum practice, with the proportion of trainees who often could hardly manage time when designing lesson plans triple the figure for ELTM3 course Also, while there is no participant who not have enough time to prepare lesson plan in ELTM3 course, two pre-service teacher claims that they find the process of planning a lesson is extremely stressful and they not manage time effectively to design the assigned lesson plans Delving into the causes of this matter through in-depth interviews, most pre-service teachers agree that working individually and the number of lesson plans per week required by supervisor are two dominant factors leading to their pressure during the lesson planning procedure In addition, comparing to the targeted learners during ELTM3 course which are 21 their classmates, the teaching practicum practice forces them to have exposure in the real settings which are high school students or primary students Therefore, comparing to the same level of learners in ELTM3 course, the differences in level of students and the nature of each class in teaching practicum force pre-service teachers to devote more effort in choosing and designing appropriate activities that can motivate students during the lesson 5.3.4 Other challenges for pre-service teachers in designing lesson plans Knowledge of students' level of… The selection of qualified teaching… Dependence on ready-made and… Choice of appropriate teaching methods Creativity Time management skill Experience in designing lesson plans 0% 10%20%30%40%50%60%70%80%90% Factors relating to the difficulties in designing lesson plans of pre-service teachers Chart 5.4 Other challenges for pre-service teachers in designing lesson plans As can be seen from the chart, creativity heads the lead with 77,1% vote from pre-service teachers, closely followed by the factor “knowledge of students’ level of learning, needs and expectations” which is chosen by 65,7% of participants According to the responds from the interviews, pre-service teachers agree that they consider and hesitate when choosing the activities in the class for some first lessons during their practicum as they not know exactly the level of students Moreover, to boost students’ motivation in the class, pre-service teachers need to provide a variation of activities on the class Therefore, teacher trainees face a host of difficulties in constantly coming with new ideas to design new but meaningful activities for students Also, nearly 60% of pre-service teachers fail to design an effective lesson plans due to the wrong choice of teaching methods and poor time management skill Interestingly, only 28,6% of teacher trainees think “the selection of qualified teaching resources” is a contributing factor relating to difficulties in designing lesson plans 22 CONCLUSIONS AND IMPLICATIONS 6.1 Conclusions From the aforementioned findings and discussions, it is asserted that the research presents overall main issues and impressive progressives in some aspects as follows:  The findings have revealed that most of the pre-service teachers are aware of the importance of lesson planning and they found it difficult to design a meticulous lesson plan Pre-service teachers’ perspectives on the lesson plan of microteaching class are as a teaching guideline, teaching planning and plays a crucial aspects of teaching The teacher trainees have agreed that the lesson plan benefits and facilitates them in the teaching especially for those who have little experience before In additions, the lesson plans help them in the microteaching class to organize the lesson and to achieve the learning objectives  The researcher has identified three main problems faced by students in designing lesson plans They were (1) Planning a logically structured lesson, (2) Choosing in advance the appropriate classroom activities that match aims and objectives of the lesson as well as the level of students and (3) Designing meaningful activities to motivate students at the beginning of the lesson In terms of language skills and elements, pre-service teachers encounter different parts when designing lesson plans However, warm-up stage is recorded as the most difficult part to write lesson plans about language skills and practice and production stages are two main stressful part in planning lesson procedure 6.2 Pedagogical Implications While the study has come to valid conclusions drawn from results of the investigation, some practical measures are implemented to tackle the difficulties in designing lesson plans experienced by pre-service teachers  To the pre-service teachers With the purposes of enhancing the situation, it is suggested that pre-service teachers are expected to understand and have well-knowledge about the lesson plan Moreover, preservice teachers should pay more attention to some the aforementioned difficulties as well as make use of various resources to design effective lesson plans such as websites on the internet or methodology books for English teachers to enhance the competence in designing lesson plans 23  To the lecturers We cannot deny the role of lecturers to pre-service teachers’ training process because they are main sources of knowledge delivered to students Thus, lecturers should thoroughly analyze the process of lesson plans guide pre-service teachers to the quality of the teaching-learning process by introducing the strategies in order to enhance the pedagogical competence of the trainees in designing lesson plans Also, lecturers should constantly adapt the update of current English curriculum of high schools and primary schools to make modifications in the process of teaching and training 6.3 Limitation and suggestions for further research Undeniably, there are still many problems that the research has not satisfactorily covered and solved This study is restricted only to pre-service teachers at the University of Foreign Language Studies – The University of Danang Under the time constraints, the study has been conducted on a relatively small scale which may give rise to the fact that the generalization of the findings may not be so high Therefore, the scope of the study should be widened for future research to produce more reliable and valid results To achieve more thorough and detailed study of lesson plans, we expect to look into these issues in a further study:  What are pre-service teachers majoring in English Teacher Education in Vietnam’ perspectives towards the process of designing lesson plans?  What are problems encountered by pre-service teachers in lesson planning process? 24 REFERENCES [1] Alanazi, M H (2019) A Study of the Pre-Service Trainee Teachers Problems in Designing Lesson Plans Arab World English Journal 10(1) 166-182 [2] Capobianco, M & Faber, C J (2017) Lessons learned from a pilot study: Understanding the processes preservice teachers use to write lesson plans 2017 ASEE Annual Conference & Exposition, America, 2017) [3] Cicek, V &Tok, H (2014) Effective Use of Lesson Plans to Enhance Education in U.S and Turkish Kindergarten thru 12th Grade Public School System: A Comparative Study International Journal of Teaching and Education, 2(2), 10–20 [4] Farrell, T S C (2002) Lesson Planning and Classroom Management Methodology in language teaching Richards, J C & Renandya, W A (Eds), pp 3031 New York: Cambirdge university press [5] Farrell, T S C (2002) Lesson Planning and Classroom Management Methodology in language teaching Richards, J C & Renandya, W A (Eds), pp 30-31 New York: Cambirdge university press [6] Gafoor, K A & Umer Farooque, T K (2010) Ways to Improve Lesson Planning: A Student Teacher Perspective International Seminar Cum Conference on Teacher Empowerment and Institutional Effectiveness, 2010 [7] Grove, R H (2014) Planning during the internship: a study of the planning practices of preservice english teachers (Dissertation, University of Maryland, College Park, United States) [8] Kibret, T G (2016) Lesson Planning and Students’ Performance Feedback Data Use (Doctoral dissertation, University of Koblenz-Landau, Campus Landau, German) [9] Kilic, A (2010) Learner-centered micro teaching in teacher education International Journal of Instruction 3(1), 77-100 [10] Maxwell, J A (2013) Qualitative research design: An interactive approach Thousand 72 Oaks, CA: Sage Publications [11] Nesari, A J & Heidari, M (2014) The Important Role of Lesson Plan on Educational Achievement of Iranian EFL Teachers' Attitudes International Journal of Foreign Language Teaching & Research 2(5) 27-34 [12] Nguyen, H T (2011) The necessity of lesson plans for college and university lecturers Journal of Information Science and Education - Dong A university, 2, 5155 [13] Richards, J C & Schmidt, R (2010) Longman Dictionary of Language 25 Teaching and Applied Linguistics Great Britain: Pearson Education [14] Rolanda, Y (2019) An analysis of students’ problems in designing lesson plans during microteaching class (A Study at the Department of English Language Education UIN Ar-Raniry) (thesis, AR-RANIRY State Islamic University, Indonesia) [15] Rusznyak, L & Walton, E (2011), “Lesson Planning Guidelines for Student Teachers: A Scaffold for the Development of Pedagogical Content Knowledge Education As Change” 15(2), 271–285 [16] Zıngir Gülten, A (2013) Am I planning well? Teacher trainees' voices on lesson planning Procedia-Social and Behavioral Sciences, 93, 1409 -1413 26 APPENDIX QUESTIONNAIRE FOR PRE-SERVICE TEACHERS This questionnaire aims to investigate the difficulties of the lesson planning process of pre-service teachers at the University of Foreign Language Studies – The University of Danang There are no right or wrong responses since all the queries are about your own problems All the collected data will be confidential and ONLY used for the research Instruction: please respond by putting an “X” in the box  for the option that matches your opinion Course Questions English Language Teaching Methodology (ELTM3) course Teaching practicum     Less than 5-6 7-8 More than     Less than 5-6 7-8 More than Are you required to prepare lesson plans?     individually in pairs in groups others (please specify _)     individually in pairs in groups others (please specify _) How many hours you spend designing a lesson plan?     Less than hours 3-5 hours 6-8 hours More than hours     Less than hours 3-5 hours 6-8 hours More than hours With the number of assigned lesson plans per week, how you feel about the time pressure?  I not have any problem with time pressure  I am sometimes under time pressure but I could manage it  I am often under time pressure and could hardly manage it  I not have enough time to prepare the lesson plan How many lesson plans are you assigned to prepare?  I not have any problem with time pressure  I am sometimes under time pressure but I could manage it  I am often under time pressure and could hardly manage it  I not have enough time to prepare the lesson plan 5/ How important is designing a lesson plan for a pre-service teacher? You can 27 choose more than one option  Preparing lesson plans is the most indispensable skill that a pre-service teacher need to create a successful lesson  A meticulous lesson plan minimizes classroom management problems  Preparing lesson plans is an easy task to fulfill before performing micro-teaching practices  Lesson plan is just the process of listing out the activities during the lesson  A meticulous lesson plan leads to the success of a lesson  Lesson plan has no effect on the success of a lesson  A pre-service teacher can still confidently deliver the lesson without a lesson plan  Lesson plans help a pre-service teacher to close the gap between theory and practice  Preparing lesson plans enable a pre-service teacher to gain experience since it forces them to reflect what they have taught  Preparing lesson plan is the most important thing a pre-service teacher needs to accomplish before every micro-teaching practice  Other (Please specify: _) 6/ How you rate the benefits of designing lesson plans for pre-service teachers? Please put the following options in the order of importance (1= the most important to 8= the least important) and other ideas (if any)  Prepare beforehand the teaching materials and resources that will be needed  Choose appropriate and relevant activities to assure the sequencing of the lesson  Provides a sense of security and prevents pre-service teachers from unpredictable atmosphere during the lesson since all things has been planned  Control the time limit for each session which avoid wasting time  Afford the chance to review and become familiar with the lesson before actually beginning to teach  Minimize the chances of missing the main content of the lesson  Deciding the appropriate classroom organization (individually, in pairs, in groups, etc) for each activity  Use as a record of how a pre-service teacher’s pedagogical competence develops over time  Other (Please specify: _) 7/ What language skills/elements you find difficult in designing a lesson plan to teach? Please put the following language skills/elements in the order of difficulty (1= the most difficult to 7= the least difficult)  Listening 28       Speaking Reading Writing Pronunciation Grammar Vocabulary 8/ What aspects you find difficult in designing lesson plans? You can choose more than one option            Planning a logically structured lesson Analyzing the content in the Student’s book Formulating and identifying aims and objectives of the lesson Choosing in advance the appropriate classroom activities that match aims and objectives of the lesson as well as the level of students Deciding warm-up activities to motivate students at the beginning of the lesson Designing meaningful activities in production part to enhance language competence especially speaking skill of students Allocating the time for each stage/activity Deciding on appropriate interaction patterns among students (individual work, pair work, group work, etc.) Writing clear and detailed instruction for the activities Selecting assignments that enhance student mastery of content Other (Please specify _) 9/ Which parts of a lesson you encounter difficulties when designing a lesson plan?  Language elements: Stage Language Warm-up Presentation element Grammar Vocabulary Pronunciation 29 Practice Production Homework  Language skills: Stage Warm-up Language Pre While Post Homework skill Listening Reading Writing Speaking 10/ From your own experience, which factors are related to your difficulties in designing lesson plans? You can choose more than one option         Experience in designing lesson plans Time management skill Creativity Choice of appropriate teaching methods Dependence on ready-made and online materials The selection of qualified teaching resources Knowledge of students’ level of learning, needs and expectations Other (Please specify ) 11/ How often you use these resources when designing lesson plans? Frequency Resources Always Usually Supplementary materials Methodology books for teachers Student’s book Resources packs from the student’s book Teacher’s book Workbook from the student’s book Bilingual dictionaries 30 Sometimes Rarely Never (L1-L2) Monolingual dictionaries (L2-L2) Websites on the internet Classmates Supervisor Ready-made lesson plans Other (Please specify: ) 12/ How useful are these resources in designing lesson plans? Usefulness Resources Very useful Useful Fairly useful Supplementary materials Methodology books for teachers Student’s book Resources packs from the student’s book Teacher’s book Workbook from the student’s book Bilingual dictionaries (L1-L2) Monolingual dictionaries (L2-L2) Websites on the internet Classmates Supervisor Ready-made lesson plans Other (Please specify: ) THANK YOU FOR YOUR COOPERATION! 31 Slightly useful Not useful APPENDIX QUESTIONS FOR PRE-SERVICE TEACHERS 1/ Were there any huge differences between designing lesson plans in groups, in pairs and individually? If yes, what are the differences in your opinion? If no, why? 2/ What are the advantages and disadvantages of preparing lesson plans in pairs or in groups? 3/ What are the advantages and disadvantages of preparing lesson plans individually? 4/ which aspects you find most difficult in designing lesson plans? Why? 5/ Regarding language skills and language elements, which skill or element is most difficult to design lesson plans? Why? 6/ What stages you encounter difficulties in each language skill/element? Why? 7/ How can you to cope with those difficulties? 8/ Do you encounter any difficulties when using resources to design lesson plans? If no, why? If yes, please specify 9/ Which resources you find difficult to access when designing lesson plans? Why? 10/ Do you use websites to prepare lesson plans? If yes, which websites you usually use? 32 ... out with the purpose of investigating the difficulties in designing lesson plans experienced by pre-service teachers at the University of Foreign Language Studies – the University of Danang This... teachers at Danang university of Foreign language studies – The university of Danang encountered during the process of designing lesson plans The study began with some hypotheses drawn from the preliminary... lesson plans experienced by pre-service teachers at the University of Foreign Language Studies – the University of Danang Subject Area: Language Teaching Methodology Student’s Name: Phan Thi Thanh