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1
Nguyen, Huyen. "Authentic assessment in pedagogy-related modules in teacher education : Vietnamese student teachers' perspective." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/67135/.
Повний текст джерелаАнотація:
Vietnam is undergoing comprehensive educational reform, and teacher training plays a vital role in providing qualified teachers to support this reform. Assessment is expected to act as a mean to close the gap between university training and the demands of teaching in school. Against the backdrop of these changes, this study adopted qualitative approach to investigate student teachers’ perceptions of authentic assessment in pedagogy-related modules in teacher education. Based on the main characteristics of authentic assessment and some popular authentic assessment methods in higher education and teacher education, the research designed an intervention with three authentic assessment tasks in order to implement for formative assessment in a pedagogy-related module in a university of education. Interviews were conducted with student teachers after each task. The study found that the student teachers appreciated authentic assessment tasks. They saw links between the content, criteria, and social context of the assessment tasks and those of real teachers’ tasks in school. They also saw that they had a role to play in assessment design and in assessing assessment performances and other work. Notably, they perceived that authentic assessment influenced their learning strategies and motivation, their professional competencies and the formation of their professional identity as teachers. Student teachers’ prior assessment and schooling experience, practical experience and teaching career goals were all seen to impact on their perceptions. The study proposes one theoretical framework for the interpretation of student teachers’ perceptions of authentic assessment and revisits another for the design of authentic assessment in teacher education and higher education.
2
Loc, Ton That Tung, and n/a. "Assessing the spoken English of Vietnamese EFL teacher-trainees." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.
Повний текст джерелаАнотація:
This study examines the problems of constructing and
administering a test of spoken English for Vietnamese EFL teacher-trainees. In
an attempt to standardize the assessment, a planned oral interview was pilottested
with a group of ten Vietnamese EFL teachers currently enrolled in a
Graduate Diploma Course in TESOL at the Canberra College of Advanced
Education, Australia. Results of the study indicate that the validity and reliability
of such measurement can be achieved if certain carefully outlined procedures in
planning the test and training the testers are carefully followed.
Given the close relationship between testing and teaching, it is
suggested in this study that there could be an improvement in the teaching of
spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time
allocated to testing oral proficiency in the curriculum was increased, (ii)
Vietnamese EFL teachers were provided with formal training in language test
construction, and (iii) research on EFL oral testing was encouraged. Further,
this study recommends co-operation between TEFL institutions in Vietnam to
develop standard instruments for the assessment of spoken English of EFL
teacher-trainees on a national level.
3
Nguyen, Thanh Thuy. "The use of Donald Schön's conceptualization of reflection-in-action in Vietnamese teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ51433.pdf.
Повний текст джерела
4
Cao, Vien. "TEACHING EFFICACY OF NATIVE AND NON-NATIVE TEACHERS OF ENGLISH IN VIETNAM: A TRIANGULATION OF STUDENT AND TEACHER PERCEPTIONS." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/35.
Повний текст джерелаАнотація:
Studies about native and non-native language teachers have found that these two groups are perceived as different from each other in language abilities and teaching styles. However, most of the existing research has investigated the perspective of teachers or students separately and has rarely triangulated their opinions. Therefore, the purpose of this study was to contribute to the body of literature related to the native and non-native teacher dichotomy by triangulating perceptions from native and non-native teacher samples and a student sample. Particularly, this study set out to examine the problem in the context of the English language teaching and learning system in Vietnam. This study involved three participant groups: 30 native English teachers (NETs), 30 Vietnamese teachers (VETs), and 30 Vietnamese EFL students in Vietnam. The instrument included two versions of an online Likert scale survey, one for the students and the other for the teachers (both NETs and VETs). The questions covered 4 areas of teaching efficacy: teaching language skills, teaching language aspects, teaching methodology, and assessment. The data were analyzed through statistical analyses, including Cronbach alpha, two MANOVAs, and 16 dependent t-tests. The results of this study revealed that NETs, VETs, and students did not differ significantly in how they perceived the teaching efficacy of NETs and VETs. Instead, they had similar judgments which overall were in the upper part of the scale, showing rather positive perceptions of the teaching efficacy of both NETs and VETs. NETs were favored in teaching pronunciation; teaching culture; teaching speaking; involving students; balancing lecture, pair work, and group work; organizing classes; measuring students' progress; and grading. VETs were found more effective in teaching grammar and giving feedback. Both NETs and VETs were perceived as equally effective in teaching listening, teaching reading, teaching writing, teaching vocabulary, preparing classes, and giving an appropriate number of tests.
5
Le, Huong Thu, and s3059921@student rmit edu au. "The relationship between special educators in the DEECD Victorian Metropolitan Regions and Vietnamese parents of children with a disability." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091110.115137.
Повний текст джерелаАнотація:
The current thesis investigated the relationship between Vietnamese parents of children with a disability and special educators who worked with these parents in both mainstream and special schools in Melbourne Metropolitan Regions of the state of Victoria, Australia. The key objective of the study was to research the role of the parent-educator (interpersonal) relationship and its interrelatedness with the task: two major components of a home-school partnership. The research question that guided this study was 'How does the parent-educator relationship influence the operation of a family-centered home-school partnership?' With partnerships involving parents of diverse cultural backgrounds, investigating cultural influences on the partnership were an integral part of the research process. A qualitative interpretive approach was employed in searching for perceptions of involved parties about their home-school partnerships. The design selected was multiple embedded case studies with purposeful sampling. Influences on home-school partnership were investigated from a multidimensional perspective and were described and interpreted from the views of both parents and educators. The findings indicated that the relationship played a much more significant role than the task in the successfulness of an intercultural home-school partnership. Without a mutual understanding of home-school communication, the collaboration was far from productive or even did not work out. There was also evidence that a harmonious parent-educator interpersonal relationship did not seem to have any influence on the effectiveness of a home-school partnership without parent-educator mutual understanding and agreement in terms of goals and roles expectations. The need for the educators to be more appropriately equipped with cultural training and family-centered principles also arose from the study findings.
6
Nguyen, Truong Sa. "The relationship between Vietnamese EFL students' beliefs and learning preferences and native English-speaking teachers' beliefs and teaching practices." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28488.
Повний текст джерелаАнотація:
This study examines the relationships between foreign language learning beliefs and preferences of 2 Vietnamese learners and beliefs and practices of 2 Native English speaking teachers in a private English school in Vietnam. The learners were not satisfied with learning English in public schools and had many expectations on the course and the teachers while the teachers had to make their learners pleased. Beliefs were reviewed as determinations of actions; beliefs entail knowledge, values, and attitude, and relate closely to identity and experience. The researcher adopted an interpretivist paradigm and three qualitative methods: Repgrid interview, Stimulated recall interview, and The COLT as an observation schedule. The interview data was coded inductively with content analysis method to build up the subjects’ beliefs and belief systems. Then, the systems were compared to find the relationships between their beliefs. To see how their beliefs related with learning preferences and teaching practices, the researcher analysed what they said and made use of the video record of their classroom activities; besides, the teachers’ beliefs were compared with the timing calculation of the activities in their classes. The results showed that beliefs about language learning affected strongly the participants’ preferred ways of teaching and learning and there were tight matches between the teachers’ beliefs and actions in class. There were influences of beliefs of the teachers and learners on each other, they were not direct influences but through their interpretations of the classroom events. However, the influences from the teacher were much clearer. After the course, the learners’ preferences and beliefs about some learning activities were changed and became more reflective. They also started to recognize the benefits of different ways of learning English. Meanwhile, the teachers’ interpretation of their learners’ expectations, learning preferences, and levels strongly affected what and how they taught.
7
Nguyen, Ngan T. "West Wind Blows: Voices of Vietnamese Teachers and Students of English– A Case Study of Nha Trang University." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304001658.
Повний текст джерела
8
Le, Thi Thuy Chinh. "A grounded theory study on how Vietnamese higher education teachers of English as a Foreign Language construct their professional identities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2488.
Повний текст джерелаАнотація:
Teacher identity has become a topic of considerable research interest for at least two decades. Realising that teachers are more than technicians instructing through evidence based methodologies, researchers have investigated the importance of identity as a critical factor in the making and performance of a teacher. The term ‘teacher’ in this research has covered a range of professionals from early-childhood practitioners to university lecturers. Among these, attention has also been paid to teachers’ subject specialisms and their educational and geographical contexts.
The research reported in this thesis focuses on a distinctive cohort: Vietnamese nationals who are teaching English as a Foreign Language (EFL) in that country’s rapidly developing universities. The burgeoning research literature examining the professional identity of higher education (HE) language teachers more generally acknowledges that teacher professional identity is a fundamental aspect in understanding how HE teachers adjust to a variety of simultaneously occurring challenges and changes, and the decisions that they make with regard to their professional career. As yet, there is a relative absence of studies examining the identity of HE teachers in Vietnam, and specifically, EFL teachers. This thesis reports on a study that examined how Vietnamese teachers of EFL constructed their professional identities in the rapidly changing HE context, situated within a highly globalised Vietnam. In response to global impacts on their economy, National Government policies have made English the most important foreign language, and virtually mandatory in university study, to the extent that it is now regarded as a passport to professional employment. At the same time, government policies have also determined that Vietnamese universities compete in the global higher education system. Both sets of forces have led to considerable changes to the professional lives and identities of Vietnamese HE teachers of EFL.
This project employed grounded theory (Strauss & Corbin, 1990) to investigate how Vietnamese HE Teachers of EFL constructed their identities in this current environment. A purposive, theoretical sample of 16 EFL lecturers were interviewed across four iterative cycles; specifically, participants were interviewed once in a group of four teachers. After each cycle of interviews, data were transcribed, and grounded theory coding processes conducted. Data analysis also involved constant comparison and constant interrogation. From open coding, thirteen categories emerged; these were refined into four main categories which were then classified into two major categories: (i) Vietnamese otherwise referred to as local and (ii) global. The core outcome of the current research was a grounded theory: that these teachers see themselves as conflicted, glocalised, Vietnamese higher education teachers of English as a Foreign Language.
The theory and related findings shed light on how Vietnamese HE teachers of EFL have constructed their identities in the current climate. As well as significance for lecturers in Vietnam, the outcomes have significance for lecturers in non-native English-speaking countries as they go about their role expectations and respond to demands within increasingly globalised university systems. There are implications for university leadership, and for educational policymakers in HE contexts as well, especially in developing countries seeking to integrate English as the language of their globalised economies and educational systems.
9
Vu, Nhi. "Vietnamese teachers' conceptions of teaching and learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ45490.pdf.
Повний текст джерела
10
Pham, Hoa Thi Ngog. "Codeswitching by tertiary level teachers of business English: A Vietnamese perspective." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/991.
Повний текст джерелаАнотація:
This study examines the codeswitching (CS) practice of Vietnamese teachers in content-based tertiary level Business English classes, the teachers' accounts of and their students' perceptions of this behaviour. The study found that CS did occur in the observed classes and served particular purposes. The teachers indicated their support for this practice in their teaching. The students reported overwhelmingly positive perceptions of this behaviour, although they suggested that this practice should be balanced.
11
Hoang, Ngoc Tue. "EFL teachers' perceptions and experiences of blended learning in a Vietnamese university." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/83945/1/Ngoc%20Tue_Hoang_Thesis.pdf.
Повний текст джерелаАнотація:
This qualitative study investigates English as Foreign Language (EFL) teachers' perceptions and practices of blended learning in a Vietnamese university and influencing factors. Findings revealed that teachers have limited understandings and use of blended learning due to three primary influential factors: (i) the traditional teacher-centred pedagogy, (ii) institutional management and leadership styles, and (iii) fragmented knowledge of technological, pedagogical, and content knowledge (TPACK) for blended learning. To improve the take up and potential benefits of blended learning in EFL education in Vietnamese universities, this study proposes (i) a systematic understanding of blended learning concepts, (ii) a localised TPACK framework, and (iii) a model of teacher professional development program.
12
Nguyen, Thi Hong, and n/a. "Towards a professional development program for teachers of English in Vietnamese high schools." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060726.145916.
Повний текст джерелаАнотація:
This field study proposes a basis for the establishment of a
professional development program for Vietnamese high school
teachers.
The social background and the problems of teaching and learning
English in Vietnamese high schools are discussed, including the
students' goals in learning English in high schools; the teachers'
qualifications and the methods of teaching commonly used; the
coursebooks and how they are used; learning facilities, and the
attitudes and policy decisions of education authorities.
To develop effective solutions to these problems, it is
necessary also to know the background to teaching and learning
English in Hanoi Foreign Languages Teachers' College.
In-service training is of vital importance in the education of
all nations. A review of what other people have done in this field
is included with particular reference to the problems which are
relevant to the situation in Vietnam. Given the constraints of
funding and work procedures, a short full-time in-service course
would be the most practicable for the Vietnamese situation.
A survey of the needs of high school teachers in their
professional development has been carried out and is discussed in
relation to the priorities to be given to various components of an
in-service syllabus. The priorities were found to be: to improve
the language, teaching techniques and awareness of a communicative
approach to teaching and learning language of high school teachers
in Vietnam.
These priorities having been identified, the study considers:
iv
1 - the syllabus model.
2 - the development of specific goals.
3 - the development of content.
4 - possible modifications of the syllabus in the future.
The solution to the problem of professional development must
take into account not only the work of internationally known
authorities, but also the needs of Vietnamese teachers. The
proposed course suggests ways of finding out and meeting the needs
of participants and points to possible future development.
13
Shaw, Jonathan. "Pragmatic dualism : socio-economic change, teachers and knowledge transfer to Vietnamese university curricula." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394255.
Повний текст джерела
14
Chinh, Nguyen Quoc. "The testing process in a Vietnamese university, an investigation of teachers' and students' perceptions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24217.pdf.
Повний текст джерела
15
Nguyen, Nga Thanh. "Learner autonomy in language learning : teachers' beliefs." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69937/1/THANH%20NGA_NGUYEN_Thesis.pdf.
Повний текст джерелаАнотація:
This case study research investigated the extent to which Vietnamese teachers understood the concept of learner autonomy and how their beliefs about this concept were applied in their teaching practices. Data were collected through two phases of the study and revealed that teachers generally lacked understanding about learner autonomy; there was an alignment between this lack of understanding and teachers' actual teaching practices regarding learner autonomy. The findings of this study will provide teachers and policy-makers new insights into learner autonomy against the backdrop of educational reforms in Vietnam.
16
Nguyen, Thi Ngoc-Thuy. "Students' approaches to learning physics in a Vietnamese university, an investigation of teachers' and students' perceptions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0027/MQ37603.pdf.
Повний текст джерела
17
Hoang, Cong Thuy, and n/a. "Teaching reading to E.F.L. (English as a foreign language) Vietnamese students at the Hanoi Foreign Language Teachers College (HNFLTC)." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.144404.
Повний текст джерелаАнотація:
Chapter 1 introduces the aims and objectives of the study.
It is followed by an analysis of the present situation at the Hanoi
Foreign Language Teachers College and the problems encountered by
teachers and administrators in ensuring the maximum efficiency of
the EFL programme.
The Report continues by asking a number of pertinent
questions about the methodology and techniques used in the teaching
of reading. This, in turn, is linked with theoretical considerations
which the writer examines at some length taking into account numerous
issues about language processing, cognition, expectation and
motivation, comprehending, discourse analysis, text cohesion and
so on.
Attention is then focused on the reader and the environment
in which he operates. In addition the reading lesson comes under
scrutiny and procedures, as well as material selection and teaching
systems are discussed. Finally the writer attempts to make suggestions
to his colleagues in the EFL field based on his own experience and
convictions.
18
Minh, Doung Quang. "Teachers' and students' ideas about the use of multiple choice tests in physics, a study in a Vietnamese university." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0024/MQ37521.pdf.
Повний текст джерела
19
Nguyen, Dung Thi Thuy. "Vietnamese Teachers’ Perspectives Regarding Task-based Approach to Vocabulary Instruction in Secondary School English as a Foreign Language Classrooms." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3664.
Повний текст джерелаАнотація:
Task-Based Language Teaching (TBLT) is considered innovative in foreign language teaching. However, the body of research on TBLT employment in vocabulary instruction is still modest. This study explored teachers’ beliefs and practices regarding vocabulary instruction using TBLT. This study examined such application among Vietnamese high-school EFL teachers (N = 60) using a mixed methods research design. Data were collected using online questionnaires.
Data analysis showed that 53.6% of the participating teachers associated vocabulary instruction with TBLT. However, regardless of their years as instructors, they still found it challenging to implement TBLT vocabulary instruction due to numerous factors. In fact, 66.2% of the participating teachers acknowledged a variety of constraints in applying TBLT, among which, exam-oriented curricula were reported as the biggest impediment.
20
Khánh, Trẩn Thị Minh. "A study of relating between Vietnamese and native English-speaking teachers in team-teaching EFL students at tertiary level in Vietnam." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/61990/.
Повний текст джерелаАнотація:
The present study examines „relating‟ between Vietnamese teachers of English (VETs) and native English-speaking teachers (NESTs) when teaching EFL students at tertiary level in Vietnam. The aim is to understand the interpersonal dynamics between them and the factors influencing their relationships. A qualitative research study was carried out employing multiple data collection methods including semi-structured interviews, class observation, note-taking, audio/video recording of classes and interactions, and gathering of documents. Data were collected in two phases. In Phase 1 nine teachers were interviewed about their experiences of team-teaching, including the collection of data on 'rapport sensitive' incidents that they experienced when team-teaching. In Phase 2, two teaching pairs were studied through a longitudinal case study, gathering unfolding, narrative accounts of their experiences of team-teaching during one term. The data were analyzed from power relations and rapport perspectives in order to find out how the pairs related and what key factors influenced their relationships. A wide range of factors were found to impact on the smoothness of the teaching pair relationships, including role-related issues, time constraints and unequal workload share in team-teaching, pedagogic beliefs and teaching methods/styles, and communication issues. However, the teachers often formed good relationships outside class, and this ameliorated the relational challenges they experienced professionally. It is argued that since there has been little detail in the education field on theoretical concepts for analyzing team teachers' relationships and few empirical findings, this study contributes to research on 'relating' in team-teaching and suggests that future research into team-teaching would benefit from drawing on conceptual frameworks from within pragmatics.
21
Nhan, Tran Thanh. "The impact of the assessment process and the international MA-TESOL course on the professional identity of Vietnamese student teachers : an ecological perspective." Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/3159.
Повний текст джерелаАнотація:
In the context of globalisation, English language teaching is a billions-of-pounds-worth business, yet the teacher of English still remains “an almost invisible figure” (Garton and Richards, 2008, p. 4). In Vietnam, thousands of TESOL teachers have been sponsored to enhance their professionalism in Anglophone institutions, yet the results of their sojourn study still remain almost intangible. These vague self-concepts of the TESOL teacher in both global and local contexts have motivated the researcher to conduct this study on the impact of the international MA-TESOL course on the professional identity of Vietnamese student teachers with the assessment process being the main focus owing to its substantial influence on the learner’s identity (Ecclestone and Pryor, 2003; Pryor and Crossouard, 2008). This “divergent multiple case study” is grounded in the school of social constructivism with new developments of cultural historical activity theory (CHAT) and theories of expansive learning (Engeström, 2001; Engeström and Sannino, 2010). It adopts an ecological view to analyse the assessment process and the international MA-TESOL course by using an “ecological activity system”, a combination of Engeström (1987)’s activity system, Pryor and Crossouard (2008)’s socio-cultural theorisation of formative assessment, and Hodgson and Spours (2013)’s high opportunity progression eco-system (HOPE) as the major conceptual framework. The assessment process, the object of the system, is perceived as encompassing both summative assessment tasks and formative feedback. Meanwhile, the professional identity, the outcome with cognitive, affective, behavioural, and socio-cultural aspects, is regarded as a case of multiplicity in unity and discontinuity in continuity (Akkerman and Meijer, 2011), and is to be depicted in two different dimensions: retrospection vs. prospection and projection vs. introjection (Bernstein, 2000). This research follows narrative inquiry and employs intensive, active, semi-structured interview as the primary data collection method and the documentary analysis of the MA-TESOL syllabi as the supplementary one. It called for the voluntary participation of fourteen Vietnamese student teachers studying in four Anglophone countries: Australia, New Zealand, the United Kingdom, and the United States and collated four sets of the course syllabi. The thematic data analysis has yielded insights into (1) the positive impact of the assessment process on four major aspects of the professional identity; (2) the salient impacts of other factors of the international MA-TESOL course: the subject, the mediating artefacts, the rules, the community, and the power relations; and (3) the long-term impact on their continued career paths. The research findings may facilitate cross-institutional understanding of the assessment policies and the international MA-TESOL curricula and serve as a reference to design more beneficial TESOL training programmes for the future student teachers worldwide.
22
Ha, Le Thi, and n/a. "A critical look at the written English component in Vietnamese tertiary EFL : with recommendations for the improvement of writing skills for teachers undergoing inservice ugrading courses." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060713.164330.
Повний текст джерелаАнотація:
This study attempts to investigate the teaching of written English in Vietnam
with special attention to the main problems encountered by teachers of
English at the main language institutions in the light of the literature and
practices in general ELT.
The first chapter is the introduction of the study. It covers the aim and scope
to be achieved in the study, and explains the sources of data to be used for
the study. Terminology of some phrases and abbreviations for convenient use
are also given.
Chapter 2 focuses on general ELT developments. Major trends in ELT and
their practices are brought into discussion. Then in the light of the literature
in ELT, the teaching of writing is taken into consideration. Being an
important component in ELT, the teaching of writing has to satisfy this need
of learners - the need for effective communication - without overlooking
correctness, accuracy and other features of good writing. However, there is
no single approach that can provide a perfect answer to all the learners'
problems.
Chapter 3 discusses the teaching and learning situation in Vietnam in three
stages from 1959 to 1986. It is made clear that the situation is not satisfactory
due to the methods, techniques, materials and the quality of teachers. Then
special investigation is made into the writing area. It is discovered that
complex writing is avoided because of the teachers' low standard and their
methods and techniques in teaching written English. Improvement courses
have been held, but they did not include writing programmes for teachers.
Chapter 4 analyses the main problems affecting the teaching of writing in
Vietnam, such as teachers' unawareness of language appropriateness and
correctness, their difficulty at discourse level and lack of cultural knowledge.
Teachers' misconceptions about errors and lack of methods and techniques in
dealing with errors also result in ineffective teaching.
In Chapter 5 some recommendations are made for teaching writing to
inservice teachers in the upgrading course. They focus on the methods and
techniques to be used in such a writing course. Some techniques for
composition correction are also suggested. Unfortunately, there is no single
book that is ideal for such a course. A selection of current writing
coursebooks is given in the hope that teachers will find material to suit the
needs of their students in them. The last recommendations are for teaching
academic writing which involves more sophisticated skills than writing on
general topics.
Finally the writer makes some comments on her own work and suggests
further research into the writing area.
23
LanTran, Thi, and 陳氏蘭. "A Study on Vietnamese Teacher Training Program in Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/90070606558337728251.
Повний текст джерелаАнотація:
博士國立成功大學
教育研究所
104
Nowadays in Taiwan, Vietnamese language teaching is practiced as new immigrants’ language course in primary school and junior high school, but as second foreign language in senior high school and colleges. Teacher training programs of new immigrants’ language aim at providing sufficient and professional teachers for coordinating with new National Educational Outline, which will be practiced in 2018（educational year 107）. This research tries to sort out the problems of teacher training, with theories of teacher training, SWOT analyses, in class-observation, questionnaires and interviews, to find out the advantages, disadvantages, opportunities and threatens, then provide the advises. Results show: (1) Advantages are clarity of course goal, adequate of course planning and diversity of resources. (2) Regarding disadvantages, the candidates might have limited educational level, lack of linguistic knowledge and with only few or no teaching experiences. The course programs are short-terms, without sufficient content, and without any national certificates of teaching ability. (3) Opportunities are existence of Educational Outline carrying along new immigrants’ languages, supports of governments, plasticity of course planning, and potential human resources from new immigrants. (4) Threatens are gaps of educational level of candidates, difficulties of course arrangement, and shortage of job vacancies. Five advises are proposed in this research: (1) Grading the teacher training programs with 3 levels: basic, intermediate and advance. (2) Recruiting of 3 levels are separated. (3) Establish national certificate of teaching abilities, assessed each level. (4) Basic level cultivates the Vietnamese linguistic knowledge, intermediate level cultivates teaching methods and techniques, and advance level is for in-service teachers to experience, adapt and reflect. (5) Referencing experiences of teacher training from other countries.
24
Do, Thi Thanh Tra. "Vietnamese primary english teachers' knowledge, perceptions and practices." Thesis, 2020. http://hdl.handle.net/1959.13/1411915.
Повний текст джерелаАнотація:
Research Doctorate - Doctor of Philosophy (PhD)Teachers’ knowledge may be viewed from different perspectives, and these understandings have expanded significantly over time from a traditional foundation that includes content, pedagogy and context, to aspects that include personal, practical, technological, and multicultural knowledge. However, mismatches between what teachers should know as stated in policy documents, and what they do know and practice have been observed. My research investigated some of these problems in Northwest Vietnam amongst primary English teachers. Understanding Vietnamese Primary English Teachers’ (PETs) knowledge, perceptions, practices, and their contextual constraints focussed attention on English language policies, pre-service training, current requirements, recruitment, working lives, and professional development. This study also investigated PETs’ self-reported knowledge as reflected in the English Teacher Competency Framework (ETCF) in Vietnam and contextual challenges. My mixed-method study combined document analysis (40 policy documents), survey (298 PETs), and semi-structured interviews (16 PETS), collected in three phases from November 2015 to 2017. My results identified a slow spread of primary English teaching and learning in Northwest Vietnam, and the complexity of PETs’ inadequate pre-service training. There was a significant mismatch between PETs’ self-reported knowledge and the current requirements to work as a PET, especially with respect to ETCF in Vietnam. The findings indicated that PETs lacked confidence in all areas of knowledge, of particular in English proficiency and pedagogy for young learners. Their teaching focussed on form rather than the meaning of English, and it relied on the textbooks to support their identity as a PET. Their practice was impacted by not only their misconceptions about primary English teaching, but also by social and cultural constraints. Some of these obstacles, which were specifically related to the geographical remoteness of the Northwest, influenced PETs’ lives and work, especially female teachers. The study might provide robust evidence for policy makers and educational authorities to support the needs of primary English teachers and improve teaching standards through professional development activities.
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Nguyen, Thi Thom Thom. "Professional development: Vietnamese English-as-a-foreign-language teacher educators' experiences and perceptions." Thesis, 2021. http://hdl.handle.net/1959.13/1428460.
Повний текст джерелаАнотація:
Research Doctorate - Doctor of Philosophy (PhD)Education reforms, initiated by the national foreign language policy, have created an increasing demand for innovative practices and strategies in English-as-a-foreign-language (EFL) education and teacher education in Vietnam, thereby highlighting the preeminent roles of EFL teacher educators. The policy has provided macro conditions and a favourable context for teacher educators’ development, yet it does not specify explicitly professional roles and professional development requirements for teacher educators, leading to differing interpretations and implementations of the professional development policy by stakeholders across different contexts. My research investigated Vietnamese EFL teacher educators’ experiences and perceptions of professional development and their professional development policy alignment in the context of the National Foreign Languages Project. I employed a mixed-methods research design comprising quantitative and qualitative analysis of policy documents, surveys and semi-structured interviews, collected in eight leading EFL teacher education institutions across eight sub-regions in Vietnam. The findings of my research provided an insight into Vietnamese EFL teacher educators’ experiences and perceptions of professional development, their identity and agency. Vietnamese EFL teacher educators had multiple identities of higher education academic staff with commitment to teacher education, research and pedagogy/didactics, as well as being coach/mentors, induction tutors/supervisors, trainers/master trainers, and also those in charge of teachers’ on-going professional development. I found that while Vietnamese EFL teacher educators’ perceptions of identity conceptualised their professional development, professional development activated teacher educators’ sense of professional self or identity reflected in their actions. They engaged actively in varied forms and topics of professional development and became responsive to the policy by fiat and beyond. Although they might encounter a great deal of pressure such as budgetary limitation and work-and-time conflicts, teacher educators were increasingly aware of the need to continue to work on their competences, develop professionally, transform proactively from being PD recipients to PD providers, and advance to become change agents and life-long learners. I propose suggestions for improving Vietnamese EFL teacher educators’ professional development, with consideration of three overarching issues: (i) specific policy intent and structural support for teacher educators’ professional development; (ii) provision of effective professional development; and (iii) empowerment of teacher agency. My suggestions therefore target a range of stakeholders in different contexts: (i) policy makers, MOET and the institutions as policy actors and PD providers; and (ii) individual teacher educators as PD recipients and PD providers in order to respond to the education innovation.
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Nguyen, Thanh Luan. "Investigating students’ perceptions of Vietnamese tertiary English education." Thesis, 2021. http://hdl.handle.net/1959.13/1426966.
Повний текст джерелаАнотація:
Research Doctorate - Doctor of Philosophy (PhD)The education of Vietnamese English language teaching pre-service teachers (ELTPT) has been at the forefront of ongoing national reforms to improve English teaching pedagogy. Despite its importance and recent government efforts, Vietnamese tertiary initial teacher education (ITE) remains a challenge. ELT pre-service teachers’ experience in the preparation of professional competence has been central to the pedagogy of ELT pre-service teacher education. My study investigated ELT pre-service teachers’ perceptions of their initial education programs because student voices have been under-researched in the context of Vietnamese higher education. My study provides an understanding of how Vietnamese ELT pre-service teachers perceived their ITE programs in terms of curriculum, pedagogy and assessment. My research investigated ELT pre-service teachers’ relative satisfaction, regard, and expectations for their programs. My research participants were final year ELT pre-service teachers and academic administrators across eight major higher education institutions in three main regions of Vietnam. I employed a mixed methods research design, which involved two phases. In the first phase, I conducted a survey (499 ELTPTs), held focus group interviews (eight groups of six ELTPTs per each group), and programmatic document analysis (Ministry of Education and Training and eight institutions). In the second phase, I conducted interview with eight university administrators, who are responsible for the design, implementation, and revision of their programs at their institutions. My analysis reveals that Vietnamese ELT pre-service teachers felt generally satisfied with their programs. Three themes emerged in my analysis. Student responses focused on their opportunities to learn, quality, and their preparedness for teaching. My findings revealed some variations in the distribution of ELT pre-service teachers’ general satisfaction level across the eight institutions. At seven institutions ELT pre-service teachers expressed high level of satisfaction and one institution dissatisfied with their programs. But, ELT pre-service teachers expressed differential satisfaction with their programs in terms of in degree and variability. The varied levels of student satisfaction are discussed across three themes. Further, ELT pre-service teachers had varied perceptions to academic administrators regarding programmatic issues, expectations and suggestions for improvement. I conclude with proposing a model of ELT pre-service teacher professional competence. The model provides an understanding of the interaction between ELT pre-service teachers and the ITE program through context-integrated experience in OTL, affective dispositions, quality, and preparedness. It explains the relationships of these influential components as constituents of ELT pre-service teacher professional competence. My study offers practical implications for ELT pre-service teachers, educators, community, institutions, policy makers, and administrators in improving the ITE.
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Nguyen, Thi Phuong Lan. "Alignment of curricula, pedagogies, assessments, outcomes, and standards in Vietnamese English language teacher education." Thesis, 2019. http://hdl.handle.net/1959.13/1408820.
Повний текст джерелаАнотація:
Research Doctorate - Doctor of Philosophy (PhD)English Language Teacher Education (ELTE) in Vietnam is rapidly changing to address the requirements of the new socio-economic context. Vietnamese ELTE receives an increasing amount of investment, in terms of finance, resources, and teacher training. However, it may be perceived as a system that has more challenges than opportunities with many concerning issues regarding curriculum, pedagogies, and assessments. Many ELTE graduates are unable to meet Ministry of Education and Training (MoET) standards. Given its predominant role, it is imperative to consider how policy shapes practice. My study provides an understanding of the alignment of ELTE curricula, pedagogies, assessments, outcomes, and standards. I employed a mixed-method approach to examine policy documents, survey data, and interviews conducted with lecturers and instructional leaders from 11 institutions across all parts of Vietnam to explore potential gaps between policy and implementation. My findings indicate that there are points of strong and weak alignment between and among ELTE curricula, pedagogies, assessments, outcomes, and standards. I found a strong alignment (i) between curricula, foundation knowledge, English language knowledge, and pedagogical knowledge standards, and (ii) between curricula and MoET’s dispositional standards. But the alignment of (i) assessment, outcomes, and learning capacity standards, in terms of both content and form, and (ii) curricula with MoET’s research skills, soft-skills, IT skills, and social integration skills standards is weak. My findings also reveal that the participants express concerns regarding curricula, pedagogies, assessments, and outcomes across the curricula I sampled. They suggested that outcome statements did not clarify MoET’s assessment or research skills requirements. Reported outcomes did not meet MoET’s standards. Institutions faced a variety of assessment constrains (for example, poorly equipped test systems, poorly designed assessments, time constraints, and poor assessment weighing). There was imbalance between theory and practice within the ELTE curriculum, which may not provide graduates with sufficient knowledge or skills to teach effectively. The participants believed that they taught well, but they identified challenges of teaching (for example, students’ low entry levels, large classes, poor teaching and learning conditions, limited teaching resources, and limited time along with an overburdened curriculum). I propose recommendations to improve the ELTE system. These include increased professional development, more equitable investments across institutions, a revision of outcomes so that they relate to standards, and improvements for how students and programs are assessed. My further recommendation suggests that teaching conditions need to be improved to meet MoET’s standards and social expectations. Broader implications of my study suggest a need for a better alignment between and among these five key elements. My study findings and implications address multiple educational stakeholders. They are meaningful to ELTE governmental, institutional, and faculty policy makers. I propose a tool for evaluating alignment between curricula, pedagogies, assessments, outcomes, and standards, which may improve tertiary ELT and be helpful for other EFL researchers.
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Hoang, Thi Thu Thuy. "The enablers and barriers to professional development for in-service teachers of English as a Foreign Language (EFL) in the Vietnamese higher education context." Thesis, 2020. http://hdl.handle.net/2440/126628.
Повний текст джерелаАнотація:
Teacher professional development (PD) has become increasingly important for teachers of English as a foreign language (EFL) in Vietnamese higher education. This is due to the implementation from 2008 of Language Project 2020, aiming to help students use a foreign language independently after graduation. Project 2020 views PD as essential to improve the quality of foreign language teaching. Since 2008, language teacher PD has received considerable attention from Vietnamese policymakers and language teachers including those in HE. However, factors influencing their participation, remain under-investigated. This qualitative case study has two primary objectives: to understand the current situation of PD for Vietnamese tertiary EFL teacher PD and to identify factors enabling and hindering their engagement in PD. Data sources are national and institutional documents, survey questionnaires for EFL teachers at a Vietnamese university (n=133), focus groups with EFL teachers (n = 35), and individual interviews with managers (n=4) at the same university. Cultural historical activity theory (CHAT) is used as an analytical framework to categorise factors impacting engagement in PD, while self-determination theory (SDT) is used as a tool to assist in the explanation of how those factors motivate or hinder teachers’ engagement. The findings reveal that all stakeholders―policy makers, managers and EFL teachers―acknowledge the significance of PD processes in improving foreign language teachers’ professional knowledge and skill, and the quality of their teaching. PD is seen as a political, cultural and educational phenomenon, with Language Project 2020 as a catalyst to significantly foster managers’ and EFL teachers’ awareness of the necessity for PD. Teachers’ engagement in PD activities is shown to be motivated by: the desire to become better teachers, career satisfaction, and Project 2020’s requirements for educational reform. Highlighted PD activities are those supporting teachers to learn and share their experience in groups, such as workshops, training programs, teacher study groups, teaching festivals, and informal sharing and collaborating with colleagues. It is apparent that the range of PD activities for EFL teachers in Vietnamese higher education is considerably influenced by the Vietnamese top-down leadership style and collectivist culture. All stakeholders consider the most enabling factors for PD as financial support; compulsory attendance; regulations for teacher evaluation and contract renewal; teachers’ personal motivation; and recognition and appreciation from colleagues, managers and students. Prominent inhibitors perceived by managers are inadequate financial support, and teacher-related factors (beliefs, poor awareness of PD, poor expertise, limited access to PD information or age hindrance), whereas the biggest deterrents perceived by EFL teachers are structural factors (work overload, inadequate financial support, and late issue of regulations). There are also differences between teachers’ goals in pursuing PD and managers’ intentions in planning for it. These findings highlight the significance of contextual factors in understanding teachers’ engagement in PD and the importance of addressing tensions between manager and teacher objectives and conflict between factors impacting teacher engagement in PD―notably between regulations for PD and teachers’ excessive workload―as well as payment policy and time constraints. Recommendations are proposed for taking such tensions into consideration when planning for and supporting PD in similar educational contexts.Thesis (Ph.D.) -- University of Adelaide, School of Education, 2020
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WU, HUI-MAN, and 吳惠滿. "A Story of the Encounter between a Preschool Teacher and a Child of Vietnamese new Immigrant." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/00515780489735482641.
Повний текст джерелаАнотація:
碩士輔仁大學
兒童與家庭學系碩士在職專班
101
The subject of this research is a six year old preschool girl, whose father and mother are Taiwanese and Vietnamese respectively, such a descendant is also known as the child of new immigrant. Prior to reside in Taiwan until age six, the subject was lived in Vietnam and raised by her grandmother since one month old, and can only speak Vietnamese. The purpose of this research is to discuss the influence of home visiting shared picture book reading to the development of oral and body languages, and skills of using text symbols. Qualitative research methods are utilized; twenty books are reading in seven months, and data is collected via recording of observation, collection of work, evaluation of achievement, and writing of journal. The results revealed that picture book could be a good media to activate the subject to interact with the researcher, and could also provide ideals to invoke conversations. Besides, accumulating interaction experiences with the researcher via shared picture book reading, the subject could learn vital skills of communication which are important basis to develop new skills and expend living experiences. Moreover, significant changes are observed, the subject initially has to use Vietnamese and gestures and rely on her mother’s interpretation to communicate with the researcher, with the improvement of speaking Chinese, the subject gradually develops effective communication strategies by using Chinese text symbols.
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Ma, Hong Anh. "From Testing to Active Student Learning: Vietnamese EFL Teachers’ Perception of Formative Assessment." Thesis, 2021. https://vuir.vu.edu.au/42894/.
Повний текст джерелаАнотація:
Assessment is integral to the teaching and learning process. The use of formative assessment and feedback for students is particularly conducive to language learning and teaching and is supportive of achieving language learning outcomes. However, in Vietnam, due to several factors such as large classroom size or insufficient in-class hours, Vietnamese language teachers generally place little emphasis on formative assessment. In recent years, Vietnamese teachers have re-evaluated the existing testing and assessment approaches and begun to recognise that constant feedback facilitates student-centered learning and promotes active learning. This qualitative study aims to examine the perceptions and in-class practices of formative assessment of Vietnamese EFL teachers in secondary schools, by means of semi-structured interviews with teachers, classroom audio recordings, and teachers’ reflective notes. The findings show that there is a shift of teachers’ focus from summative to formative assessment to varying degrees. Participating teachers also acknowledge in-class formative assessment practices via a cyclic process, and their formative assessment techniques are summarised in an inventory. The role of formative assessment in linking student language with classroom activities and therefore promoting active student learning in EFL classes is also discussed.
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Tuyen, Tran Thanh, and 陳清泉. "The Study of Teacher Job Satisfaction in Junior Secondary SchoolAdministration System—The case of Vietnamese National Secondary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/23593579902826918130.
Повний текст джерелаАнотація:
碩士國立高雄應用科技大學
國際企業管理與製造產研碩外專班
100
Recently, in Vietnam teachers’ job satisfaction has been emerging faster as a phenomenon that has been attracting attention from the government and society. Teachers’ job satisfaction plays a vital role, not only for education career, but also for improving teaching and learning quality and even for a nation’s development which can help create the strength and effectiveness for school system. The current study aims to analyze the factors that are closely associated with teacher job satisfaction as well as to investigate the possible influence of individual background variables upon teaching career. In this study, we implemented the investigation by surveying job satisfaction among junior secondary school teachers. The data are carried out by using multiple statistical analyses, including exploratory factor analysis, reliability analysis, mean point value, multiple linear regressions, correlations analysis, t-test of significance, and one-wayanalysis of variance. The results indicate that teachers’ job satisfaction derived from a variety of sources and seems to have a greater impact on school administration and school safety, whereas salary and compensation are the main causes of job dissatisfaction. One more finding is that teachers’ job satisfaction is significantly correlated with genders, years of teaching, and educational background. The findings also provide useful implications for educational policies with the goal in terms of teachers’ teaching satisfaction, improving teaching and learning quality, and stabilizing the teachers who can retain in education and reducing the turnover rate.
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Hsu, Chih-Yu, and 許芷語. "Heritage Language? Pedagogical Process and Strategies of Accreditation Vietnamese Teachers in Taipei Area." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/sj4wn7.
Повний текст джерелаАнотація:
碩士國立暨南國際大學
東南亞學系
107
Immigrants have increased significantly in Taiwan in the recent year. To accom-modate these new migrants, Taiwanese government set up heritage language courses in primary and secondary schools. Using ten Vietnamese teachers who are teaching in middle and elementary schools located in Taipei and New Taipei City as samples, the purpose of this study was to explore the following three aspects: firstly, to explore the motivation of their becoming teachers and pedagogical process in teaching their own’s heritage language; secondly, the effect and gap of their heritage language teaching, and, thirdly, the strategies for teachers to promote Vietnamese heritage language learn-ing in Taiwan. The results of this study are as follows: Due to the demand of large number Vietnamese teachers for heritage courses, Vietnamese female spouses had the opportunity to be recruited as teacher in Taiwan. Through their family and network support, these Vietnamese female spouses involved themselves in the teaching of Viet-namese language in school. Their motivation is derived from their need for economic independence, emotional identification of the language, and the position of teacher el-evate their own socio-economic status. The current situation of Vietnamese language courses in schools reveals the following problems. First, teaching hours and subsidies do not meet the Vietnamese language teachers’ expectation. In addition, course sched-ules different schools are not in the same pace, which lead to their spending too much time on course preparation and commuting between within different schools. Lastly, there is still room for improving Vietnamese language teachers’ training program. The Vietnamese language teachers utilized language learning achievement and the cooperation of family language environment to gain the parents’ support and recognition. They also help conducting cultural events for communities in order to al-leviate stereotype towards Vietnamese among the Taiwanese people.
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LUC, ANH-DUY, and 陸英維. "Professional Learning Communities and Affective Organizational Commitment of Teachers at Vietnamese Public Primary Schools." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/j5sf67.
Повний текст джерелаАнотація:
碩士國立暨南國際大學
教育政策與行政學系
107
The present study aims to empirically examine the relationship between the professional learning communities (PLC) and affective organizational commitment (AOC) of Vietnamese teachers. The study focuses on answering three research questions: (1) Are there significant differences in teachers’ perception of PLC based on their demographic backgrounds? (2) Are there significant differences in teachers’ AOC based on their demographic backgrounds? (3) Is there any significant relationship between teachers’ PLC and AOC? A quantitative approach is applied to fulfill the targets of this study. The research data was gathered by surveying 475 form teachers working at 16 public primary schools in District 1, Ho Chi Minh City, Vietnam (D1H). The ratings were analyzed by Pearson's Correlation Coefficient. Results show that all the six aspects of PLC positively correlate with AOC. T-test and ANOVA were also conducted to examine the differences between teachers’ perceptions of PLC and AOC in terms of demographic factors. For PLC, the results revealed that head teachers rated higher scores of Shared Personal Practice than regular teachers did. Additionally, the large school teachers rated higher scores of the Supportive Conditions – Structures than small school teachers did. For AOC, head teachers were found to have higher AOC than regular teachers. The findings also demonstrate that widowed teachers' AOC was significantly lower than that of married and single teachers. Interpretations from theoretical and cultural perspectives were offered. Based on the findings, some recommendations were proposed to the educational authorities and primary school principals in D1H. Future studies were suggested to enlarge the research sample and apply diverse research methods. Overall, this study reveals the importance of PLC and AOC to the development of D1H public primary schools. The study could serve as a valuable reference for educational authorities to have new solutions for teacher turnover problem.
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PHAM, TRINH THUY LINH, and 范鄭瑞綾. "A Narrative Research of a Vietnamese-Language Teacher’s Professional Learning Journey-Taking Vietnamese Language Classes from a University in Taiwan as an Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/bs58f5.
Повний текст джерелаАнотація:
碩士台灣首府大學
教育研究所
106
Abstract This study is a narrative research of the teaching process of a Vietnamese language teacher. Through her own teaching experience, the researcher explores the motivations and disturbances of students in learning Vietnamese, and their influences on students' learning outcomes and learning attitudes. According to the research results, the conclusions of this study are as follows: 1. The motivations for students to take "Vietnamese" is to understand Vietnamese affairs mainly. They hope that they can travel freely in Vietnam in the future and have good grades in school. 2. The learning disturbances of students’ learning Vietnamese are mainly due to the lack of practice environments, followed by difficulties in pronunciation, word expression, character writing, and grammar application. 3. Through the 18-week Vietnamese course, the students have made great progress in learning the Vietnamese language. 4. Through observations and interviews during the teaching process, the researcher found that the stronger the students' motivations for learning, the lower the learning disturbances; the students with positive learning attitudes and higher self-expectations are willing to pay more efforts and their academic performance will naturally be much better. 5. Through the research of the teaching process, it is found that an appropriate teaching design has a positive effect on the students' learning; therefore, the researcher has been constantly reflecting and correcting the teaching methods in the teaching processes to enhance students' learning motivations. Finally, based on the above conclusions, the researcher makes recommendations to the follow-up teachers who are engaged in Vietnamese language teaching and the students who are invested in Vietnamese language learning, as well as the related units, and looks forward to becoming a reference for the future academic researches.
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Bui, Thi Ngoc Linh. "Perceptions of Vietnamese teachers towards incorporating dialectical thinking: a transformational model of curriculum and pedagogy." Thesis, 2019. http://hdl.handle.net/1959.13/1401325.
Повний текст джерелаАнотація:
Research Doctorate - Doctor of Philosophy (PhD)The globalisation of the world and the pervasion of emerging technologies in society has resulted in a challenge to the traditional didactic forms of teaching and learning. Scholars around the world are proposing that education prepares students with cognitive capacities to be reflective, creative, and effective in their thinking and problem solving. In the Vietnamese context, dialectical thinking has a potential to be a way to enhance people’s cognitive capacities necessary for their success in life. Dialectical thinking has evolved in Vietnam’s culture and embraces cognitive processes globally identified as critical thinking. However, the challenge of this new way of engaging learners or “dialectical teaching” is that its success or failure depends on the ways current and future teachers embrace or resist the philosophical and pedagogical emphases of learner-centred approaches. In order to understand teachers’ perceptions of embedding dialectical teaching, I conducted a survey research to investigate the perceptions of schoolteachers from 18 schools in Binh Dinh, Vietnam. My analysis of the results of my study revealed that Vietnamese teachers had three main perspectives towards the potential implementation of dialectical teaching in their contexts: receptivity, ambivalence, and reluctance. In general, most of the participant teachers recognised the opportunity of the new pedagogical approach and were willing to incorporate it; however, they were not necessarily convinced about students’ capacities to learn in new ways, due to their traditionally held beliefs about learning and measuring students’ cognitive capacities. They also did not feel confident to carry out new forms of teaching because of their lack of preparation for innovative teaching and the challenges of the realities of teaching in their schools. The results of my study have implications for the evolution of dialectical teaching in Vietnam and around the world, with recommendations for the teacher education, professional development, and leadership sectors.
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CHUNG, HUI-YUAN, and 鍾惠媛. "The Demands of Professional Empowerment for New Immigrant Language Teachers – A Case of Vietnamese Teaching." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/b8ph52.
Повний текст джерелаАнотація:
碩士國立暨南國際大學
東南亞學系
107
In recent years, the government has promoted the curriculum of the new immigrant language, and has faced some problems about teachers, textbooks, teaching methods and assessments. The consensus of the society on the curriculum of the new immigrant language has to be established. This study interviews the teaching staffs of the new immigrant language, in order to explore the situation related to the promotion of the curriculum of the new immigrant language, as well as to the current situation of the cultivation of the language teachers, the obstacles encountered, the problems faced by the teaching staffs, and the assistance required. Hopefully the government will understand the plights of the new immigrant language teaching staffs, and will formulate the measures for empowerment and counselling. This study takes Southeast Asian new immigrant language teachers as the main research object; using qualitative research method, this study employs semi-structured interviews to collect data. It is hoped that the situation of the new immigrant language teachers' teaching scene can be better understood. The results are summarized as follows: Firstly, new immigrant language teachers provide feedbacks, opinions and suggestions on training courses, such as: to extend training time span, to deepen the contents of the course, and to increase opportunities for trial teaching and exercises. Especially to the depth of the course contents, the opinions of the interviewees are as follows: 1. The training course is very helpful, but it is hoped that the level would be moderate. 2. To add the lesson of counselling skills. 3. To introduce some more cultures of Taiwan and Vietnam. 4. To increase the hours of operating computer and producing teaching plan. 5. To introduce important education policies of Taiwan. 6. To assist teachers to develop their classroom management skills. Secondly, so far the ways of language teacher's teaching and the methods of assessment are limited; they can be increased. Thirdly, the difficulties that the interviewees encounter are as follows: how to teach in mixed age classes, how to solve teaching problems, how to attend some more training courses, and how to deal with the problem of low salary. Finally, some suggestions are presented for reference based on the results of this study: 1. To extend the time span of training courses, and to increase the part of trial teaching. 2. To heighten the threshold of obtaining certificates; and to divide the training courses into two stages, with a period of internship in each stage. 3. To give advice to the trainees right after their teaching demonstration. 4. To put difficult dialects of Vietnamese into textbooks. 5. To include the lessons of counselling problematic students and to give some examples in the elementary course. 6. To introduce Taiwan's education policies and cultures. 7. To allow the language teachers to teach in their own way, without interfering too much. 8. To advance the trainee's Chinese ability in order to improve the quality of teaching. 9. To provide the lessons of operating computer, of producing teaching plan, and of multimedia application. 10. To discuss the situations of the classroom management that might happen in the language class. 11. To increase the chances of teaching observation: to demonstrate different ways of teaching. 12. To include the lessons of students assessment in the training courses. 13. To make plans for teachers' further study and training. With the empowerment, it would be helpful for the cultivation of new immigrant language teaching staffs.
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Nguyen, Binh Thanh. "An investigation of Vietnamese EFL teachers’ perceptions of intercultural competence and its application in high schools." Thesis, 2016. http://hdl.handle.net/1959.13/1317530.
Повний текст джерелаАнотація:
Research Doctorate - Doctor of Philosophy (PhD)In an era of globalisation, the term intercultural competence has grown in popularity. Intercultural competence allows for effective communication among people from different cultural backgrounds. The Vietnamese Government has indicated that EFL (English as a Foreign Language) teachers should be preparing their students for effective intercultural communication in English. This study is an investigation of Vietnamese EFL teachers’ understanding of the term intercultural competence and the strategies they use in their classrooms to promote it. The study employed a mixed methods design, with data collected from surveys, interviews, and classroom observations. Participants were 337 Vietnamese EFL teachers in 39 high schools across standard schools and schools for the gifted in the two major Vietnamese cities, Hanoi and Ho Chi Minh City. The findings provided evidence that most teachers valued that aspect of the English curriculum. However, their understanding of the term intercultural competence was vague and superficial. They devoted little class time to developing students’ intercultural competence. Their focus was the study of the language itself because the content of the major examinations was the language itself. When teachers did focus on intercultural competence in their lessons, they usually transmitted cultural facts without paying attention to conversational skills and an understanding of differences in behaviours, attitudes, and values in different countries. However, there was evidence of good practice in teaching intercultural competence by teachers in schools for the gifted. Notably, teachers designed classroom activities that encouraged students to act independently, to seek out relevant knowledge for themselves. This approach challenged the more traditional model of passive students waiting for the teacher to transmit knowledge to them. The study has identified a number of factors hindering the effective teaching of intercultural competence in high school EFL classes. The thesis concludes with recommendations for three groups of stakeholders, government policy makers, teacher educators, and EFL teachers themselves, for ways to enhance the teaching of intercultural competence in high schools in Vietnam.
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DOAN, DUY ANH, and 段英維. "AN INVESTIGATION INTO THE RELATIONSHIPS AMONG VIETNAMESE PRE-SERVICE SCIENCE TEACHERS’ SCIENCE EPISTEMIC BELIEFS, APPROACHES TO LEARNING SCIENCE AND CONCEPTIONS OF TEACHING." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/f5r5br.
Повний текст джерелаАнотація:
碩士國立臺灣科技大學
數位學習與教育研究所
106
Existing research looking into pre-service science teachers’ Science Epistemic Beliefs (SEB), Approaches to Learning Science (ALS) and Conceptions of Teaching (CoT) in Vietnam is apparently scarce. In this situation, this preliminary study aimed at sketching a picture of the current views of those three constructs, i.e. SEB, ALS and CoT, of student teachers in Vietnam by conducting a survey in the context of one education university in Danang City – the biggest city in the central region of Vietnam. In specific, this study inquired Vietnamese pre-service science teachers’ views concerning SEB, ALS and CoT to investigate the inter-relationship among those three constructs. Besides, the study was also to identify the differences in participants’ SEB, ALS and CoT in terms of two demographic data types selected as independent variables, namely gender and educational level (sophormores and juniors). In this study, 328 Vietnamese pre-service science teachers participated in the survey. The study took a quantitative research approach in which a paper-based composite questionnaire (SEB, ALS and CoT scales included into one surveying tool) was adopted from previous studies with an acceptable validity and reliability for assessing personal views concerning SEB, ALS and CoT. The general findings indicated a difference in Vietnamese pre-service science teachers’ science epistemic beliefs and approaches to learning science regarding gender and educational level. However, the study failed to discover any difference in participants’ conceptions of teaching in terms of both gender and educational level. In addition to the difference concerning those demographic data, the study also found very noticeable inter-relationship among SEB, ALS and CoT in which SEB played a certain role on guiding ALS and both SEB and ALS were found to be predictive of CoT. Besides, the study found that epistemic beliefs concerning justification of science knowledge plays a critical role in guiding student teachers’ approaches to learning science and in shaping their conceptions towards a constructivist pedagogical belief. Justification and deep learning strategy were found to be ‘catalysts’ for fostering a constructivst conception of teaching. Furthermore, the study also revealed a mixed-motive approach to learning science as well as a perceived strong inclination of the student teachers towards a constructivst teaching style. Based on the findings, the current research contributed to the field with some implications for science teacher education in specific and for science teaching in general.
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Trinh, Thi Thu Hien. "Achieving cultural competence in Vietnamese EFL classes: a case study from an intercultural communicative competence perspective." Thesis, 2016. http://hdl.handle.net/1959.13/1322497.
Повний текст джерелаАнотація:
Research Doctorate - Doctor of Philosophy (PhD)The process of teaching and learning foreign languages in the era of globalisation aims to equip students with intercultural awareness and intercultural communicative competence (ICC) (Sercu, Carmen, Garcia, & Castro, 2004). This goal is being conceptualised as a new requirement that teachers should promote among their students through the inclusion of intercultural knowledge, skills and attitudes in foreign language education (Byram, 1993b). To achieve this goal, culture must be addressed as a core component in language programs and integrated with the teaching of linguistic elements. In Vietnam, the common goal for English language study noted in Decision No 1400/QĐ-TTg on 30 September, 2008, emphasises the training of young Vietnamese citizens to become communicative and intercultural English users. This objective of English language teaching requires Vietnamese English teachers to provide students with opportunities to achieve cultural competence alongside linguistic competence. This study looks at the teaching of culture in the contemporary context of English as a Foreign Language (EFL) teaching at the Vietnamese tertiary level, examining the presentation of culture in the official teaching materials and the teaching practices in terms of the ways and the extent to which they infuse culture into EFL lessons. This study adopted a qualitative case study approach, and was conducted in two phases: Phase 1 (Document Collection and Analysis) and Phase 2 (Teachers’ Interviews, Classroom Observations and Field notes). I employed various strategies to collect the data: document analysis, one-on-one interviews, individual interviews for member checking, classroom observations and field notes. The case study research revealed two key findings: the gap between how the cultural content is presented in Vietnamese tertiary English textbooks and the conceptualisations of cultural competence from an ICC perspective; and the gap between the Vietnamese tertiary EFL teachers’ teaching practices and the development of students’ ICC. The shortcomings of the textbook content and the teachers’ tendency to limit the teaching of culture influenced Vietnamese English students’ development of ICC. This study provides a framework for the teaching of culture in the Vietnamese context, which will help teachers and policy makers improve English language teaching, with the aim of achieving the intercultural goals of language study in our globalised community.