VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES NGUYỄN HẢI NGUYÊN “GOOD ENGLISH TEACHING PRACTICES” AS PERCEIVED IN TEACHING CONTE[.]
INTRODUCTION
Rationale for the study
Since Vietnam adopted an open-door policy during its economic reforms, engaging in international business and attracting foreign investment have become essential, making intercultural communication increasingly important To thrive in the modern global environment, Vietnamese people must improve their second language skills, particularly English, as a crucial communicative tool (Hamano, 2008) Although English is introduced to Vietnamese children from the age of six and included in the national primary school curriculum (Pham, 1998), the effectiveness of English education remains low Students often learn English rigidly without developing practical language skills, resulting in minimal real-world language use (Hamano, 2008).
Traditional teaching methods that focus solely on linguistic accuracy and teacher-controlled instruction limit students' opportunities to practice and apply English in flexible ways As a result, students often remember grammar rules and vocabulary but struggle to understand and use them in different contexts or to formulate meaningful sentences This issue is especially evident in speaking, where lack of confidence, slow reaction, and pronunciation problems hinder Vietnamese students from speaking fluently—despite speaking being a crucial communication skill (Hamano, 2008) Consequently, there is a growing need to adopt innovative teaching methods aimed at improving the effectiveness and quality of foreign language education In 2008, the Vietnamese government addressed this issue by approving Decision 1400, emphasizing the importance of modernizing language teaching approaches.
The "Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020," known as the National Foreign Languages 2020 Project, marked significant changes in language education, especially in teaching and learning English The Vietnamese Ministry of Education and Training prioritized teacher development, allocating 85% of a $450 million investment for teacher training to enhance language proficiency and pedagogical skills Additionally, the implementation of the five-domain English Teacher Competency Framework (ETCF) established official standards for evaluating teachers' performance and capabilities, aiming to improve student achievement in English education.
Nationwide emulation movements have sparked increasing competitions among teachers, particularly in teaching contests that attract widespread attention from both education professionals and the public These contests aim to motivate teachers to expand their knowledge and enhance their professional skills, ultimately improving the overall quality of education.
As an English teacher with several years of experience, I have participated in various training courses organized by the Hai Duong Department of Education and Training and the Ministry of Education and Training These courses focus on enhancing the practice of National Foreign Languages, providing valuable insights and strategies to improve language teaching standards Participating in these professional development programs has enriched my teaching skills and deepened my understanding of national language education initiatives.
In 2020, I participated in the ETCF project and upcoming teaching contests As I prepare for a school teaching competition next year, I am focused on applying the knowledge gained from training courses to improve my performance My main concern is whether I can effectively incorporate these skills into the provincial teaching contest.
An important aspect to consider is how effectively English teaching practices are perceived in these contests, highlighting the need to evaluate whether these perceptions align with the established criteria of the ETCF Ensuring that teaching methods meet the standards set by ETCF can enhance the quality and credibility of these competitions Understanding the relationship between perceived teaching effectiveness and ETCF criteria is essential for fostering improvements in English education through competitive platforms.
Research objectives
Based on the issue mentioned above, the study is aimed at:
Investigating how good English language teaching practices are perceived in the assessment criteria employed in the teaching contests in Hai Duong province in particular;
Examining how good English language teaching practices are perceived by the teachers taking part in these contests;
Exploring the correspondence, if any, between the perceptions of good English language teaching practices in Hai Duong province and the criteria of ETCF.
Research questions
Followings are three research questions:
1 What characterizes “good English language teaching practices” according to the assessment criteria employed in the teaching contests (from the documents and from the examiners‟ point of view)?
2 What characterizes “good English language teaching practices” as perceived by the teachers (examinees) taking part in these contests?
3 What are the similarities and differences between the perceptions of “good English teaching practices” in these contests and in the ETCF?
This article explores perceptions of effective English teaching practices as evaluated in teaching contests, focusing on both assessment criteria and examinees’ perspectives Due to limited guidelines available for these assessments, examiners are required to clearly specify how evaluation criteria are applied to measure English teaching quality Understanding these perceptions helps to clarify what constitutes “good” English teaching in competitive settings and highlights the need for more comprehensive assessment frameworks.
The third question examines the differences between the evaluation of English language teaching in real provincial teaching contests and the standards outlined in the ETCF document for English teachers' training and development This comparison highlights how practical teaching assessments align or diverge from the established guidelines for professional growth, emphasizing the importance of realistic evaluation methods to improve English education quality Analyzing these assessments helps identify gaps and opportunities for enhancing teacher training programs to better meet the demands of actual classroom settings.
Research scope
This study explores perceptions of effective English language teaching practices as outlined in assessment criteria and shared by contest participants It provides a comprehensive view by examining practices both inside and outside the classroom The research focuses on provincial teaching contests designed for high school teachers in Hai Duong Province, Vietnam.
Significance of the study
In the context of Vietnam's urgent need for educational innovation to enhance teaching and learning effectiveness, this research on perceptions of good classroom teaching holds significant importance It offers valuable insights for teachers, school managers, and educational scholars, contributing to the development of more effective teaching strategies and improved learning outcomes.
This research offers English teachers a comprehensive understanding of effective teaching for foreign languages, including key assessment criteria By applying these insights, teachers can refine their teaching strategies, strengthen their instructional strengths, and address areas for improvement As a result, they can significantly enhance their teaching effectiveness and provide more impactful language learning experiences for students.
School managers can leverage insights from this research to develop strategic plans for teacher professional development By implementing targeted growth initiatives, they can maximize each educator's potential, ultimately enhancing school quality and boosting long-term reputation.
This article serves as a valuable reference for educational scholars interested in effective teaching approaches It offers comprehensive insights into foreign language teaching methods and their impact on the learning process Additionally, the study analyzes the perception of English contests through a real case study in Vietnam, providing practical understanding of their application in enhancing language education.
LITERATURE REVIEW
Theoretical background
Effective teaching and learning are interconnected, yet teaching methods often lack adaptation based on how people truly learn (Bates, 2015) Research involving 253 adult teachers across five countries identified five diverse teaching perspectives: transmission, interactive, experiential, nurturing, and social reform (Pratt, 1992) Understanding these varied approaches can enhance instructional strategies and improve learner engagement.
Table 1: Five models of teaching
Lectures are primarily conducted in the classroom, where studentsLearn mostly through listening to a speaker, with knowledge being transmitted directly from the teacher to the students This teacher-centered teaching approach focuses on delivering a predetermined body of language in a structured order, without considering how students interpret or engage with the material.
Learning via interactive teaching requires talking, concentrating on analytical/ critical thinking/ problem-solving, discussion, and assessment by analyzing, synthesis, comparison and evaluation
Teachers play a crucial role in not only transmitting knowledge but also encouraging students to engage in meaningful discussions and debates within the boundaries of the subject's rules and discipline This approach promotes critical thinking and active learning, empowering learners to articulate their ideas and develop a deeper understanding By fostering an environment that supports constructive conversation and argument, educators facilitate a collaborative learning experience that enhances student engagement and academic growth.
Ausubel (1978), Bligh (2000), Bates (2015) deeper viewpoint of the topic
This educational approach encompasses experiential learning, adventure learning, and apprenticeships, emphasizing active student engagement through practical activities It encourages learners to reflect on their experiences, bridging the gap between theoretical knowledge and real-world application inside and outside the classroom By reflecting on hands-on activities, students gain deeper insights into theoretical frameworks and understand their practical relevance, enhancing overall learning outcomes.
Pratt (1992), Bates (2015), Kolb and Kolb
Nurturing teaching focuses on prioritizing learners' needs by understanding their interests and learning approaches through empathetic engagement Effective teachers listen attentively to students' thoughts and expressions about their learning experiences, providing supportive, personalized, and reflective feedback This approach fosters a positive learning environment that encourages student growth and development.
Social reform in teaching emphasizes that education is a tool for building a better society, rather than just a theoretical concept Teachers adopting this approach believe their primary role is to contribute to societal development through innovative and flexible teaching methods This philosophy encourages adaptable perspectives on knowledge, as long as they align with a vision of an improved and progressive future.
English language teacher education in this paper refers to second language teacher education (SLTE) It was a term that is invented that is initially invented by Richards
SLTE, or Second Language Teacher Education, encompasses the training and education of language teachers to equip them with essential knowledge and skills for effective teaching, as defined by Burns and Richards (2009) Prior to 1985, language teacher education was predominantly influenced by Applied Linguistics practices, which aimed to deepen teachers’ understanding of language and learning, fostering professional independence and control over their teaching activities (Britten, 1985; Wright, 2010) After 1985, significant shifts in SLTE curriculum and teacher development emerged, driven by theoretical frameworks such as Reflective Practice, which have transformed approaches to preparing and developing English language teachers (Wright, 2010).
Reconceptualizing the knowledge teachers need to learn in language teacher education (SLTE) involves understanding the learning process through frameworks proposed by scholars like Freeman (1989, 1991), Shulman (1986), and Woods (1996) SLTE now focuses on developing reflective teachers by providing diverse, institutionally-based learning experiences in real school settings, alongside tools for evaluating personal and professional growth Additionally, there is a strong emphasis on long-term, research-based follow-up of successful graduates, promoting ongoing professional development Since 1985, SLTE has shifted towards raising awareness, fostering collaborative learning, encouraging reflection, and promoting experiential learning to enhance teaching effectiveness.
Several contemporary models of teacher training and development have been developed based on the new agenda in Second Language Teacher Education (SLTE) A comprehensive overview of key post-1985 teacher education models is presented in Table 2, highlighting their relevance to current trends in SLTE For visual representations of these models, refer to Appendix 1, which provides detailed graphic illustrations to enhance understanding.
Table 2: Some main contemporary models of language teacher education
Model Description Authors and references
The model outlines the sequence among the three major goals of professional development, emphasizing that change is primarily rooted in experiential learning It suggests that effective professional growth for teachers is a process driven by firsthand experiences, making engagement and reflection key components of meaningful development This approach highlights the importance of practical, real-world applications in achieving lasting improvements in teaching practices.
The model offers a contrasting approach to traditional teacher education by addressing the need to recognize diverse individual teaching styles in the learning process It emphasizes the importance of accommodating different pedagogical methods when mediating student learning To support this, the model introduces the Teacher’s Choice Framework, designed to guide the planning and development of personalized professional growth programs for educators.
Interconnected model of professional growth
The model, based on Guskey's (1986) framework, elucidates how changes in one area of a teacher's practice are linked to subsequent changes in other domains It highlights the specific mechanisms through which professional development influences multiple aspects of teaching, emphasizing the interconnected nature of teacher growth Understanding these mechanisms is essential for designing effective interventions that promote comprehensive teacher change and improve educational outcomes.
In today's educational landscape, teachers are expected to develop competencies that enhance their classroom performance, which directly contributes to higher educational quality (Nessipbayeva, 2012) There is an increasing focus on evaluating teachers based on their competencies to ensure effective teaching (Roelofs & Sanders, 2007) Teaching competencies are defined as the ability to successfully respond to complex requirements through the integration of attitudes, values, knowledge, and skills in a meaningful and effective manner (Selvi, 2010) Essentially, these competencies encompass the combination of a teacher's knowledge, beliefs, capabilities, and strategies that influence their teaching outcomes.
Competency-based training is increasingly vital in English language teaching, whether as a foreign language (FL) or second language (L2), shaping modern teacher education frameworks (Wright, 2010) The rising prominence of this approach is reflected in the development of professional standards and competency frameworks designed specifically for language teachers These frameworks aim to establish clear benchmarks for teaching proficiency and ensure consistent quality in language education Table 3 outlines several key competency frameworks that guide teacher development and professional practice in the field.
Table 3: Some competency frameworks/ models for English language teachers
ESL/EFL teachers of adults
TESOL Eleven standards of key competencies within five domains (Language, Culture, Instruction, Assessment, and Professionalism) via a variety of performance indicators adopted from Seufert et al (2005)
ACTA/ATESOL Australia has established comprehensive guidelines detailing teachers' core competencies across four key categories: knowledge, practice, ethics of teaching, and professionalism, including ongoing professional development These guidelines emphasize behavioral performance indicators, ensuring educators demonstrate measurable and effective teaching behaviors aligned with industry standards to enhance teaching quality and professionalism.
ATESOL (Association of teachers of english to speakers of other languages)
(2003) TESOL ANZ New Zealand Competency standards for all ESL teachers as an extensive list of required knowledge, skills, attitudes, education, and experience
Europe A framework of reference for European countries to set standards of language teachers‟ competencies by four domains (Structure, Language and Understanding, Strategies and Skills, Values)
British Council A framework with twelve professional practices that a language teacher is required to know and do as a part of his continuing professional development
British Association of Lecturers in English for Academic Purposes (BALEAP)
Guideline and description of core competencies of a professional EAP teacher, which are categorized into four domains relating to Academic practices, EAP students, Curriculum development, and Program implementation
Case study background
2.2.1 English language teacher education in Vietnam
Vietnam is implementing a new English curriculum as part of educational reform, requiring 35 teaching weeks annually, totaling 165 weeks over five years of primary education (Ministry of Education and Training, 2001; Socialist Republic of Vietnam, 2001-2003) Effective teacher education is crucial for successful curriculum implementation, emphasizing the need for teachers to acquire new content knowledge and teaching methods (Hamano).
To enhance education quality, teacher training programs must be improved to equip educators with new teaching methods Additionally, educational infrastructure should be developed to support curriculum implementation, including transitioning from a two-shift system to full-day schooling This shift is essential to provide the necessary number of classes and ensure a smooth transition to the new curriculum.
The introduction of the new curriculum presents two key challenges for teacher education: mastering the expanded content and adopting innovative teaching methods (Hamano, 2008) Subjects such as music, physical education, and arts have been incorporated, increasing the volume of knowledge teachers must acquire Additionally, the emphasis on new educational methodologies is a more critical and complex challenge Historically, Vietnamese teacher training was influenced by French intellectualism, focusing on rote memorization and passive learning, with limited emphasis on teaching techniques (Nguyen, 2004; Pham, 1998) The current curriculum reform aims to shift this model towards more active, student-centered learning approaches, requiring teachers to develop new pedagogical skills.
In Vietnam, students who complete a pre-service teacher training program at colleges or universities are considered qualified to teach in secondary schools However, the country's teacher training largely emphasizes theoretical knowledge over practical teaching methods, often resulting in inadequate teaching practices, especially in off-campus English language courses with inconsistent quality Post-graduation, Vietnamese teachers face challenges in accessing professional development due to heavy administrative workloads and a lack of collaborative dialogue with colleagues Therefore, reforming teacher education and ongoing professional development is essential to improve the quality of teaching practices in Vietnam.
In 2008, the Vietnamese government approved the National Foreign Languages 2020 Project through Decision No 1400/QĐ-TTG, which aimed to enhance the teaching and learning of foreign languages within the national education system from 2008 to 2020 This initiative, known as the National Foreign Languages 2020 Project, was launched by the Ministry of Education and Training to improve language proficiency and international integration.
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2020, Vietnamese university and college graduates, who have sufficient ability to speak FLs independently and confidently in communication, learning and working in an integrated, multilingual and multicultural environment
In the Decision, the government stated the missions that this project must achieve as below:
FLs that will be taught and studied in education institutions in the national education system are English and other languages
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Innovating the method of examination and evaluation is done by building questionnaire and enhancing the application of information technology in FL training
The total estimated budget for the project implementation is VND9,378 billion By the 2015-2016 school year, over 1.8 million students participated in the program, increasing to more than 4.9 million students in 2016-2017 Currently, there are 5,940 professionally trained foreign language (FL) teachers across all levels Some high schools have piloted teaching subjects like Math and Physics in English to assess students' foreign language proficiency Despite the significant investment exceeding VND9,000 billion, only about 20% of the targeted student population has access to the program, while the number of FL teachers accounts for more than 30% of the target.
Despite nine years of implementation, the project has failed to achieve its objectives across all levels, including the number of learners and the quality of teaching and learning.
2.2.2 English language teacher assessment in Vietnam and the English Teacher
The English Teacher Competency Framework (ETCF), developed as part of the 2020 National Foreign Languages Project and finalized in 2012, serves as the official standard for evaluating and training English teachers Since its widespread implementation in 2013, the ETCF has been utilized by teacher trainers from regional centers, universities, and other providers for needs assessment, program evaluation, and curriculum improvement It acts as a strategic guide for ongoing professional development, ensuring that English teacher development is both standardized and adaptable to local contexts while integrating new knowledge and best practices.
The ETCF framework encompasses five key domains essential for effective English language teaching The first domain emphasizes teachers' knowledge of language, culture, and the national curriculum, highlighting the importance of teacher language proficiency and ongoing retraining to meet competency standards The second domain focuses on teaching methodology, lesson planning, classroom activities, assessment, and the integration of information technology to adapt to new curricula that promote critical thinking and creativity among students The third domain stresses the significance of teachers understanding their students' cognitive and psychological development, utilizing this insight to enhance motivation, creativity, and critical thinking The fourth domain addresses teachers' professional values, attitudes, and the necessity for professionalism, cooperation, and continual professional development The fifth domain centers on the practical and contextual aspects of language teaching, encouraging teachers to understand real-life language applications and reflect on their own language learning experiences Overall, the new ETCF framework demands self-evaluation, ongoing training, and an open-minded approach from English teachers to enhance teaching effectiveness.
The ETCF serves as a versatile tool for identifying the training needs of specific groups of teachers, with initial assessment tools available on the Ministry of Education and Training's website (National Foreign Languages 2020 Project Forum, n.d) For educators, the ETCF primarily facilitates self-assessment, enabling teachers to pinpoint areas for professional growth through tools like the Teacher Strengths and Needs Assessment (TSNA) The TSNA allows individual teachers to focus their professional development efforts or mentor peers Additionally, the Teacher Self-Assessment (TSA) helps teachers evaluate their strengths and needs within specific domains, either independently or within training programs, based on insights from the TSNA To support reflection and planning, the Teacher Self-Assessment Summary and Action Plan (TSSA) guides teachers in developing personalized professional development strategies For more detailed information about these tools, refer to Appendix 4.
Table 4: Domains and Competencies in ETCF
Domain Competency Competency description Performance indicator
Competency 1.1a Teacher‟s language proficiency Primary B1, Primary & Lower Secondary B2, Upper Secondary C1 Competency
1.2 Language as a system Knowledge about Pronunciation, Grammar, and Vocabulary
Competency 1.3 Understanding how languages are learned
How instruction affects language learning
How individual learner variables affect language learning Competency
1.4 Cultures of English-speaking countries Awareness of English speaking and other countries‟ cultures, methodologies of knowledge delivery, comparison with Vietnamese culture Competency
1.5 Academic content in English Literature, Cultural Texts, Academic Texts Competency
1.6 Language curriculum Understanding national and local curricula as well as their importance of more than a textbook
Competency 2.1 Language teaching methodology Role of teacher & teacher talk, Teaching Listening, Speaking, Writing, and
2.2 Lesson planning Curriculum & Objectives, Variety, Time, Instructions, Content, Activities Competency
2.3 Conducting a lesson Supportive, meaningful classroom, use of lesson plans, classroom management Competency
2.4 Assessment of language learning Design, continuity, selection of assessment and use of assessment information Competency
2.5 Resources Select & adapt materials, Resources, Make materials, Reference materials Competency
2.6 Technology Use technology in teaching; Teach learners to use technology
Understand learners‟ development to encourage
Cognitive and affective needs, learning styles
Recognize developmental learner language to inform instructions
Errors; Learning environment & risk- taking, Inform instruction Competency Reflect on learners‟ values & prior learning Prior learning experiences, Changing student learning behaviors, Student feedback
3.3 Competency 3.4 Develop learners‟ creativity & critical thinking Questions & tasks, Critical thinking & problem solving, Innovation & creativity
Competency 4.1 Showing professionalism in language teaching Value & promote language learning Competency
Practicing cooperation, collaboration & teamwork in language teaching
Competency 4.3 Professional development & life-long learning Proficiency, Personal professional knowledge, Professional community, Observing others Competency
Contributing to the language teaching profession
Connecting learning beyond the language classroom
Other subjects within school, Native & multilingual speaker models Competency
5.2 Reflecting on Language Learning & Teaching Asking questions about teaching, Finding answers to teaching questions
2.2.3 EFL teaching and teaching contest in Hai Duong Province
In 2014, Hai Duong Province launched the National Foreign Languages 2020 Project to enhance English teaching at secondary and high schools, following Decision 981/SGDĐT-GDTrH by the Department of Education and Training A new curriculum was developed and implemented for the 2014-2015 academic year, requiring teachers to achieve at least B2 level for secondary schools or C1 level for high schools in the ETCF Schools without qualified teachers could select those with the nearest English proficiency, but a training plan was necessary to ensure they met the standards within the same year The program expanded in 2016 to include English teaching at kindergartens, and since the 2016-2017 school year, Hai Duong has provided detailed guidance for learning English with foreign teachers across various educational levels to improve effectiveness Currently, around 150 teachers annually participate in training courses to enhance their English skills, often requiring additional coursework until they meet the designated standards.
An annual provincial teaching contest for high school teachers is held each year, focusing on different subjects However, English teaching contests are typically held every five years at the provincial level, while at the school level, these contests occur more frequently—usually once a year School-level English contests aim to select outstanding teachers to represent them in the provincial competition Many teachers believe that participating in these contests is a significant achievement to showcase and a necessary step for eligibility for salary increases.
Research gaps
Research on perceptions of effective language teaching indicates a general consensus on key qualities of good language instruction; however, most empirical studies have focused on Western contexts and languages other than English, with limited research addressing English language teaching in Asia Notably, only one study (Katooli & Abdolmanafi-Rokni, 2015) has explored English teaching in an Asian setting Furthermore, there is a lack of research examining how teachers' beliefs influence national language education policies and assessment frameworks This study aims to be among the first to investigate effective English language teaching practices from teachers’ perspectives, specifically analyzing how these practices align with Vietnam’s unique teaching contests and competency frameworks The research will provide valuable insights into how English teaching effectiveness is perceived, measured, and fostered within Vietnam’s educational landscape.
METHODOLOGY
Research paradigm research design
Research methodologies are primarily categorized into two approaches: quantitative and qualitative Quantitative research relies on numerical data and statistical analysis, while qualitative research focuses on understanding narratives, experiences, and perceptions through written or spoken data (Lyon et al., 2015) Both approaches are widely used across disciplines such as marketing, sociology, psychology, and public health to gather insightful and reliable data Additionally, mixed methods research integrates both quantitative and qualitative techniques—such as experiments, surveys, focus groups, and interviews—providing a comprehensive understanding of complex research questions (Saunders et al., 2016).
The researcher employed a mixed method approach, combining both quantitative and qualitative data to achieve a comprehensive understanding and validate findings while mitigating individual limitations (Lyon et al., 2015) Quantitative research provides valuable statistical insights but lacks contextual depth, which qualitative methods effectively address (Bryman, 2017) Conversely, qualitative research offers rich contextual understanding but can be biased and less generalizable, whereas quantitative research overcomes these issues through objective measurement and larger sample sizes (Saunders et al., 2016) By integrating both approaches, the study leverages their respective strengths to produce more robust and reliable results.
This study employs a case study research design, an in-depth method ideal for exploring specific situations and narrowing broad research fields into manageable topics (Bryman, 2017) The chosen approach focuses on a particular group with distinctive characteristics, rather than a large, diverse population of teachers, enabling a detailed understanding of their unique conditions Case studies provide accurate and comprehensive descriptions of the subject, making them valuable for examining how existing theories from previous research apply in real-world settings (Bryman, 2017).
Data collection
This research focuses on English language teaching as a foreign language in Vietnam, specifically within the context of Hai Duong Province’s provincial teaching contests The increasing importance of English in Vietnamese education, alongside national initiatives like the 2020 National Foreign Language Project and the establishment of the English Teaching Certification Framework (ETCF), underscores the evolving landscape of language education in Vietnam Additionally, the role of teaching contests in assessing and developing high school English teachers highlights their significance in professional growth The study is limited to high school English teachers, providing targeted insights into their experiences and the impact of these key educational developments.
Hai Duong Province, located in the Red River Delta of northern Vietnam, is predominantly rural undergoing rapid urbanization, with major industrial zones attracting significant foreign investments from countries like Japan, China, and Korea, making English increasingly important Despite these economic developments, Hai Duong has experienced slower progress compared to neighboring provinces, facing challenges in English education, especially at the high school level where student English proficiency varies widely Many students find English difficult and show little interest, resulting in low average grades—only 2.97 out of 10 in the 2017 national high school graduation exam—and a considerable gap in learning outcomes among students The importance of English for future career opportunities and its status as a compulsory subject for graduation underscore the need to improve teaching approaches at the high school level Additionally, the researcher’s current residence and employment in Hai Duong facilitate her investigation into effective teaching strategies to enhance English learning quality and results among high school students.
The Department of Education and Training (DOET) in Hai Duong Province conducts three annual English teacher training campaigns based on the ETCF framework, focusing on various aspects of language instruction To facilitate experience sharing and prepare for provincial contests, numerous school-level and inter-school teaching competitions are organized, which significantly enhance teachers' professional development However, while these contests offer valuable opportunities for growth, they also create considerable pressure for educators This study aims to evaluate whether these competitions align effectively with the contents and objectives of the ETCF.
This study focused on two groups of high school English teachers in Hai Duong Province The first group comprises teachers who have served as judges in teaching contests at least once, as there were no existing documents outlining assessment criteria specifically for English subject competitions According to Decree 21/2010/TT-BGDĐT issued on July 20, 2010, which governs the rules for teaching contests for excellent high school teachers and continuing education centers, teachers must meet specific qualifications to be selected as examiners.
Be the Head of Foreign Language Division (Tổ trưởng chuyên môn tổ ngoại ngữ);
Be the teachers who have excellent profession and professional conduct;
Be able to give feedbacks and evaluate experience-based initiatives and educational practical research, test of professional knowledge, and real teaching lessons;
Have experiences and excellent results in managing and teaching students;
Have good reputation among colleagues;
As the primary educator responsible for the English language subject, you play a crucial role in schools and in the Department of Teacher Training and Education Your position involves leading the teaching of English at the same level as teaching competitions, ensuring high-quality instruction and professional development in language education.
As an executive responsible for the English language subject in schools and teacher training departments, your role is crucial in shaping language education policies and ensuring high standards This position is at the same level as teaching contests, emphasizing its importance in professional development and curriculum oversight Your leadership helps elevate English teaching quality, promote innovative instructional methods, and support teacher excellence across educational institutions.
The teaching contest is held only once every five years, resulting in a limited pool of participants primarily recruited through the researcher’s personal network A total of 18 examiners completed the survey and shared their insights Most examiners are females aged between 37 and 51, with a minimum of 13 years of English teaching experience and an average of 27 years Additionally, they have served as examiners in provincial teaching contests two to three times, indicating their extensive expertise in the field.
The second group consists of English teachers who have participated in provincial teaching contests at least once, recognizing their teaching excellence and selection by their schools To gather data, the researcher contacted the Department of Training and Education in Hai Duong Province to obtain a list of past contest participants, including their full names, schools, mobile numbers, and email addresses According to Decree 21/2010/TT-BGDĐT dated 20 July 2010, teachers must meet specific criteria to qualify as examinees for the provincial English teaching contests.
The teacher must achieve the standard training level or above, have at least 3-year consecutive teaching experiences and possess positive moral qualities;
The teacher must receive high evaluation from students and colleagues and get confirmation from their school for their capabilities regarding profession, organization, and class management;
The teacher must obtain the title “Excellent Teacher” at school teaching contests twice and consecutively;
The teacher should possess educational initiatives or practical research that have been successfully implemented and recognized at the provincial and industry levels These initiatives or research projects must have garnered positive evaluation and ranking from the Researching Committee within the past four years.
The researcher directly contacted the contestant teachers through various methods such as phone, email, and face-to-face appointments to explain the study and invite their participation A total of 56 teachers, primarily female aged 31 to 48, participated as the primary target group for gathering data on perceptions of effective English language teaching While their school affiliations were mostly undisclosed, some respondents were identified from five schools: Pha Lai High School, Nguyen Binh Khiem High School, Gia Loc High School, Thanh Ha High School, and Tu Ky High School These teachers have between 7 and 26 years of English teaching experience, averaging 15.3 years, and have participated in teaching contests between one and four times.
This research utilizes a mixed method approach, incorporating various data collection techniques such as questionnaires, interviews, and document collection to comprehensively explore the topic and achieve the study's objectives.
Due to the absence of official documentation outlining the assessment criteria for English teaching contests, two online surveys were conducted to gather insights into current beliefs about the characteristics of effective English teachers Simultaneously, existing documents were analyzed and observed in parallel with the survey data to ensure a comprehensive understanding Further details regarding the document observation method are provided in section 3.4.3.
The survey was conducted from May 28 to June 3, 2018, targeting a “hard-to-reach” population that meets specific predefined criteria (Marpsat & Razafindratsima, 2010) To ensure accurate representation of this specialized group, a carefully controlled non-probability sampling method was employed, as detailed in section 3.2.2.
This study utilized online self-administered surveys created through Google Forms to gather data on English teaching practices The first survey targeted English teachers who served as judges in teaching contests (examiners) and aimed to explore the characteristics of effective language teaching practices based on assessment criteria used in these contests, comparing them with the ETCF standards The second survey was designed for teachers who participated as contestants (examinees) and focused on their perceptions of good English language teaching practices Out of 20 examiners invited, 18 completed the survey, yielding a 90% response rate, while 55 out of 100 examinees responded, resulting in a 55% response rate.
The most commonly-used instruments in literature of beliefs on effective FL teaching was the 80-item instrument by Reber (2001) and 24-item instrument by Brown
Reber (2001) provided a comprehensive framework with nine categories for assessing language teaching, but its complexity made it suitable mainly for experts familiar with specialized jargon In contrast, Brown (2006, 2009) developed a more accessible instrument that includes seven key aspects, focusing on practical teaching practices and designed to be completed within 25 minutes, making it ideal for both students and educators without extensive prior training Given the contextual constraints in Vietnam, such as limited resources and time, Brown’s framework was better suited for this research The instrument evaluates seven categories—Grammar Teaching, Error Correction, Target Language Use, Culture, Computer-Based Technology, Communicative Language Teaching Strategies, and Assessment—using 24 items rated on a 4-point scale from “Strongly agree” to “Strongly disagree,” capturing essential traits of effective English language teachers.
Data analysis
This study investigated the responses of both examiners and examinees to the Effective Language Teaching Questionnaire, analyzing data separately for Research questions 1 and 2 through descriptive statistics Follow-up interview data was systematically documented and compared with information from teaching contest documents and the initial questionnaire to explore characteristics aligned with the ETCF framework for Research question 3 Qualitative data collected from interviews and relevant documents were analyzed using content analysis, where the researcher developed hypotheses and themes beforehand, then identified and categorized relevant text with color-coding and numbering to gather evidence on different perspectives, as outlined by Bryman (2017).
Methodological limitations
This study's findings are limited by certain methodological constraints, primarily related to instrumentation and participant sampling procedures Effective questionnaire design is challenging, as highlighted by Brown (2006), and the use of closed-response Likert-scale items aimed to capture teachers' perceptions of English language classroom practices To address this limitation, each survey item was carefully crafted, piloted twice with experienced English teachers, and revised multiple times to ensure clarity, including changes such as replacing “the foreign language” with “the English language.”
No Original description Revised description
It is essential to dedicate equal time to teaching culture alongside language instruction Emphasizing cultural education alongside language learning enhances students' understanding and appreciation of the language's contextual nuances A balanced approach ensures learners not only acquire linguistic skills but also develop cultural awareness, which is crucial for effective communication and cultural competence Therefore, educators should allocate sufficient resources and attention to both aspects to foster comprehensive language mastery.
Allowing students to respond to test questions in listening and reading in English enhances language proficiency and assessment accuracy Additionally, permitting students to explain their answers in Vietnamese rather than English during classroom activities fosters better understanding and reduces language barriers These approaches support improved learning outcomes by accommodating students' language development needs.
When addressing students' oral errors, it is more effective to provide indirect corrections rather than direct corrections For example, instead of explicitly pointing out mistakes, educators should correct errors by restating the student's response correctly This approach encourages students to self-correct and promotes a more natural and supportive learning environment Using indirect correction techniques can improve language acquisition and boost student confidence during oral practice.
The study's second limitation is the small sample size, which results from the narrow scope of research and limits its representativeness Consequently, the findings are only applicable to the specific context of provincial teaching contests in Hai Duong Province, Vietnam This restricts the ability to generalize the current situation of English language teacher assessments across the broader Vietnamese education system.