VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE THE USE OF CONCEPT CHECKING QUESTIONS IN GRAMM
INTRODUCTION
Background to the study
The debate over whether grammar should be explicitly taught has shaped various teaching approaches throughout history While the effectiveness of a lesson often hinges on teachers' instructions and delivery, assessing students' understanding is equally crucial for their success Regardless of the methods employed, it is essential for educators to evaluate students' comprehension during grammar lessons to ensure their achievements.
Teachers often hinder student learning by asking vague questions like “Do you understand?”, which can lead to misleading responses A simple “Yes” may indicate various feelings, such as fear of looking foolish or a desire to move on To accurately assess students' comprehension, educators should employ concept checking questions This method yields concrete evidence of understanding, rather than relying on ambiguous or potentially false information.
Concept checking questions (CCQs) are essential tools used by teachers to assess students' comprehension of vocabulary and grammar By breaking down complex meanings, these questions facilitate a clearer understanding of the material being taught.
To ensure students grasp the meaning of the phrase "He used to play football," teachers can break down the language item into simpler concepts and utilize closed questions in straightforward language For instance, they might employ concept checking questions (CCQs) to assess understanding effectively (Scrivener, 2012, p.147).
- Does he play football now? (No)
- Did he play football in the past? (Yes)
- Did he play once or many times? (Many times)
Research indicates that Concept Checking Questions (CCQs) are more effective than traditional prompts like “Do you understand?” or “Any questions?” as they provide more reliable indicators of comprehension (Hunter, 1982; Hunter, 1994; Roberts, 2017; Scrivener, 2011) Recent studies further support the effectiveness of CCQs, highlighting their importance for trainee teachers to master (Florkowska, 2017) Additionally, Kargar and Divsar (2019) demonstrated that CCQs positively impact students’ grammar proficiency However, there is still much to explore regarding teachers' perceptions and experiences with CCQs in grammar instruction.
In Vietnam, research on Concept Checking Questions (CCQs) in English language teaching is limited This study aims to investigate the use of CCQs specifically in the context of grammar instruction within the Vietnamese educational framework.
Research indicates that a teacher's beliefs and knowledge do not always align with their professional practices (Borg, 2001) Consequently, it is essential to examine both teachers' beliefs and their actual behaviors This study aims to investigate teachers' beliefs regarding the use of Concept Checking Questions (CCQs) while also exploring their current implementation of this technique in grammar instruction.
Aims of the study
One of the hardest parts of teaching English as a foreign language is grasping how much the students fully understand what is being taught (Roberts,
In 2017, it was noted that teachers frequently ask students, "Do you understand?" However, this question may not accurately reflect students' comprehension Therefore, it is crucial to implement effective methods for assessing understanding to ensure that students fully grasp the concepts being taught.
A highly effective method for assessing students' comprehension is through the use of concept checking questions (CCQs) These targeted questions help determine whether students grasp the meaning and application of specific grammar or vocabulary Since grammatical concepts may differ significantly from students' first language (L1) or share similarities with English but not align perfectly, using CCQs can simplify explanations and enhance understanding (Roberts, 2017).
To effectively assess students' understanding of a concept, teachers should avoid simply asking if they comprehend the material, as this does not provide reliable evidence of their grasp Instead, it is crucial for educators to pose specific questions related to the lesson, which can yield concrete demonstrations of understanding This approach helps to ensure that all students are engaged and comprehending the content, rather than relying on vague opinion questions like "Does everyone understand?"
While the advantages of Concept Checking Questions (CCQs) are well-recognized, debates regarding their implementation continue Many educators may struggle with effectively utilizing CCQs, potentially leading to increased confusion among students Poorly constructed or awkwardly phrased CCQs can negatively impact students' learning experiences (Florkowska).
2017, p 46) Concept checking questions are a useful technique that provides
Gathering sufficient evidence to infer students' understanding is crucial, yet determining the right questions to ask, the timing, and the method of inquiry poses significant challenges for educators If not executed effectively, these inquiries can hinder the learning process A study by Florkowska (2017) highlights this concern.
Formulating effective concept checking questions (CCQs) poses a significant challenge for language teachers Consequently, this study was conducted to explore teachers' beliefs regarding the importance of CCQs and to gain deeper insights into their proper usage.
Despite theoretical discussions on the benefits of Concept Checking Questions (CCQs), there is a notable lack of empirical studies exploring their application This research aims to investigate teachers' beliefs and practices regarding CCQs in grammar lessons, providing valuable insights into their current use in English classes Ultimately, this study seeks to enhance the understanding of CCQs as an effective tool for assessing comprehension in educational settings.
This research focuses on the beliefs of Vietnamese teachers of English as a Foreign Language (EFL) regarding the use of Concept Checking Questions (CCQs) in grammar instruction It also explores the alignment between these beliefs and the teachers' actual classroom practices in assessing students' understanding of grammatical structures The study aims to address key research questions related to these aspects.
1 What are the teachers’ beliefs towards using CCQs in grammar teaching?
2 What are the teachers’ practices of using CCQs in grammar teaching?
2.1 How do the teachers use CCQs when they teach grammar?
2.2 How do the students react to their teachers’ CCQs?
2.3 How do the teachers follow up their students’ responses?
Significance of the study
This study aims to illustrate teachers' beliefs about the use of Concept Checking Questions (CCQs) and reflect on their experiences with this technique Effectively assessing students' understanding is crucial for teachers to minimize time spent on correcting tests and papers By implementing effective assessments, teachers can prevent wasting valuable class time on re-explaining previously taught material Additionally, as a form of formative assessment, CCQs play a vital role in informing instruction, allowing teachers to make necessary adjustments to enhance learning outcomes.
This research explores teacher cognition, which encompasses teachers' thoughts, knowledge, and beliefs, and how these mental constructs influence their actions in the language classroom (Borg, 2003) Teachers' cognitions significantly impact their practices and the learning opportunities available to students Recognizing the importance of concept checking questions (CCQs) is crucial for effective instruction and teacher development By analyzing students' responses to CCQs, teachers can assess their clarity and enhance the quality of their teaching The findings of this study offer valuable implications for teacher development, providing insights into how participant-teachers perceive and utilize CCQs, thereby enriching practitioners' understanding.
Scope of the study
This study emphasizes the importance of checking students' understanding of grammar rather than the methods of teaching it, as highlighted by Roberts (2017) The research aims to investigate the use of Concept Checking Questions (CCQs) as a tool for assessing comprehension, focusing on teachers' beliefs and experiences Additionally, the primary objective is to explore the alignment between teachers' stated beliefs and their actual practices in concept checking during instruction.
This study focused exclusively on grammar instruction within a single campus of a language center in Ho Chi Minh City Consequently, the findings may only be applicable to the participants involved and cannot be generalized to all EFL teachers.
Organization of thesis chapters
The current thesis includes five main chapters: (1) Introduction, (2) Literature Review, (3) Methodology, (4) Findings and Discussion and (5) Conclusion
The Introduction chapter outlines the study's background and research purpose, detailing the aims, research questions, significance, and scope of the investigation.
The second chapter, titled Literature Review, is divided into two key sections The first section provides a theoretical foundation for the study by thoroughly examining theories and concepts pertinent to grammar teaching, understanding checks, and concept checking questions The second section reviews prior research on the application of CCQs in classroom settings, ultimately constructing a conceptual framework that guides the research design, data collection, and analysis.
The third chapter, Methodology, outlines the research design and the detailed procedures used for data collection and analysis in the study.
The Findings and Discussion chapter focuses on analyzing the collected data and highlighting the key findings of the research This chapter addresses the research questions and lays the groundwork for the recommendations presented in Chapter Five.
The concluding chapter provides a concise overview of the research findings, highlights the pedagogical implications for EFL teachers and teacher trainers, discusses the study's limitations, and offers recommendations for future research endeavors.
LITERATURE REVIEW
The changing view of grammar teaching
The value of grammar instruction in language teaching has been a topic of debate among theorists and practitioners throughout history This article explores the evolution of second language teaching methods, highlighting the transition from grammar-based approaches, where grammar instruction was central, to communication-based approaches that largely excluded it Additionally, it addresses the recent reconsideration of grammar's significance in language education, emphasizing strategies such as focus on form and consciousness-raising.
Historically, advocates of grammar teaching believed that mastering grammatical rules was essential for language acquisition, leading to methods like the Grammar Translation Method and the Audio-Lingual Method The Grammar Translation Method emphasized the deductive teaching of grammatical rules, vocabulary memorization through wordlists, and translation exercises between the target language and the mother tongue Similarly, the Audio-Lingual Method focused on grammatical structures, drawing on behaviorism to view language learning as habit formation, where memorization of structural patterns was thought to reinforce language habits Overall, these approaches assumed that learning a second language was synonymous with understanding its grammatical structure.
Grammatical structures require focused attention, yet traditional approaches often fall short in addressing the communicative needs of L2 learners These methods typically emphasize language forms while neglecting the importance of language functions and real-life communication.
The debate surrounding grammar teaching includes significant arguments against it, primarily rooted in the Communicative Approach (CLT) This approach emphasizes the importance of acquiring communicative ability—using and interpreting meaning in real-life situations—over merely learning formal grammatical rules (Widdowson, 1978) Since the 1970s, the focus of language education has shifted towards communicative competence, which encompasses the effective use of grammar and vocabulary to achieve communication goals in socially appropriate contexts Proponents of CLT argue that grammatical knowledge is just one aspect of communicative competence, with the deep-end version of CLT rejecting grammar-based syllabuses and instruction However, the "shallow-end" version of CLT maintains a strong grammatical foundation within its functional syllabus (Thornbury, 1999, p.18).
Developments in second language acquisition (SLA) theories, particularly Krashen’s (1981) distinction between acquisition and learning, have significantly influenced meaningful communication Krashen posits that acquisition is an unconscious process that occurs in a stress-free environment with appropriate input, activating innate learning abilities Conversely, learning is a conscious process resulting from formal instruction, which has limited applicability for real communication He emphasizes that acquisition, rather than learning, is essential for effective communication.
9 that leads to the success in a second language learning Moreover, he claims that learnt knowledge can never become acquired knowledge
The deep-end version of the communicative approach emphasizes that language acquisition occurs through communication, which has significantly influenced task-based language instruction This method prioritizes meaning-focused classroom activities that mirror real-life tasks, engaging learners in meaningful interactions and negotiations to achieve task completion The primary goal is the successful execution of the task rather than the application of grammatical rules Traditionally, task-based approaches have aligned closely with communicative language teaching, often neglecting grammar forms However, recent perspectives have introduced a grammar focus into task-based instruction, with Skehan (1996) advocating for a balance between grammar and communication in task design.
2.1.3 Re-consideration of grammar teaching
Recent research in second language acquisition (SLA) emphasizes the significance of grammar in language learning Many experts advocate for the inclusion of grammar instruction in second language classrooms Long (1983) found that form-focused L2 instruction significantly enhances language learning, while Norris and Ortega (2001) confirmed that such instruction leads to lasting improvements in target structures Additionally, Ellis (2006) stated that there is substantial evidence supporting the effectiveness of grammar teaching, challenging the naturalist approach that downplays grammar These evolving perspectives have prompted instructional strategies that integrate both grammar and communication in L2 education.
While Krashen (1981) asserted that acquisition is an unconscious process and all that is needed to trigger that process is a large amount of comprehensible
Acquisition of a second language involves a conscious process, primarily centered around attention Schmidt's Noticing Hypothesis (1990) posits that learners must consciously notice input to enhance their language skills, as only the forms they notice can be utilized Similarly, VanPatten's Input Processing theory (1996) emphasizes that learners must link grammatical forms to their meanings, but due to limited processing capacity, they cannot focus on both content and form simultaneously Therefore, learners require guidance to selectively attend to specific input, transforming it into intake Educators must understand how learners process input and design instructional activities that facilitate the necessary form-meaning connections, a method known as Processing Instruction, grounded in input processing principles.
The revival of grammar instruction is significantly influenced by two key concepts: focus on form (FonF) and consciousness-raising Long (1991) introduced FonF as an instructional approach that emphasizes learners' attention to linguistic forms within meaningful communication contexts, addressing linguistic challenges that arise during communicative activities Similarly, consciousness-raising, as described by Ellis (2002), involves tasks designed to enhance learners' awareness of specific linguistic features in the input, aiming to develop explicit grammatical knowledge without necessitating immediate production While consciousness-raising may not directly lead to the acquisition of implicit knowledge, it plays an indirect role in this process.
Consciousness-raising enhances the acquisition of essential grammatical knowledge for effective communication In summary, these methods suggest that when teachers employ strategies that focus learners' attention on linguistic forms and offer activities that foster grammar awareness, successful learning outcomes are likely to occur.
Frameworks for grammar teaching that integrate a focus on grammar within meaningful communication have been established Celce-Murcia and Larsen-Freeman (2003) introduced a communicative model of grammar instruction encompassing three dimensions: form/structure, meaning/semantics, and use/pragmatics They emphasize that grammar should be viewed as more than just a set of forms, incorporating (morpho)syntax, semantics, and pragmatics The authors contend that effective grammar teaching goes beyond merely presenting rules; students must learn to use grammatical structures accurately, meaningfully, and appropriately They illustrate the significance of these three dimensions through a pie chart.
Figure 2.1 Three-dimensional Grammar Framework (Celce-Murcia &
Larsen-Freeman (2003) identified grammar as a fifth skill, complementing Reading, Writing, Listening, and Speaking, emphasizing its dynamic nature This skill encompasses learners' capacity to use grammar accurately, meaningfully, and appropriately in communication.
“grammaring” and claimed that grammar teaching is not so much knowledge transmission but is skill development
In summary, despite the ongoing debate regarding the inclusion of grammar in language education, substantial evidence supports a reevaluation of grammar's significance in teaching a second language.
2.1.4 Teachers’ perspectives on the teaching of grammar
Research indicates varying opinions on whether grammar should be taught in language education, as highlighted in studies on teachers' beliefs and practices (Borg, 2001, 2003) A study conducted by Borg (2001) revealed that all participating teachers recognized the significance of formal grammar instruction in second language (L2) teaching This perspective is particularly relevant in the context of Vietnam.
A study by Le and Barnard (2009) examined Vietnamese teachers' attitudes towards grammar and its instruction within their teaching contexts The findings revealed a strong consensus among the teachers on the importance of grammar, highlighting the necessity for explicit grammar instruction and the value of explaining grammatical rules Ultimately, regardless of the teaching methods employed, the significance of grammar remains evident, making grammar instruction a crucial component of language education.
Checking for understanding
Checking for understanding (CFU) is a crucial component of formative assessment, which is conducted throughout the learning process to evaluate student progress and instructional effectiveness The primary objectives of formative assessment include modifying instructional methods to better meet learners' needs, verifying understanding, correcting misconceptions, and reinforcing key concepts (Kilbane & Milman, 2014) The data collected from these assessments enables teachers to make timely adjustments to their instruction, ultimately enhancing student learning outcomes.
Checking for understanding (CFU) is a valuable formative assessment tool that benefits both teachers and learners It allows educators to gauge student comprehension in real time, enabling them to collect immediate data on students' knowledge and skills By effectively implementing CFU, teachers can adjust their lessons on the spot, providing both teachers and students with clear evidence of learning progress.
A 2016 study explored the significance of real-time checks for understanding (CFU) in middle school classrooms The findings revealed that participants highly valued the ability to make immediate adjustments to enhance student learning through the CFU process.
Secondly, CFU allows teachers to make instructional decisions during the lesson based on students’ errors and misconceptions (Fisher & Frey, 2014; Hunter,
Formative assessment involves the collection and analysis of learning data by both instructors and students to facilitate progress toward educational goals (Brookhart, 2011) Teachers utilize formative assessment to offer feedback to students and enhance their teaching strategies For instance, if a teacher discovers that certain students struggle with a concept, they can choose to pause the lesson, address specific misunderstandings, or reintroduce the material.
Understanding is developed through continuous inquiry and reflection, as highlighted by the notion that assessment should be viewed as a collection of evidence gathered over time rather than a single test at the end of instruction Relying solely on independent practice, homework, quizzes, or final tests to gauge student learning is ineffective, as it leaves no room for instructional adjustments Therefore, the key advantage of formative data lies in its ability to inform real-time modifications in teaching and learning, ultimately guiding students toward their learning objectives.
CFU enables teachers to ensure that students do not solidify misconceptions through practice According to Greenstein (2010), questions designed to check for understanding highlight gaps in knowledge, allowing educators to implement strategies to address these deficiencies before they become ingrained Ultimately, while grammar instruction is crucial, CFU plays a vital role in the overall teaching and learning process.
A range of assessment methods, known as the continuum of assessment, is essential for gathering evidence of students' learning, as proposed by Wiggins and McTighe (1998) This continuum includes checks of understanding, such as oral questions and observations, traditional quizzes and tests, as well as performance tasks and projects Additionally, the authors introduced various techniques to enhance the assessment process.
15 to check for understanding as illustrated in Figure 2.2 (Wiggins & McTighe, 1998, p.248)
In summary, checks for understanding (CFU) are essential components of formative assessment that provide teachers with ongoing insights into students' comprehension, thereby enhancing learning outcomes and instructional effectiveness This study specifically examines the use of oral questions as a technique for implementing CFU, as suggested by Wiggins and McTighe (1998).
2.2.1 Questions to check for understanding
Teachers can effectively assess students' understanding by asking questions, which helps identify gaps and misconceptions in knowledge (Greenstein, 2010) Research indicates that questioning is a prevalent method for checking comprehension (Lee, 2006; Wiggins & McTighe, 1998) While simply informing students about concepts may raise awareness, it does not guarantee learning, as noted by Fisher and Frey (2014) In contrast, questions stimulate student reflection and enhance engagement in the classroom By incorporating questions throughout lessons, teachers can create a more interactive environment, leading to increased student attention and participation.
Research highlights the crucial role of teachers' questions in the learning process within EFL classrooms, as they represent the primary mode of interaction between educators and students (H Brown, 1994) These questions fulfill various functions that enhance classroom engagement and learning outcomes.
Engaging students effectively involves sparking their interest and curiosity about a topic, as well as directing their focus on specific issues or concepts (Brown & Wragg, 1993) It is essential to assess learners' understanding, gather information, and manage classroom dynamics (Nunan & Lamb, 1996) Additionally, teachers should identify what students know or do not know, revisit previous lessons, and encourage critical thinking by challenging and stimulating their intellectual development (Peacock, 2001).
The most influential distinction of question types is made by Long and Sato
In 1983, a distinction was made between display and referential questions, highlighting that display questions seek information already known to the teacher, while referential questions aim to elicit information unknown to the questioner Research by Long and Sato (1983) suggests that referential questions can significantly increase learner output Furthermore, in a communicative classroom setting, referential questions may enhance student output, facilitate negotiation, and improve comprehension (Wright, 2016).
According to Scrivener (2012), questions can be categorized based on their purposes into three types: (1) real questions, which are open-ended and aim to enhance understanding; (2) check questions, which are typically closed and assess whether students grasp concepts already known to the teacher; and (3) concept questions, a specific type of check question focused on understanding grammar or vocabulary Additionally, Scrivener (2012) recommends two effective techniques for teachers to assess learning: using concept questions and requesting translations.
In a previous study by the researcher, questions that are used to check for understanding were put into three categories: (1) Understanding-check questions;
(2) Concept checking questions (or concept questions); and (3) Questions that ask
In a study by T P D Nguyen (2020), "Understanding-check questions," as defined by Waring (2012), include inquiries like "Any questions?" and "Does that make sense?" These questions aim to assess students' comprehension by prompting them to translate concepts into their first language (L1) If students can accurately provide equivalents for vocabulary or grammar points in their L1, it indicates their understanding The research revealed that Concept Checking Questions (CCQs) were the preferred method among teachers for evaluating student comprehension.
Effective questioning is essential for teachers to gauge students' understanding accurately However, Fisher and Frey (2014) highlight that many common check-for-understanding (CFU) questions, such as “Any questions?” or “Does that make sense?”, often fail to elicit meaningful responses This ineffectiveness arises because students may be confused, unaware of their own understanding, or too embarrassed to admit their lack of comprehension in front of classmates (Fisher & Frey, 2014; Roberts, 2017; Scrivener).
Research on the use of concept checking questions
Recent empirical studies on the use of Concept Checking Questions (CCQs) in English as a Foreign Language (EFL) classrooms are limited, despite extensive theoretical discussions Kargar and Divsar (2019) explored the impact of CCQs on grammar achievement among Iranian female EFL learners, revealing a statistically significant improvement in grammar proficiency for students taught with CCQs compared to a control group However, the study did not specify the duration of the treatment and primarily focused on quantitative data, leaving a gap in understanding how teachers perceive and implement CCQs Therefore, further qualitative research is needed to provide deeper insights into the practical use of CCQs in teaching.
Florkowska's (2017) qualitative study examines the use of Concept Checking Questions (CCQs) in EFL teaching, drawing on her CELTA experience through reflective journals and interviews with a CELTA trainer and seven trainees The research highlights the importance of EFL teachers determining when to employ CCQs, particularly distinguishing between display and referential questions, and their impact on student learning opportunities Findings reveal that most CCQs utilized by both trainee and experienced teachers were display questions The study identifies three key scenarios where CCQs are essential: for inexperienced teachers, when introducing new or revised information, and at Pre-intermediate and Upper-intermediate levels Conversely, four situations where CCQs may be less critical include experienced teachers, established knowledge, monolingual classes, and the same proficiency levels Notably, the study found that the drawbacks of using CCQs often outweighed the benefits.
Florkowska identifies 29 aspects of this technique, noting that the prevalence of display questions in the data contributes to the negative implications of using Concept Checking Questions (CCQs) To enhance learning outcomes, she recommends incorporating more referential questions, which can mitigate these drawbacks.
Florkowska’s (2017) study explored the types of questions teachers used for concept checking and their effects on student learning; however, it has notable gaps The methodology relied primarily on a reflective journal from the researcher after completing a CELTA course, with observations limited to CELTA lessons featuring trainee teachers' demonstrations, rather than actual classroom settings Most interviews were conducted with trainee teachers, with only one teacher trainer participating, leading to a focus on their experiences and opinions regarding CCQs based on their CELTA training Consequently, the present study aims to gather empirical data from in-service teachers actively teaching in real classrooms to provide a more accurate representation of CCQ usage in English language instruction.
This study narrows its focus compared to Florkowska’s (2017) research, which examined CCQs for both lexis and grammar, while this research specifically targets grammar Paivio (1986) notes that grammatical structures are abstract and lack clear meaning or visual representation Florkowska (2017) found that more abstract concepts require additional CCQs, as grammatical structures tend to be complex and abstract, with teachers emphasizing the importance of CCQs in grammar instruction Additionally, Roberts (2017) highlights that grammar concepts may differ significantly from students' first languages or share some similarities with English, but are not identical.
30 same Hence, the present study delves into the use of CCQs as a tool for checking students’ understanding of grammar only
Last but not least, although exploring a similar topic with Florkowska’s
This study builds on previous research by examining the practical application of Concept Checking Questions (CCQs) in classroom settings, rather than focusing on their types It emphasizes the importance of referential CCQs for effectiveness, while exploring teachers' practices and beliefs regarding the use of CCQs throughout the teaching process The research aims to provide deeper insights into the "what," "when," "why," and "how" of CCQ usage in education.
While CCQs are increasingly recognized as valuable tools for enhancing learning, there remains a need for more research evidence, particularly in Vietnam where studies on this topic are limited A notable study by Dang and Nguyen (2012) briefly addressed concept checking while focusing on the impact of indirect explicit grammar instruction on EFL learners' understanding of English tenses In their experiment, 94 eleventh-graders were divided into two groups: one receiving deductive instruction and the other taught inductively through consciousness-raising tasks after contextualizing the text.
In a study by Dang and Nguyen (2012), students engaged in "rule-searched" tasks, collaborating in pairs or groups to explore the form, meaning, and use of target structures The teacher subsequently assessed their understanding and provided feedback The findings revealed that the experimental group significantly outperformed the control group in grammar analysis and oral proficiency The study suggests that while teacher-fronted instruction, or concept telling, can be effective, it may not yield the same long-term benefits for producing targeted structures as consciousness-raising tasks and concept checking Although concept checking was deemed essential, it was not explicitly discussed Another related study conducted in Vietnam also addressed this topic.
T H Nguyen’s (2016) work highlights the theoretical use of timelines and concept questions (CCQs) in teaching present tenses, based on Workman’s (2006) book This underscores the necessity for empirical data to support the application of CCQs Consequently, the current study investigates the effectiveness of CCQs in facilitating learning within the Vietnamese context Additionally, it addresses a research gap regarding students’ reactions to teachers’ CCQs and how teachers respond to these reactions, which has not been explored in prior studies.
Despite valuable contributions to the literature on Concept Checking Questions (CCQs) in English language teaching, there is still much to explore empirically in this field While there is a consensus on the importance of CCQs in language instruction, the beliefs teachers hold about their use in grammar teaching and their practical application remain under-discussed Additionally, the ways in which students respond to CCQs and how teachers address these reactions warrant further investigation Therefore, this research aims to examine the use of CCQs specifically in relation to teachers' beliefs and practices in grammar instruction.
Conceptual framework of the study
This section focuses on developing the conceptual framework for the current study, synthesizing and applying the theoretical perspectives on using Concept Checking Questions (CCQs) discussed earlier The framework is visually represented in Figure 2.3.
This study investigates the use of Concept Checking Questions (CCQs) by examining teachers' beliefs and practices It explores teachers' perceptions regarding the advantages and disadvantages of CCQs, as well as the importance of incorporating them into their teaching methods.
This study explores concept checking questions (CCQs) at various levels, focusing on teachers' perceptions of well-constructed versus poorly constructed CCQs It investigates teachers' experiences throughout the entire process, from planning and designing to delivering CCQs, as well as analyzing students' reactions and teachers' follow-ups Additionally, the research examines the relationship between teachers' beliefs and their actual practices, highlighting the impact of teachers' cognition on their instructional methods Notably, the study is limited to the concept checking of grammar points.
Figure 2.3 Conceptual framework of the study
METHODOLOGY
Research questions
This qualitative study aims to explore teachers' beliefs regarding the use of Concept Checking Questions (CCQs) in grammar instruction and to examine their experiences with this teaching technique The research focuses on understanding how educators perceive the effectiveness of CCQs in enhancing student comprehension and engagement during grammar lessons.
1 What are the teachers’ beliefs towards using CCQs in grammar teaching?
2 What are the teachers’ practices of using CCQs in grammar teaching? 2.1 How do the teachers use CCQs when they teach grammar?
2.2 How do the students react to their teachers’ CCQs?
2.3 How do the teachers follow up their students’ responses?
Research Design
This study aimed to conduct an in-depth analysis of participants' beliefs and practices, making qualitative research the ideal choice for its exploratory nature As noted by Creswell (2012), qualitative research facilitates the exploration and understanding of social or human problems by examining individuals' or groups' attitudes, behaviors, and experiences Case study research allows for the investigation of specific phenomena in real-world settings, providing a holistic and realistic view of the issues at hand (Bassey, 1999) Additionally, Mackey and Gass (2016) emphasized that case studies are effective for obtaining comprehensive descriptions in research.
This study employs a case study design to investigate teachers' beliefs regarding the benefits and necessity of Concept Checking Questions (CCQs) in grammar instruction It aims to assess the impact of effective and ineffective CCQs on student learning, as well as to identify the advantages and disadvantages of using CCQs during grammar lessons and propose solutions to any challenges encountered Additionally, the research explores the current practices of participants in utilizing CCQs, providing a comprehensive description of this teaching technique within a specific educational context.
Conducting case studies is practical due to the limited number of participants and sites involved, making recruitment and permission easier (Duff, 2012) While several studies have explored the use of Concept Checking Questions (CCQs), there is a lack of qualitative research specifically focused on their application in grammar teaching Therefore, the researcher aims to conduct a case study to gather in-depth data in a natural setting.
Qualitative research is essential for exploring the reasons and methods behind teachers' use of CCQs in classrooms A case study approach facilitates a thorough investigation, which is crucial for addressing the how and why of these practices (Rowley, 2002).
This case study aims to enhance the understanding of using Concept Checking Questions (CCQs) in grammar instruction, ultimately providing meaningful and useful insights (Attride-Stirling, 2001).
Context of the study
This study was conducted at a campus in District 6 of a language center in
In Ho Chi Minh City, a research study was conducted at a language center, which remains unnamed for ethical reasons To protect the privacy of the participants, all names used in the study are pseudonyms.
Regarding teaching programs, this language center operates classes of five levels: Beginner, Elementary, Pre-Intermediate, Intermediate and Upper-Intermediate
To foster an immersive English-speaking environment, the language center mandates that teachers exclusively use English during class, prohibiting any use of Vietnamese This policy, outlined in the Teacher’s handbook, emphasizes that repeated violations may result in contract termination Classrooms are equipped with cameras to ensure compliance, allowing the Teaching Quality Manager to monitor teaching quality and adherence to regulations The commitment to an English-only atmosphere extends beyond classrooms to all areas of the campus, reinforcing the importance of English in every interaction Consequently, translation for understanding is not considered within this framework.
To maintain high academic standards, the language center prioritizes professional development through continuous support and training New teachers must participate in entrance workshops that cover teaching methodologies and classroom management Additionally, ongoing monthly training workshops are available for all teachers Participants at the research site also receive training on Concept Checking Questions (CCQs) during their induction sessions.
Participants
Before this research, the researcher performed a quantitative study examining the types of questions posed by teachers at three campuses of a language center, specifically two campuses located in District 6 and one in District 11.
A recent article published on the use of Concept Checking Questions (CCQs) in Ho Chi Minh City highlights their effectiveness in assessing students' understanding The findings indicate that participants favored CCQs as the preferred method for checking comprehension.
This study builds on the research conducted by T P D Nguyen (2020) at three campuses of a language center, focusing specifically on one campus Participants were purposefully selected based on the findings of the previous study to align with the objectives of the current research Notably, teachers who reported having received training on Concept Checking Questions (CCQs) were invited to participate in the initial phase of this study.
In the initial phase of the study, a preliminary survey was conducted to identify teachers experienced in using Concept Checking Questions (CCQs) A qualitative questionnaire aimed to filter out participants who had not utilized CCQs in their teaching practice Although all respondents reported having knowledge of CCQs, only 11 confirmed their use in practice, and ultimately, seven teachers agreed to participate in the main study These teachers taught various levels, including Upper-intermediate, Intermediate, Pre-intermediate, Beginners, and Elementary The researcher purposefully selected five of these teachers as participants for the study based on specific criteria.
This study employed observation and interviews to conduct an in-depth analysis of participants' beliefs and practices regarding the use of Concept Checking Questions (CCQs) The researcher intentionally limited the number of participants to align with the study's scope, emphasizing the importance of balance and variety in learning opportunities, as noted by Stake (2005) Creswell (2012) supports this approach, highlighting the value of purposeful sampling to include participants who can significantly contribute to understanding the phenomenon Additionally, Florkowska’s (2017) research indicates that there are varying opinions on the use of CCQs across different student levels.
In her study, two levels of students were focused on: Pre-intermediate and Intermediate Some participants in her study believed that CCQs were more
In the current study, a debate emerged among participants regarding the necessity of Concept Checking Questions (CCQs) at different proficiency levels, with some asserting their importance at the Pre-intermediate level and others at the Intermediate level To explore this further, the researcher selected one representative teacher from each of the five levels—Upper-intermediate, Intermediate, Pre-intermediate, Elementary, and Beginners—who were actively teaching at the time of data collection.
In case study research, the selection and recruitment of participants are crucial, as they form the foundation of the study (Duff, 2012, p 105) For this research, five participants were chosen based on specific criteria: they had received training on Concept Checking Questions (CCQs) for assessing understanding, demonstrated the use of CCQs in their practice during a preliminary survey, consented to participate in the main study, and taught at one of five distinct levels of English (refer to Table 3.1).
Table 3.1 Summary of case selection criteria
1 Having known about CCQs as a technique for checking understanding as reported in the preceding study by the researcher
2 Claiming to have been using CCQs as part of their practice in the preliminary survey
3 Agreeing to participate in the main study
4 Teaching at one of the five different levels
The summary of the preceding research and the current study is illustrated in Figure 3.1
Figure 3.1 Summary of the preliminary study and the present study
The information of the five teachers who were recruited in this research is described in Table 3.2
Table 3.2 Summary of the participants’ information
Teacher Years of teaching experience
English level of the observed class
All participant teachers at the research site focused on grammar instruction, with a clear division of responsibilities between Vietnamese and expatriate educators Expat teachers handled vocabulary, speaking, and reading, while their Vietnamese counterparts were tasked with grammar, listening, and writing.
To sum up, in order to recruit participants for this study, the researcher drew a purposive sample which was most accessible while meeting all selection criteria.
Research instruments
This study aimed to explore teachers' beliefs and experiences regarding the use of Concept Checking Questions (CCQs) in grammar instruction It was conducted in two phases: a preliminary survey followed by the main study Data were gathered through questionnaires, observations, and interviews.
In the initial phase of this study, a mini-survey was conducted among 26 Vietnamese teachers to identify those utilizing Concept Checking Questions (CCQs) for assessing students' understanding in grammar instruction This preliminary research aimed to confirm which teachers employed this technique, guiding the selection process for participants in the main study.
A questionnaire is a written tool that presents participants with a series of questions or statements, allowing them to respond by either selecting from given options or providing their own answers (J D Brown, 2001, p 6) It stands out among various research instruments due to its unique ability to gather structured data efficiently.
Surveys are a widely used tool for data collection, as noted by Cohen, Manion, and Morrison (2011) and Nunan (2008) They provide significant benefits in terms of time, effort, and financial resources, allowing researchers to gather large volumes of data efficiently from a group of participants (Dürnyei, 2003).
This questionnaire serves as a filter rather than establishing frequencies, means, or other parameters (Cohen et al., 2011) In a previous study, teachers indicated their use of Concept Checking Questions (CCQs) (T P D Nguyen).
The researcher aimed to verify the practical use of Concept Checking Questions (CCQs) among teachers to ensure the recruitment of suitable participants To achieve this, specific items were created to assess respondents' understanding of CCQs and their application in teaching For instance, question 5 required teachers to identify appropriate questions for concept checking the structure "used to" from a provided list This approach included a mix of well-constructed and poorly constructed CCQs, as well as other types of checking questions Consequently, teachers who incorrectly selected ineffective CCQs or opted for general understanding-check questions were excluded from further participation Ultimately, only those who demonstrated experience with CCQs and expressed willingness to continue in the study were selected for the next phases.
The questionnaire included a total of nine items, with five being open-ended to allow participants to express their viewpoints freely Specifically, Questions 1 and 2 focused on gathering information about the respondents' teaching backgrounds, including their years of experience at the research site and the student levels they primarily teach during the study period.
3 examined their general opinions towards the importance of CFU in teaching
The survey utilized a 6-point Likert scale to assess the importance of various grammar aspects, ranging from "Not important" to "Very important," along with an option for respondents to indicate "Don't know." Additionally, question 3 included an open-ended prompt for participants to elaborate on their answers, while questions 4 through 7 further explored related topics.
8 examined their experiences regarding checking understanding in general and using CCQs in particular, filtering out the inappropriate participants; and Question
9, the last question, asked teachers whether they agree to take part in the main study or not (See Appendix A for more detail)
This set of questionnaires was designed and administered in English Since the participants are English teachers, it was expectable that they had no difficulties comprehending the questions themselves
Table 3.3 Distribution of items in the questionnaire
2 General opinions towards the importance of CFU in teaching grammar Q3
Teachers’ experiences regarding checking understanding in general and using CCQs in particular, filtering out the inappropriate participants
4 Asking for participation in the main study Q9
The survey results were utilized to identify and select participants for the subsequent phase of the study, effectively acting as a filter to determine eligibility.
In the primary phase of the research, data collection involved both observations and interviews The observations revealed how teachers employed Concept Checking Questions (CCQs) in their grammar instruction, while the interviews delved into the beliefs that shaped the teachers' classroom practices.
This study aimed to investigate teachers' practices in utilizing Concept Checking Questions (CCQs) during grammar lessons By comparing the observational results with interview data, the research sought to identify any discrepancies between teachers' expressed beliefs and their actual classroom practices As noted by Robson (2002), there can be a significant difference between what individuals claim to do and their real actions, making observation a crucial method for validating these findings.
Observation is a vital research method that involves collecting open-ended, firsthand information by watching people and places in their natural settings (Creswell, 2012) This approach is particularly powerful, as it can provide more valid and authentic data, allowing researchers to capture 'live' information from real social situations (Cohen et al., 2011).
The study's observation scheme is divided into two main sections The first section captures general information, including the observation date and time, student demographics, lesson overview, and the target structures observed The second section focuses on three key observation domains: setting context, teaching stages, and teachers' Concept Checking Questions (CCQs) Within the CCQs domain, four subdomains are examined: grammar aspects (form, meaning, use), the direction of CCQs (to the whole class or individuals), student responses to CCQs, and teachers' follow-up actions.
Under each subdomain, the scheme was divided into separate options so that the observer can easily tick on the according box For example, under the third
43 sub-domain (i.e., students’ responses and reactions), there are two scenarios: positive and negative In the positive side, there are three options which are
“correct”, “enthusiastic” and “choral” In the negative side, there are 4 options:
The researcher can efficiently record observations using terms like "incorrect," "reluctant," "bored," and "confused." Additionally, an "other" option is available, along with space for the observer to jot down any necessary notes For further details, refer to Appendix B.
Table 3.4 Summary of observation scheme
1 General information about the observed class and lesson
- Number and level of students
2.1 Setting context Description of context
2.2 Teaching stages Description of teaching stages
- Sub-domain 1 Aspects of grammar checked: form, meaning, use
- Sub-domain 2 How CCQs are directed: to whole class or to specific students
- Sub-domain 3 Students’ responses and reactions to teacher’s CCQs: positive or negative
- Sub-domain 4 Teachers’ follow-ups
The second research instrument used for data collection in the main study was interviews, which offer the advantage of exploring phenomena that are not directly observable, such as self-reported perceptions and attitudes (Mackey & Gass, 2016) This data provides valuable insights into teachers' beliefs regarding the use of Concept Checking Questions (CCQs) in English classrooms Additionally, interview responses reveal the reasoning behind teachers' actions observed during the study The ability to incorporate multiple sources of evidence, including questionnaires, observations, and interviews, enhances the strength of data collection through triangulation in case studies (Yin, 2009).
Data collection procedure
The researcher sought permission from the campus manager to conduct the study at the field site, initiating data collection in two phases: a preliminary survey followed by the main study.
In a preliminary survey, a questionnaire was distributed to 26 Vietnamese teachers during a break, with the researcher providing a brief introduction to the study and ensuring confidentiality The researcher assisted participants in understanding the questionnaire, resulting in valid responses, with seven teachers agreeing to participate in the next phase After a week, appointments were made for observations, but only five teachers met the selection criteria and had appropriate classes for data collection, specifically grammar lessons at five different levels Consequently, the two teachers without suitable classes were not recruited for the study.
In the primary study, data collection utilized two key instruments, with observations conducted from September to November 2020 at the research site Each class was observed once during grammar lessons, and the researcher recorded the sessions with the teachers' consent using a mobile voice recorder Following each observation, the audio was transcribed using Adobe Audition CC 2018, concentrating on the teachers' use of Concept Checking Questions (CCQs), student responses, and teacher follow-ups.
Following the observations, the researcher scheduled interviews with the teachers Two interviews were conducted in person, while the remaining three took place via video call, providing greater flexibility in terms of timing and location.
The interviews, lasting between 40 minutes to one hour, utilized a structured set of questions to guide the discussion (see Appendix D) To create a comfortable environment, participants were provided with a copy of the questions and the interviews began with brief social interactions to build trust Interviewees reflected on their experiences with CCQs in the classroom All sessions were recorded and transcribed using Adobe Audition CC 2018, with prior consent from the participants.
Table 3.6 The timeline for data collection procedure in the main study
Participant Instrument Code Time of administration
Data analysis scheme
Data analysis was conducted concurrently with data collection, starting with the transcription of interviews and typing of field notes The researcher thoroughly read the complete descriptions to understand the overall context Each field note and transcript underwent multiple reviews, focusing on relevant statements.
The research process involved noting the research questions and conducting data analysis through sorting, arranging, and coding the data The researcher grouped statements into emerging themes, labeled these themes, and described their interconnections Ultimately, an overall descriptive summary was created to address the research questions, with the coded data and themes visually represented in Figure 3.2.
Figure 3.2 Thematic network of the study
The study adhered to ethical standards by obtaining permission from the Training Quality Manager before accessing the research site and collecting data Participants were selected through criterion sampling and were provided with consent forms via email, which outlined the researcher's introduction, the study's context and purpose, as well as the time required for observations and interviews.
50 plans for use of data; (3) Data recording during observations and interviews was allowed by the teachers; and (4) To ensure confidentiality, participants’ names were replaced with numbers.
Summary
This chapter has examined the research methodology, focusing on the research context, participants, design, instruments, and the data collection and analysis procedures The next chapter will present the research results aligned with the research questions, which will serve as the foundation for the major findings and subsequent discussion.